scholarly journals Measuring Experiential Learning: An Approach Based on Lessons Learned Mapping

2019 ◽  
Vol 10 (1) ◽  
pp. 11
Author(s):  
Marco Bertoni ◽  
Alessandro Bertoni
Keyword(s):  
Experiential Learning ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Real Life ◽  
Lessons Learned ◽  
Learning Activities ◽  
Value Innovation ◽  
Innovation Projects ◽  
Innovation Project ◽  
Definition Of

Fostering ‘experiential learning’ in real-life situations is a critical task for engineering educators when creating constructively aligned learning activities. The paper proposes an approach to measure the students’ perception of learning in Conceive-Design-Implement-Operate activities conducted outside the classroom. The approach is based on the opportunity of gathering and analyzing lessons learned from the student reflection reports at the end of a team-based innovation project performed in collaboration with company partners. The approach is intended to provide a basis for the future development of innovation projects with engineering students, supporting the definition of learning outcomes that are relevant for the CDIO Syllabus 2.0, and of constructively aligned learning experiences. The paper exemplifies the approach with regards to a master course named Value Innovation and presents the findings obtained at the third and second level of the CDIO Syllabus 2.0. The results of the course implementation show how short team-based innovation projects largely contributed in developing social and communication-related skills in engineering students, going beyond the mere application of their technical skills.

scholarly journals Peer-review to promote learning and collaboration between students of “Energy in Buildings” = Evaluación por pares para incentivar el aprendizaje y colaboración entre estudiantes de “Energía en la Edificación”

2020 ◽  
Vol 4 (1) ◽  
pp. 9
Author(s):  
Alberto Sánchez González
Keyword(s):  
Learning Outcomes ◽  
Peer Assessment ◽  
Real Life ◽  
Educational Innovation ◽  
Lessons Learned ◽  
Innovation Project ◽  
Virtual Platform ◽  
Learning And Collaboration ◽  
Carlos Iii ◽  
Innovación Docente

AbstractIn educational settings, peer assessment is defined as the process of considering the level, value, worth, quality or success of the outcomes of learning by classmates with the same status (i.e. peers). In the framework of an educational innovation project at Universidad Carlos III de Madrid (UC3M), peer assessment has been implemented during two years in the course of “Energy in Buildings”. In this subject, students individually develop their own project, mainly based on software tools, and apply the knowledge and skills learned within the course. The goal of peer assessment in this course is, not so much to increase student’s marks, but to increase their learning outcomes. The resulting classroom setting also allows a smoother transition to real-life professional settings and the development of interpersonal skills with future co-workers. A learning management system was utilized: Aula Global, virtual platform for students at UC3M, that is based on Moodle. Peer assessment was enabled by using the workshop activity in Moodle platform. To guide the assessment by the students, rubric templates were generated in the same virtual platform. This paper presents the lessons learned during the last year of application of peer assessment in “Energy in Buildings” course.ResumenEn entornos educativos, la evaluación por pares se define como el proceso de considerar el nivel, valor y calidad o éxito de los resultados de aprendizaje por parte de los propios compañeros (i.e. pares o iguales). En el marco de un proyecto de innovación docente de la Universidad Carlos III de Madrid (UC3M), la evaluación por pares se ha implementado durante dos años en la asignatura ”Energía en la Edificación”. En ella, los estudiantes desarrollan de forma individual su propio proyecto, fundamentalmente basado en herramientas informáticas, y aplican los conocimientos y destrezas que adquieren a lo largo del curso. El objetivo de la revisión por pares en esta asignatura es incrementar, no tanto las calificaciones de los alumnos, sino más bien los resultados de aprendizaje. El entorno de clase resultante permite además una transición más suave hacia la realidad profesional y el desarrollo de habilidades interpersonales con futuros compañeros de trabajo. Se utilizó un sistema de gestión de aprendizaje: Aula Global, plataforma virtual para estudiantes de la UC3M, la cual se basa en Moodle. La evaluación por pares se habilitó mediante la actividad de taller en la plataforma Moodle. Para guiar la evaluación por parte de los estudiantes, se generaron plantillas de rúbrica en la propia plataforma virtual. Este trabajo presenta las lecciones aprendidas durante el último año de aplicación de la revisión por pares en la asignatura de “Energía en la Edificación”.

