Dansk på stedet - skitse til en omgivelsesforankret læringsmetode

Line Hjorth Christensen

doi:10.7146/dut.v7i13.6129

Dansk på stedet - skitse til en omgivelsesforankret læringsmetode

Dansk Universitetspædagogisk Tidsskrift ◽

10.7146/dut.v7i13.6129 ◽

2012 ◽

Vol 7 (13) ◽

pp. 27-40

Author(s):

Line Hjorth Christensen

Keyword(s):

Active Learning ◽

Experiential Learning ◽

Learning Theories ◽

Academic Learning ◽

Learning Material ◽

Learning Methods ◽

Learning Space ◽

Cultural Event ◽

And Linguistics

Ud fra en konkret undervisnings- og udstillingscase på Københavns Universitet Amager undersøger artiklen, hvordan det nære fysiske miljø på uddannelsesstedet kan indgå som ressource i en konkret danskfaglig læringssammenhæng. Der tages afsæt i det forhold, at de fysiske omgivelser er et undervurderet aspekt i læringssammenhænge og i en forståelse af, at kunsten bevæger sig frit på tværs af forskellige medier, hvor litteratur og sprog altid er i dialog med andre bevidst formgivne udtryk af ikke-sproglig karakter. Der redegøres for den konkrete case, for kursets og den specifikke øvelses faglige mål, såvel de museologisk danskfaglige som de fagdidaktiske samt for de teoretiske inspirationer og overvejelser, der ligger til grund for at arbejde med udstillingsmediet i danskundervisningen. På den baggrund redegøres der for de studerendes reaktioner på lyrikprojektet i forhold til fagfaglige og didaktiske mål; afslutningsvist opsummerer artiklen med sigte på metodens relevans for danskundervisningen og på humaniora.The article explores how physical and professional surroundings within a university frame can work as an active learning space and learning ”material” in relation to an MA course in museology. The course took place in 2009 at Dept. of Scandinavian Studies and Linguistics, University of Copenhagen, part of the course being coordinated in relation to the cultural event Kulturnatten (Copenhagen Cultural Night). Based on a specific case study of a curatorial exercise, that of installing a poetry exhibition and authoring an exhibition catalogue, the survey sets out to illuminate learning potentials held within combined tactile and textual mediating processes. In particular interacting with text and objects, turning curatorial strategies into didactic processes and working product orientated with a view to an actual audience is being stressed as a way of expanding traditional academic learning methods. The article draws on aesthetic, experiential learning theories, and museology, stating the necessity of joining what David A. Kolb has described as “the simple perception of experience’ with students” reciprocal action and independent positioning.

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EBLIP and Active Learning: A Case Study

Evidence Based Library and Information Practice ◽

10.18438/b8bw2k ◽

2013 ◽

Vol 8 (4) ◽

pp. 93 ◽

Cited By ~ 1

Author(s):

Helen Buckley Woods

Keyword(s):

Active Learning ◽

Teaching And Learning ◽

Training Session ◽

Peer Teaching ◽

Learning Methods ◽

Suitable Material ◽

Course Content ◽

Protected Time ◽

Learning Techniques

Objective – To determine how librarians use evidence when planning a teaching or training session, what types of evidence they use and what the barriers are to using this evidence. The case study also sought to determine if active learning techniques help overcome the barriers to using evidence in this context. Methods – Five librarians participated in a continuing education course (CEC) which used active learning methods (e.g. peer teaching) and worked with a number of texts which explored different aspects of teaching and learning. Participants reflected on the course content and methods and gave group feedback to the facilitator which was recorded. At the end of the course participants answered a short questionnaire about their use of educational theory and other evidence in their planning work. Results – Findings of this case study confirm the existence of several barriers to evidence based user instruction previously identified from the literature. Amongst the barriers reported were the lack of suitable material pertaining to specific learner groups, material in the wrong format, difficulty in accessing educational research material and a lack of time. Participants gave positive feedback about the usefulness of the active learning methods used in the CEC and the use of peer teaching demonstrated that learning had taken place. Participants worked with significant amounts of theoretical material in a short space of time and discussion and ideas were stimulated. Conclusions – Barriers to engaging with evidence when preparing to teach may be addressed by provision of protected time to explore evidence in an active manner. Implementation would require organisational support, including recognition that working with research evidence is beneficial to practice.

