Learning by Doing, Learning by Seeing: Does Observation of Clinical Simulation Still Count?

2017 ◽  
Author(s):  
Matthew Fernando
Keyword(s):  
Learning By Doing ◽  
Clinical Simulation

The nature and methods of learning by doing.

2001 ◽  
Vol 56 (11) ◽  
pp. 964-973 ◽  
Author(s):  
Alan M. Lesgold
Keyword(s):  
Learning By Doing ◽  
Methods Of Learning

Learning by Doing for Others

PsycCRITIQUES ◽  
2008 ◽  
Vol 53 (10) ◽  
Author(s):  
Joseph A. Durlak ◽  
Christine I. Celio
Keyword(s):  
Learning By Doing

Learning by doing: Understanding skill acquisition through skill acquisition

2010 ◽  
Author(s):  
Anne Collins McLaughlin ◽  
Wendy A. Rogers
Keyword(s):  
Skill Acquisition ◽  
Learning By Doing

Neues Konzept für Neueinsteiger - Learning by doing

2008 ◽  
Vol 117 (12) ◽  
pp. 664-664
Keyword(s):  
Learning By Doing

Contamination Lab of Turin (CLabTo)

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Eleonora FIORE ◽  
Giuliano SANSONE ◽  
Chiara Lorenza REMONDINO ◽  
Paolo Marco TAMBORRINI
Keyword(s):  
University Students ◽  
Single Case ◽  
Real Life ◽  
Learning By Doing ◽  
Assessment Data ◽  
Entrepreneurial Skills ◽  
Fields Of Study ◽  
Education Levels ◽  
Positive Effect

Interest in offering Entrepreneurship Education (EE) to all kinds of university students is increasing. Therefore, universities are increasing the number of entrepreneurship courses intended for students from different fields of study and with different education levels. Through a single case study of the Contamination Lab of Turin (CLabTo), we suggest how EE may be taught to all kinds of university students. We have combined design methods with EE to create a practical-oriented entrepreneurship course which allows students to work in transdisciplinary teams through a learning-by-doing approach on real-life projects. Professors from different departments have been included to create a multidisciplinary environment. We have drawn on programme assessment data, including pre- and post-surveys. Overall, we have found a positive effect of the programme on the students’ entrepreneurial skills. However, when the data was broken down according to the students’ fields of study and education levels, mixed results emerged.

Assessing the effectiveness of renewable energy sector support mechanisms

2020 ◽  
Vol 26 (6) ◽  
pp. 1392-1413
Author(s):  
S.V. Ratner
Keyword(s):  
Renewable Energy ◽  
Project Management ◽  
Wind Power ◽  
Learning By Doing ◽  
Comprehensive Analysis ◽  
Incentive Mechanisms ◽  
Support Programme ◽  
Support Mechanisms ◽  
Generating Equipment ◽  
Operation Phase

Subject. This article discusses the effectiveness of government programmes to support renewable energy and whether they should continue to be implemented. Objectives. The article aims to conduct a comprehensive analysis of the changes in solar and wind power projects under the State support programme within the period from 2014 to 2019 and assess the effectiveness of the acting incentive mechanisms. Methods. For the study, I used the Learning-by-Doing theory and Project Management principles and methods. Results. The article proposes to consider the local content of the projects implemented as the key effectiveness indicator of the renewable energy support programme in Russia. For solar projects, this figure is currently significantly higher than the planned one, and it corresponds to the planned one for wind projects. In general, therefore, the programme can be considered effective. Conclusions. Further improvements in renewable energy support mechanisms should take into account the need to drastically increase the pace of training in the full cycle of the renewable energy project, including the operation phase of generating equipment and the supply of electricity to the grid.

Learning By Doing: Brock Pre Service Course Prepares Literacy Teachers

2005 ◽  
Vol 2 (2) ◽  
Author(s):  
Giselle Whyte ◽  
Ruth McQuirter Scott
Keyword(s):  
Learning By Doing ◽  
Literacy Teachers ◽  
Teaching English ◽  
Essay Writing ◽  
Long Time

"I am really scared of teaching English." "The only writing that I am really familiar with is essay writing." "I haven't read fiction in a long time, let alone a children's novel." "I don't know anything about poetry. How then am I going to teach it? "

MODEL FOR APPLICATION OF STEM APPROACH IN CONDITIONS OF DISTANCE LEARNING – STEM HOME LABORATORY

2020 ◽  
Vol 11 (1) ◽  
pp. 209-215
Author(s):  
Greta Stoyanova ◽  
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Distance Learning ◽  
Primary School ◽  
Soft Skills ◽  
Learning By Doing ◽  
Online Classes ◽  
Successful Model ◽  
Scientific Experiment ◽  
At Home

The sudden shift to distance learning caused by the COVID-19 virus emergency has posed a serious challenge to schools. This article presents a successful model for applying the STEM approach in science education at the Alexander Georgiev-Kodzhakafaliyata Primary School in Burgas. In the conditions of synchronous distance learning in MS Teams environment, students conduct experiments with handy tools and materials at home, during online classes or as homework assignments, then describe the experiments in presentations and share them with their classmates during the project week ( April holidays and at the end of the year). The application of STEM home laboratory combines knowledge from different disciplines, diversifies and facilitates learning, enables learning by doing things, which most stimulates the curiosity of students. Thus, they casually acquire skills for planning and conducting a scientific experiment, generating hypotheses and reasoning, measuring results and formulating conclusions. At the same time, soft skills for teamwork, creative and critical thinking, presentation skills are formed and upgraded.

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