Training Facilitators for Face-to-Face Electronic Meetings: An Experiential Learning Approach

Although electronic face-to-face meetings are increasingly being used by organizations to improve the productivity of their strategic planning teams, design task forces, quality circles, sales management, and other organizational groups (Alavi, 1993; Dishman & Aytes, 1996), the rate of adoption of the technologies to support these meetings appears to be slowing (Grise & Gallupe, forthcoming). A possible reason for this reduced rate of adoption may be the difficulty in training competent electronic meeting facilitators. These facilitators play a key role in electronic meetings that use computer-based group technologies or group support systems (GSS) to assist the group in tasks such as generating ideas, evaluating alternatives and developing action plans. The purpose of this chapter is to describe how an action learning approach was used to train traditional meeting facilitators in the tools, techniques and processes of electronic meeting facilitation. This chapter begins with a description of action learning, in particular the three schools of action learning. The second section explains the nature of the “experiential” school of action learning and the GSS facilitation training program used in a research project in which 15 facilitators, already experienced in conventional meetings, were trained to become facilitators of electronic meetings. The final sections describe some lessons learned and implications for organizations training their electronic meeting facilitators.

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Teaching Derivatives Using Bloomberg: An Experiential Learning Approach

SSRN Electronic Journal ◽

10.2139/ssrn.3501259 ◽

2019 ◽

Cited By ~ 1

Author(s):

Amira Annabi

Keyword(s):

Experiential Learning ◽

Learning Approach

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Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

Education Sciences ◽

10.3390/educsci11020046 ◽

2021 ◽

Vol 11 (2) ◽

pp. 46

Author(s):

Maki K. Habib ◽

Fusaomi Nagata ◽

Keigo Watanabe

Keyword(s):

Critical Thinking ◽

Experiential Learning ◽

Learning Process ◽

Laboratory Experiments ◽

Thinking Skills ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Learning Approach ◽

Learning Approaches ◽

Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

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Using DAWs as modelling tools for learning design sound-based applications in education

Journal of Music Technology and Education ◽

10.1386/jmte_00028_1 ◽

2021 ◽

Vol 13 (2-3) ◽

pp. 305-322 ◽

Cited By ~ 1

Author(s):

Hussein Boon

Keyword(s):

Experiential Learning ◽

Teaching And Learning ◽

Innovative Approach ◽

Learning Approach ◽

Learning Design ◽

Educational Settings ◽

Music Production ◽

Learning Challenges ◽

Interesting Solution

This article discusses a proposed design and sound tool teaching and learning approach, with interesting solution-based challenges not immediately associated with traditional DAW instruction. By stepping outside of the usual boundaries of DAW use, music production teaching is presented with a number of novel learning challenges. There is potential for DAWs, especially in educational settings, to be used to enhance the discipline, encourage experimentation and stimulate design-based ideas that promote DAW use beyond the mixing and engineering type contexts. By shifting DAWs into areas of sound-based music, as proposed by Landy, this innovative approach, facilitates deeper, experiential learning where sound is treated as the basic musical unit, therefore allowing for a potentially greater range of designed outputs.

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AN EXPERIENTIAL LEARNING APPROACH FOR DEVELOPING MENTAL MODELS IN ENGINEERING DESIGN EDUCATION

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.vi0.14874 ◽

2021 ◽

Author(s):

S. Li ◽

C. Chua

Keyword(s):

Experiential Learning ◽

Engineering Design ◽

Mental Models ◽

Design Education ◽

Mental Simulation ◽

Learning Approach ◽

Engineering Design Education ◽

Design Activities ◽

Support Engineering ◽

Prior Experiences

Mental simulation represents how a person interprets and understands the causal relations associated with the perceived information, and it is considered an important cognitive device to support engineering design activities. Mental models are considered information characterized in a person’s mind to understand the external world. They are important components to support effective mental simulation. This paper begins with a discussion on the experiential learning approach and how it supports learners in developing mental models for design activities. Following that, the paper looks at the four types of mental models: object, making, analysis and project, and illustrates how they capture different aspects and skills of design activities. Finally, the paper proposes an alternative framework, i.e., Spiral Learning Approach, which is an integration of Kolb’s experiential learningcycle and the Imaginative Education (IE) framework. While the Kolb’s cycle informs a pattern to leverage personal experiences to reusable knowledge, the IE’s framework suggests how prior experiences can trigger imagination and advance understandings. A hypothetical design of a snow removal device is used to illustrate the ideas of design-related mental models and the spirallearning approach.

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Socio-Cultural Adaptation Through Leisure Among Chinese International Students: An Experiential Learning Approach

Leisure Sciences ◽

10.1080/01490400.2018.1491351 ◽

2018 ◽

pp. 1-20 ◽

Cited By ~ 4

Author(s):

Hongping Zhang ◽

Yilun Zhou ◽

Monika Stodolska

Keyword(s):

International Students ◽

Experiential Learning ◽

Cultural Adaptation ◽

Chinese International Students ◽

Learning Approach

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Design and evaluation of two blended learning approaches: Lessons learned

Australasian Journal of Educational Technology ◽

10.14742/ajet.896 ◽

2011 ◽

Vol 27 (8) ◽

Cited By ~ 15

Author(s):

Wing Sum Cheung ◽

Khe Foon Hew

Keyword(s):

Blended Learning ◽

Teaching And Learning ◽

Theoretical Foundation ◽

Graduate Programs ◽

Lessons Learned ◽

University Teaching ◽

Learning Approach ◽

Learning Approaches ◽

Communication Tool ◽

Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

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Pendidikan ideal perspektif Tagore dan Ki Hajar Dewantara dalam pembentukan karakter peserta didik

Jurnal Civics Media Kajian Kewarganegaraan ◽

10.21831/civics.v13i2.12740 ◽

2016 ◽

Vol 13 (2) ◽

pp. 172-181

Author(s):

Marzuki Marzuki ◽

Siti Khanifah

Keyword(s):

Content Analysis ◽

Experiential Learning ◽

Education System ◽

Secondary Data ◽

Primary Data ◽

Learning Approach ◽

Rabindranath Tagore ◽

Education Data ◽

Education And Development ◽

The Ideal

The research aims to study the thought of Rabindranath Tagore and Ki Hajar Dewantara with the ideal education related in formation of students character. This research is a literature review using content analysis approach. Sources of data in the form of primary data and secondary data on thought of two leaders in education. Data were analyzed qualitatively with the inductive approach. The results showed that 1) Rabindranath Tagore saw education based on freedom and love. Learning approach undertaken by Rabindranath Tagore in the education system is experiential learning; 2) Ki Hajar Dewantara developed a Among system in education which is an effort to advance the development of morality (inner strength), mind (intellect), and physical students; and 3) there is a link between thought of Rabindranath Tagore and thought of Ki Hajar Dewantara on looking at the education and development of ideal education system.

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