scholarly journals Peer assessment between students of energy in buildings to enhance learning and collaboration

2021 ◽  
Vol 5 (1) ◽  
pp. 23
Author(s):  
Alberto Sánchez González
Keyword(s):  
Learning Outcomes ◽  
Peer Assessment ◽  
Real Life ◽  
Educational Innovation ◽  
Lessons Learned ◽  
Classroom Setting ◽  
Innovation Project ◽  
Virtual Platform ◽  
Learning And Collaboration ◽  
Carlos Iii

In educational settings, peer assessment is defined as the process of considering the level, value, worth, quality or success of the outcomes of learning by classmates with the same status (i.e. peers). In the framework of an educational innovation project at Universidad Carlos III de Madrid (UC3M), peer assessment has been implemented during two years in the course of “Energy in Buildings. In this subject, students individually develop their own project, mainly based on software tools, and apply the knowledge and skills learned within the course. The goal of peer assessment in this course is, not so much to increase student’s marks, but to increase their learning outcomes. The resulting classroom setting also allows a smoother transition to real-life professional settings and the development of interpersonal skills with future co-workers.A learning management system was utilized: Aula Global, virtual platform for students at UC3M, that is based on Moodle. Peer assessment was enabled by using the workshop activity in Moodle platform. To guide the assessment by the students, rubric templates were generated in the same virtual platform. This paper presents the lessons learned during the last year of application of peer assessment in “Energy in Buildings” course.

scholarly journals Experiential Learning in MPA Programs: A Case for Complementarity between Internship and Service Learning Requirements

2016 ◽  
Vol 49 (01) ◽  
pp. 132-138 ◽  
Author(s):  
John David Gerlach ◽  
Tyler P. Reinagel
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Public Administration ◽  
Real Life ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Learning Approach ◽  
Community Benefit ◽  
Education Today ◽  
Additional Exposure

ABSTRACTExperiential learning is a growing practice in higher education today. Master of Public Administration (MPA) programs use experiential learning to expose students to application and reinforcement of academic theories and concepts. This most often is accomplished through a required internship. This article argues for the addition of service learning requirements to MPA curricula. A complementary relationship between internship and service learning requirements yields four primary benefits: (1) further involvement of pre-service and in-service students in experiential-learning activities; (2) additional exposure to real-life application of course concepts; (3) better and more targeted classroom reinforcement mechanisms; and (4) additional community benefit. Complementarity between internship and service learning requirements allows the best of each experiential-learning approach to augment the other. We contend that this produces better-prepared MPA graduates by exposing them to a more diverse set of immersive learning opportunities and application scenarios.

scholarly journals Fostering Interdisciplinary Research through Experiential Learning

2013 ◽  
Vol 5 ◽  
Author(s):  
Susan Hirsch ◽  
Agnieszka Paczynska ◽  
Philip Gamaghelyan
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Student Learning ◽  
Interdisciplinary Research ◽  
Real Life ◽  
Learning Activities ◽  
Research Skills ◽  
Capstone Course ◽  
Faculty Team

For a number of years, a student/faculty team at the School for Conflict Analysisand Resolution has been developing experiential learning activities (ELAs) toincrease student learning, student engagement, and students' critical thinkingabilities. The team developed several new activities focused on improving studentlearning of research skills and conventions in the interdisciplinary conflict analysisand resolution field. During this session, presenters will discuss activities andmaterials developed for the program's capstone course, CONF 490, wheretheoretical readings and class activities that helped students prepare their finalresearch product were supplemented by examples of real-life research. 

