The ABCs of Effective Learning Environments

2021 ◽  
pp. 17-19
Author(s):  
Deborah S. Delisle ◽  
James R. Delisle
Keyword(s):  
Learning Environments ◽  
Effective Learning ◽  
Effective Learning Environments

Digital Games

2013 ◽  
pp. 253-272 ◽  
Author(s):  
Paul Pivec ◽  
Maja Pivec
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Digital Games ◽  
Design Guidelines ◽  
Game Based Learning ◽  
Constructivist Learning Theory ◽  
Effective Learning ◽  
Effective Learning Environments ◽  
New Ideas ◽  
Collaborative Platform

Digital Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on constructivist learning theory and guides the design of the effective learning environments. The constructivist design required for successful Game-Based Learning is discussed in this chapter and the model of recursive learning is discussed suggesting how Game-Based Learning (GBL) and how to maximize its affect. This chapter defines “Gameplay” and tables the perceptions of both players and teachers in the area of abilities learnt from playing digital games. Resources for implementing GBL are highlighted and the need for these is discussed. We conclude this chapter with design guidelines that will ensure effective learning outcomes are attained and suggest why these steps are necessary.

Is the primary care network the answer to increase student nurse capacity in general practice?

2019 ◽  
Vol 30 (12) ◽  
pp. 600-605
Author(s):  
Shaun Heath
Keyword(s):  
Primary Care ◽  
General Practice ◽  
Community Of Practice ◽  
Learning Environments ◽  
Nursing Leadership ◽  
Student Nurse ◽  
Care Network ◽  
Practice Nurses ◽  
Effective Learning ◽  
Effective Learning Environments

Primary care networks have the potential to increase student nurse placements in general practice. Shaun Heath explores how effective learning environments can be created and the concept of the ‘community of practice’ This article explores how the emerging primary care networks (PCNs) could be used to increase student nurse placements in primary care, and how they could facilitate nurses in breaking free from isolative working. Known as a ‘community of practice’, working with our peers and colleagues from neighbouring practices alongside students could facilitate the growth of the network itself, share the educational load with the nurses in the PCN, and create nursing leadership with shared educational advancements. Could PCNs be what general practice nurses need to find their voices and develop their ambitions of becoming leaders?

Increasing Student Numbers: Diminishing Tutor Insight?

2005 ◽  
Vol 4 (1) ◽  
pp. 15-21 ◽  
Author(s):  
Paul Sander
Keyword(s):  
Learning Environments ◽  
Epistemological Beliefs ◽  
Survey Methods ◽  
Student Diversity ◽  
Conceptions Of Learning ◽  
Concomitant Increase ◽  
Effective Learning ◽  
Effective Learning Environments ◽  
Heterogeneous Classes ◽  
Teaching Learning

In order to provide efficient and effective education it is essential that teachers understand their students as learners. With small class sizes informal means may be sufficient; however, the current climate in higher education is rightly promoting greater participation and student diversity which is leading to larger and less heterogeneous classes since there has been no concomitant increase in resources. Therefore, more formalised means to understand students as learners may be required. One strategy to facilitate this would be survey methods. These could be employed to enable teachers to understand students' expectations of teaching, learning and assessment; their conceptions of learning; their epistemological beliefs; and their reflective thinking abilities. Insights from such surveys may enable teachers to construct more effective learning environments for their many and diverse students.

scholarly journals The educator’s LSP journey: creating exploratory learning environments for responsible management education using Lego Serious Play

2021 ◽  
Vol 3 ◽  
pp. 2 ◽  
Author(s):  
Vasilis Gkogkidis ◽  
Nicholas Dacre
Keyword(s):  
Learning Environments ◽  
Management Education ◽  
Learning Theories ◽  
Exploratory Learning ◽  
Learning Enhancement ◽  
Effective Learning ◽  
Responsible Management ◽  
Learning Content ◽  
Effective Learning Environments ◽  
Exploratory Learning Environments

Research into responsible management education has largely focused on the merits, attributes, and transformation opportunities to enhance responsible business school education aims. As such, a prominent part of the literature has occupied itself with examining if responsible management modules are inherently considered a non-crucial element of the curriculum and determining the extent to which business schools have introduced such learning content into their curriculum. However, there has been scant research into how to apply novel teaching approaches to engage students and promote responsible management education endeavours. As such, this paper seeks to address this gap through the development of a teaching framework to support educators in designing effective learning environments focused on responsible management education. We draw on constructivist learning theories and Lego Serious Play (LSP) as a learning enhancement approach to develop a pedagogical framework titled The Educator’s LSP Journey. LSP is chosen due to its increasing application in learning environments to help promote critical discourse, and engage with highly complex problems, whether these are social, economic, environmental, or organisational. Therefore, this paper contributes to the responsible management education discourse by providing educators with a practical methodology to support student engagement and co-creation of knowledge by fostering exploratory learning environments and enriching the practices of active learning communities.

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