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No strings attached? Challenges and successes in creating a flexible, wire-free active learning classroom

Library Hi Tech ◽

10.1108/lht-04-2017-0070 ◽

2018 ◽

Vol 36 (2) ◽

pp. 211-224 ◽

Cited By ~ 4

Author(s):

Gillian (Jill) D. Ellern ◽

Heidi E. Buchanan

Keyword(s):

Active Learning ◽

Teaching And Learning ◽

Lessons Learned ◽

High Tech ◽

Learning Space ◽

Content Type ◽

Electronic Classroom ◽

Technical Details ◽

Practical Implications

Purpose This paper serves as a case study, detailing an academic library’s three-year process of redesigning, implementing, and using a library electronic classroom. The purpose of this paper is to share the challenges and successes of a library’s attempt to create a high-tech space that both accommodates active learning and is entirely flexible and free of wires. The paper provides technical details for implementing features such as wireless screen sharing and offers practical advice for librarians who are creating new teaching and learning spaces at their institutions. Design/methodology/approach This is a descriptive case study, which details the lessons learned in implementing an active learning space that incorporates technology such as wireless display to multiple screens. Findings There are still major challenges in having a truly wire-free classroom including authentication policies, wireless display technology, instructor’s station mobility, and student laptop control. Successes include flexible furniture, battery-power management solutions, and using multiple wireless devices in a single room. Practical implications Practical implications of this paper include recommendations for planning this type of upgrade in a library electronic classroom. Originality/value The unique feature of this case was the effort to combine the mobile features of a flexible learning space with some of the robust technology of a hardwired active learning classroom. This paper features technical details beyond what can be found in the library literature. For example, very little has been written about the issues involved in wirelessly displaying a computer screen to multiple devices in a classroom.

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Supporting Electronic Collaborative Experiences at Universities Based on Learning Spaces and LAMS

International Journal of e-Collaboration ◽

10.4018/ijec.2017010103 ◽

2017 ◽

Vol 13 (1) ◽

pp. 27-52 ◽

Cited By ~ 1

Author(s):

Sofia Th. Papadimitriou ◽

Spyros Papadakis ◽

Antonis Emm. Lionarakis

Keyword(s):

Large Scale ◽

Learning Technologies ◽

Learning Theories ◽

Learning Spaces ◽

Learning Sequence ◽

Learning Space ◽

Web Based ◽

Face To Face ◽

Modern Learning

The development of networks and web based environments combined with modern learning theories compose the new area of Learning Spaces aiming at enhancing interactive processes between educators, the Net generation's learners and the educational content. Collaboration at a distance (e-collaboration) supported by advanced learning technologies is today feasible and effective at a large scale opening up new perspectives in higher education. The paper presents a case study at the Hellenic Open University regarding the development of a learning sequence aimed at achieving high degrees of interactions among students, students and educators, and also at guiding them between face-to-face meetings when they prepare an essay. The Learning Space of the case study is realized by authoring sequences of learning activities using an LMS LAMS. Extending the case study, a methodology is illustrated to author collaborative sequences using LMS addressing to Open Universities in particular and also to conventional Universities in general.

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Experiential Learning Methods in Asian Cultures: A Singapore Case Study

Business Communication Quarterly ◽

10.1177/108056990206500314 ◽

2002 ◽

Vol 65 (3) ◽

pp. 106-116 ◽

Cited By ~ 15

Author(s):

Deborah Valentine ◽

Mark Speece

Keyword(s):

Experiential Learning ◽

Learning Methods

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Bringing Practice to the Classroom: Using a Deliberative Learning and Case Study Approach to Teach International Planning

Journal of Planning Education and Research ◽

10.1177/0739456x16649030 ◽

2016 ◽

Vol 37 (2) ◽

pp. 223-233 ◽

Cited By ~ 4

Author(s):

Lesli Hoey ◽

Andrew Rumbach ◽

Joshua D. Shake

Keyword(s):

Active Learning ◽

Learning Outcomes ◽

Learning Theories ◽

Case Study Approach ◽

Master's Students ◽

Study Approach ◽

Effective Option ◽

International Planning ◽

Case Based

More effective methods are needed to meet the Planning Accreditation Board’s requirement to teach all master’s students about the “global dimensions of planning.” Our survey of accredited US planning programs confirms that field-based courses, traditionally the most effective option, are costly and time-consuming and are therefore occasional, rather than regular, options for exposing students to international planning practice. Based on active learning theories, we suggest that a deliberative learning, case-based approach can facilitate many of the learning outcomes that make travel courses so attractive while also making internationally oriented pedagogies available to a wider range of students and programs.

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Performance, Preference, and Perception in Experiential Learning Assessment

The Canadian Journal for the Scholarship of Teaching and Learning ◽

10.5206/cjsotl-rcacea.2018.2.5 ◽

2018 ◽

Vol 9 (2) ◽

Author(s):

Jay R Wilson ◽

Thomas T Yates ◽

Kendra Purton

Keyword(s):