scholarly journals THE APPLICATION OF SSCS TYPE PROBLEM BASED LEARNING TO IMPROVE STUDENT LEARNING OUTCOMES

2019 ◽  
Vol 7 (1) ◽  
pp. 94-108
Author(s):  
Nina Erlina
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Real Life ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activities ◽  
Type Problem ◽  
The Subject ◽  
Improve Student Learning

This research discusses the application of the SSCS type problem based learning model to improve student learning outcomes in class X1 AK1 SMKN 1 Sungailiat. The research method used in this study is PTK that is done with the type of search, solve, create, and share (SCSS) in the subject of Accounting material about closing journal. The findings show: 1) the SSCS type problem based learning model can improve student learning outcomes, this can be proven by comparing the test scores in each cycle. 2) this learning model is also able to overcome miss-matches, especially on social concepts that are abstract and require real evidence from real life to brought into the learning process. 3) obstacles encountered related to the application of this learning method namely: a) the teacher involved was not accustomed to using PBL learning models with this type of SSCS before,  so that it had a little difficulty in applying it. After several meetings, the teacher is accustomed to adapt in optimizing their use for learning activities of students in the classroom. b) students want the learning phase and the experiments they do are designed to be more interesting and interactive, and contain examples of real activities that are more related to the material discussed.

scholarly journals Pengelolaan PAUD Berbasis Experiential Learning

2018 ◽  
Vol 6 (2) ◽  
pp. 101-106
Author(s):  
Alim Harun Pamungkas ◽  
Vevi Sunarti
Keyword(s):  
Child Development ◽  
Experiential Learning ◽  
Real Life ◽  
Learning Activities ◽  
Learning Activity ◽  
Social Emotional ◽  
Community Members ◽  
Model Learning ◽  
Childhood Education ◽  
Learning Principles

PAUD institutions are often interpreted as a place of learning for children who are only oriented to the skills and knowledge of reading, writing, counting, and drawing. PAUD institutions should focus on children's development related to religious and moral, physical, cognitive, language, social, emotional and artistic aspects. Thus the educational services provided by PAUD institutions must be able to facilitate all aspects of child development through enjoyable learning activities and help increase understanding of parents or the surrounding community about playing as a fun learning activity. Fun learning activities for early childhood need to be designed to help children get real life simulations in their daily activities. PAUD institution learning activities need to be adjusted to the stages of child development based on experiential learning model learning principles. On that basis, an activity is needed that facilitates the creation of learning experiences for managers and parents or community members in PAUD institutions about experiential learning.Keywords: Childhood Education (PAUD), Experiential Learning

scholarly journals Successfully Teaching Ethics For Effective Learning

2011 ◽  
Vol 1 (3) ◽  
pp. 31 ◽  
Author(s):  
Ronald R. Sims ◽  
Edward L. Felton, Jr.
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Critical Analysis ◽  
Ethics Education ◽  
Real Life ◽  
Learning Activities ◽  
Teaching Ethics ◽  
Active Engagement ◽  
Effective Learning ◽  
Made In

This paper is concerned with identifying keys to successfully teach ethics. The keys are: addressing the relevance challenge; striving to achieve a balance between the active engagement of students with issues and a critical analysis of choices in to be made in real-life situations; attending to or managing the learning process to include learning styles and experiential learning; debriefing experientially-oriented learning activities; and institutionalizing outcomes of ethics education objectives. The paper discusses results of a study that attempted to answer the question What is required to successfully deliver experientially-oriented ethics education

Backwards Design and Program Level Approaches to Coach Development in Higher Education

2019 ◽  
Vol 6 (3) ◽  
pp. 329-338 ◽  
Author(s):  
Eric M. Martin ◽  
Scott J. Moorcroft ◽  
Tyler G. Johnson
Keyword(s):  
Learning Outcomes ◽  
The United States ◽  
Lessons Learned ◽  
Learning Activities ◽  
Specific Content ◽  
Certificate Program ◽  
Coaching Education ◽  
Content Selection ◽  
Coach Development ◽  
Professional Development Needs

