Experiential learning through shared responsibility and risk

Author(s):  
Alan Wagenberg ◽  
Roberto Gutiérrez
2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.


2012 ◽  
Vol 82 (3) ◽  
pp. 216-222 ◽  
Author(s):  
Venkatesh Iyengar ◽  
Ibrahim Elmadfa

The food safety security (FSS) concept is perceived as an early warning system for minimizing food safety (FS) breaches, and it functions in conjunction with existing FS measures. Essentially, the function of FS and FSS measures can be visualized in two parts: (i) the FS preventive measures as actions taken at the stem level, and (ii) the FSS interventions as actions taken at the root level, to enhance the impact of the implemented safety steps. In practice, along with FS, FSS also draws its support from (i) legislative directives and regulatory measures for enforcing verifiable, timely, and effective compliance; (ii) measurement systems in place for sustained quality assurance; and (iii) shared responsibility to ensure cohesion among all the stakeholders namely, policy makers, regulators, food producers, processors and distributors, and consumers. However, the functional framework of FSS differs from that of FS by way of: (i) retooling the vulnerable segments of the preventive features of existing FS measures; (ii) fine-tuning response systems to efficiently preempt the FS breaches; (iii) building a long-term nutrient and toxicant surveillance network based on validated measurement systems functioning in real time; (iv) focusing on crisp, clear, and correct communication that resonates among all the stakeholders; and (v) developing inter-disciplinary human resources to meet ever-increasing FS challenges. Important determinants of FSS include: (i) strengthening international dialogue for refining regulatory reforms and addressing emerging risks; (ii) developing innovative and strategic action points for intervention {in addition to Hazard Analysis and Critical Control Points (HACCP) procedures]; and (iii) introducing additional science-based tools such as metrology-based measurement systems.


2020 ◽  
Vol 2 (1) ◽  
pp. 7-14
Author(s):  
Nurmasari Sartono ◽  
Ade Suryanda ◽  
Tinia Leyli Shofia Ahmad ◽  
Zubaidah Zubaidah ◽  
Yulisnaeni Yulisnaeni

Tercapainya indikator pembelajaran yang dibuat oleh seorang guru, salah satunya ditentukan oleh keterampilan guru dalam merancang pembelajaran dengan menggunakan pendekatan yang sesuai. Kegiatan pengabdian ini didasari kenyataan pada umumnya guru masih memiliki kesulitan dalam pengembangan dan pengimplementasian pembelajaran STEAM. Tujuan kegiatan ini adalah memberi peningkatan keterampilan guru Biologi dalam mengembangkan dan mengimplemtasikan pembelajaran biologi berbasis STEAM di sekolah masing-masing. Pelatihan ini menggunakan Metode experiential learning dengan pendekatan participant-centered melalui teknik studi kasus, dan simulasi, dilanjutkan dengan proses pembuatan media pembelajaran sederhana. Secara umum kegiatan ini berlangsung dengan baik dan sesuai dengan tujuan dan peserta dapat mengembangkan pembelajaran Biologi berbasis STEAM serta dibutuhkan pembinaan dan pengembangan berkelanjutan dengan instansi terkait.Kata kunci: biologi, experiential learning, participant-centered, STEAM 


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