Experiential Learning ◽

Student Performance ◽

Student Perceptions ◽

Learning Experience ◽

Teaching Style ◽

Assessment Method ◽

Learning Assessment ◽

Learning Methods ◽

Individual Assessment

A pilot study was conducted to explore student preferences, performance, and perceptions of experiential learning assessment following experiential learning instruction. A learning experience, using semi-directed instruction and experiential learning methods, was given to 13 student volunteers who were then assessed using a case study, presentation, journal, and essay, representing both group and individual assessment. Student performance in terms of their understanding and their engagement was compared to student perceptions and preferences. Student performance indicated that although the journal (individual assessment) appeared to be the best venue for students to express their understanding, they were the least engaged in it. The case study and the presentation (group assessments) were most preferred overall and students also perceived these to be the best forms of assessment in a number of aspects (helpful, beneficial, engaging, challenging, etc.). It is possible that the collaborative nature of the group assessments matched the teaching style suggesting that the mode of assessment should follow a similar format to the learning experience in courses that use experiential learning methods. The essay, as a traditional form of assessment, was valued for its structure, possibly reflecting student familiarity with that type of assessment, but less so overall because it was also an individual exercise. Each assessment method used in the pilot demonstrated value, albeit in different forms and this finding speaks to assessing both authentically and using a mixture of methods. Une étude pilote a été réalisée afin d’explorer les préférences, la performance et les perceptions des étudiants concernant l’évaluation de l’apprentissage par l’expérience à la suite d’un enseignement par l’expérience. Une expérience d’apprentissage, faisant appel à un enseignement semi-dirigé et à des méthodes d’apprentissage par l’expérience, a été offerte à 13 étudiants bénévoles qui ont ensuite été évalués par le biais d’une étude de cas, d’une présentation, d’un journal et d’un essai, représentant à la fois l’évaluation de groupe et l’évaluation individuelle. La performance des étudiants en ce qui concerne leur compréhension et leur participation a été comparée à leurs perceptions et à leurs préférences. La performance des étudiants indique que bien que le journal (évaluation individuelle) semble être le meilleur moyen pour les étudiants d’exprimer leur compréhension, c’est ce qui les faisaient participer le moins. L’étude de cas et les présentations (évaluation de groupe) étaient ce que les étudiants avaient en général préféré et que les étudiants considéraient comme les meilleurs formes d’évaluation, et ce pour plusieurs raisons (utile, bénéfique, engageant, stimulant, etc.). Il est possible que la nature collaboratrice des évaluations de groupe corresponde au style d’enseignement, ce qui suggère que le moyen employé pour l’évaluation devrait suivre un format semblable à l’expérience d’apprentissage dans les cours où l’on emploie des méthodes d’enseignement par l’expérience. L’essai en tant que forme traditionnelle d’évaluation a été apprécié pour sa structure et parce qu’il pouvait refléter la familiarité des étudiants avec ce type d’évaluation, mais il a été moins apprécié en général du fait qu’il s’agissait d’un exercice individuel. Chaque méthode d’évaluation employée dans cette étude pilote a présenté une certaine valeur, bien que sous différentes formes, et ces résultats indiquent qu’il est utile d’évaluer à la fois de façon authentique et par un mélange de méthodes.

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Refactoring a CS0 course for engineering students to use active learning

Interactive Technology and Smart Education ◽

10.1108/itse-01-2017-0010 ◽

2017 ◽

Vol 14 (3) ◽

pp. 182-195 ◽

Cited By ~ 2

Author(s):

Erno Lokkila ◽

Erkki Kaila ◽

Rolf Lindén ◽

Mikko-Jussi Laakso ◽

Erkki Sutinen

Keyword(s):

Active Learning ◽

Student Performance ◽

Special Interest ◽

Design Methodology ◽

Engineering Students ◽

Learning Material ◽

Learning Methods ◽

Content Type ◽

E Learning

Purpose The purpose of this paper was to determine whether applying e-learning material to a course leads to consistently improved student performance. Design/methodology/approach This paper analyzes grade data from seven instances of the course. The first three instances were performed traditionally. After an intervention, in the form of applying e-learning methodologies, more data were collected from four course instances. These data are then analyzed and compared. Findings The main finding of this paper is that the application of e-learning improved the overall grades and decreased the fail rates of students who took this course. Originality/value This paper demonstrates the efficacy of applying e-learning methods to an undergraduate course. This paper is of special interest to educators, who wish to improve and enhance their teaching.

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Experiential Space

Physical and Virtual Learning Spaces in Higher Education ◽

10.4018/978-1-60960-114-0.ch016 ◽

2012 ◽

pp. 266-277

Author(s):

Chris Cheers ◽

Chen Swee Eng ◽

Glen Postle

Keyword(s):

Experiential Learning ◽

Built Environment ◽

Learning Environment ◽

Learning Community ◽

Learning Environments ◽

Problem Based Learning ◽

Learning Space ◽

Construction Of Knowledge ◽

Particular Solution

The description of learning environments as physical or virtual spaces focuses on the tools and infrastructure that support learning as opposed to the learning interactions. The authors of this chapter advocate the view that to maximise the potential of any learning environment, educators need to understand how students learn in the first instance and then design the learning environment based on these insights. Throughout this chapter, formal learning is conceived as an individualised experience within an organised learning community, and as such, it is suggested that this learning environment is described as an experiential space. Within this chapter, an approach to designing an experiential space that uses problem based learning to engage students and facilitate their active construction of knowledge is described. The Holmesglen built environment degree program is used as a case study to illustrate a particular solution to designing an experiential learning space.

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