Because there is no single governing sport body in the United States devoted to coaching education, coaching requirements can vary greatly state-to-state and between organizations within the same state. Therefore, it often is up to club programs or universities to devise individual curriculum for coaching education. For those responsible for coaching education, utilizing backwards design can ensure programs meet the learning and professional development needs of coaches. In backwards design, identifying coaches’ needs and creating program-level learning outcomes occurs prior to specific content selection. Additionally, backwards design encourages instructors to select assessments and learning activities that align with the program-level learning outcomes. In this article, a group of faculty describe their experience utilizing backwards design in creating a college/university certificate program focused on sport coaching. Specifically, a description of the following is included: (a) the process used to create program-level learning outcomes, (b) how to emphasize the program-level learning outcomes throughout the program’s coursework, and (c) a specific example from one course in the curriculum. Finally, we provide lessons learned throughout the process and recommendations for program development in hopes that coach developers can utilize this process in designing their own curricula.

From the Shadow of Overconfidence Into the Light of Humility: Reflections on Experiential Learning Activities Gone Awry

2018 ◽  
Vol 43 (2) ◽  
pp. 200-211
Author(s):  
Steven A. Edelson ◽  
Kevin D. Lo ◽  
Terry Nelson ◽  
Gary Stark ◽  
Micheal T. Stratton ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Dark Side ◽  
Academic Experience ◽  
Careful Planning ◽  
Intrinsic Reward ◽  
Learning Techniques ◽  
Shadow Cast

Many instructors use experiential learning techniques to link students’ academic experience with the reality that awaits them professionally. Careful planning and reflecting on experiential activities usually take place prior to implementation to ensure that prescribed student learning outcomes are met. Hence, management educators’ confidence soars when outcomes meet or exceed their expectations, and there is the intrinsic reward of seeing students succeed. Subsequently, effective application of activities can lead to overconfidence in implementing routine as well as new activities. What happens, however, when an activity goes awry? Can it be salvaged? In this article, we explore overconfidence as the shadow that can disrupt a faculty’s well-meaning activity, leading to something unexpected with unintended learning consequences for the instructor and students. Then, we analyze several of our activities gone awry as a result of overconfidence. Finally, we suggest humility as a spotlight that can help us move out of the shadow cast by overconfidence, thus helping faculty deal with the dark side of experiential exercises.

scholarly journals Efektifitas Experiential Learning Method dalam Pembelajaran Pengolahan dan Analisis Data Penelitian Tindakan Kelas

2020 ◽  
Vol 8 (2) ◽  
pp. 570-580
Author(s):  
Mutia Fariha
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Action Research ◽  
Experiential Learning ◽  
Learning Outcomes ◽  
Learning Objectives ◽  
Learning Activities ◽  
Learning Method ◽  
The Subject ◽  
Classroom Action Research

[EFFECTIVENESS OF EXPERIENTIAL LEARNING METHOD IN LEARNING ACTIVITIES DATA PROCESSING ANDANALYSIS CLASSROOM ACTION RESEARCH]. This research is qualitative research with a descriptive methodwhich aims to determine the effectiveness of the Experiential Learning Method in the learning process Processing and Data Analysis at the Classroom Action Research (CAR) Training based on the perceptions of the participants. Effectiveness is seen based on the suitability of the results obtained with the learning objectives. The research was conducted at CAR training in Aceh Barat Daya with the subject of research as many as 40 people. Collecting data using a questionnaire with google form and triangulation by interviews and observations of work documents. The results showed that according to participants' perceptions the application of the Experience Learning Method in learning was effectively based on the achievement of learning outcomes. The application of the Experience Learning Method can also increase motivation, provide experience in processing and analyzing data in real situations, and improve skills in processing and analyzing CAR data.

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