Adaptation and collaborative CLTS pathways: Experiential learning from mistakes and iterative changes for success

BackgroundThis paper draws learnings and successes based on field implementation experience spanning four years (2016–2019) of implementing CLTS by Prince of Peace Orphans and Widows Vision, a community-based organization located in Kaberamaido district in eastern Uganda.MethodsThe study aimed to document, disseminate and inform from an evidence-based point of view how adaptation and collaborative engagements triggers learning from mistakes to inform iterative changes from improvements and success.This is a descriptive paper that used project documents review based on field implementation experience. Existing project reports were synthesised, collated and curated for evidence. Data were drawn from project reports and records to inform narratives in writing. Implementation of the project was executed in homogenous rural communities occupied by people of the same dialect, cultural and social settings.ResultsWe note that success in CLTS implementation can hardly be achieved by merely following prescriptions in handbooks and guidelines but rather by devising innovative community engagement and other participatory and community-driven techniques that foster adaptive management, promote ownership, and buy-in.Having learned from our failures, we used data to inform decisions and transformatively deviated from traditional CLTS implementation and introduced high impact and innovative approaches such as the use of CLTS helpdesks and Situation room, the Pamoja approach, learning labs and iterative feedback loops, innovatively tackling slippage and carefully introducing the follow-up mandona approach. These enhanced experiential learning and ultimately resulted in sustained sanitation behaviour.ConclusionsThe CLTS approach as outlined in the handbook needs to be flexibly adapted to address contextual needs. Reflective and learning sessions reinforced with routine feedback loops from implementers and beneficiaries yields tremendous results, propagates experiential learning, and ultimately results in a transformative deviation from undesirable to desired sanitation behaviours. These innovative approaches once carefully blended have proved to be sustainable, are adaptable and can work in an even larger scale and in a variety of contexts.

Adaptation and Collaborative CLTS Pathways: Experiential Learning from Mistakes and Iterative Changes for Success

Background This paper draws learnings and successes based on field implementation experience spanning four years (2016–2019) of implementing CLTS by Prince of Peace Orphans and Widows Vision, a community-based organization located in Kaberamaido district in eastern Uganda. Methods The study aimed to document, disseminate and inform from an evidence-based point of view how adaptation and collaborative engagements triggers learning from mistakes to inform iterative changes from improvements and success.This is a descriptive paper that used project documents review based on field implementation experience. Existing project reports were synthesised, collated and curated for evidence. Data were drawn from project reports and records to inform narratives in writing. Implementation of the project was executed in homogenous rural communities occupied by people of the same dialect, cultural and social settings. Results We note that success in CLTS implementation can hardly be achieved by merely following prescriptions in handbooks and guidelines but rather by devising innovative community engagement and other participatory and community-driven techniques that foster adaptive management, promote ownership, and buy-in.Having learned from our failures, we used data to inform decisions and transformatively deviated from traditional CLTS implementation and introduced high impact and innovative approaches such as the use of CLTS helpdesks and Situation room, the Pamoja approach, learning labs and iterative feedback loops, innovatively tackling slippage and carefully introducing the follow-up mandona approach. These enhanced experiential learning and ultimately resulted in sustained sanitation behaviour. Conclusions The CLTS approach as outlined in the handbook needs to be flexibly adapted to address contextual needs. Reflective and learning sessions reinforced with routine feedback loops from implementers and beneficiaries yields tremendous results, propagates experiential learning, and ultimately results in a transformative deviation from undesirable to desired sanitation behaviours. These innovative approaches once carefully blended have proved to be sustainable, are adaptable and can work in an even larger scale and in a variety of contexts.

Increased perceptions of autonomy through choice fail to enhance motor skill retention

There has been growing research interest in the effects that motivation plays in motor learning, and specifically how autonomy, competence, and social relatedness may directly benefit the learning process. Here, we present a preregistered manipulation of autonomy-support by providing learners with choice during the practice of a speed cup-stacking skill. One group was given control over when a video demonstration was provided and the viewing speed. A yoked control group received an identical demonstration schedule, but without choice (as their schedule was matched to a participant with choice). Critically, we addressed a gap in the literature by adding a yoked group who was explicitly told that they were being denied choice and that their schedule was chosen by another participant. We found no statistically significant learning differences between groups, despite finding evidence that providing choice increased perceived autonomy. Equivalence tests further showed that although the groups were not statistically equivalent, the effect size is likely too small to practically study the effects of autonomy-support through choice in most motor learning labs. These findings add to a growing body of research that questions a causal role of autonomy-support on motor learning, and the robustness of the so-called self-controlled learning advantage.

Inquiry-Based Labs Using Paper Microfluidic Devices: The MICRO Project

The MICRO project has developed a series of active-learning labs that can be safely delivered to students either at home or in person using paper microfluidic technology. The skills covered in these labs are appropriate for sophomore-level analytical chemistry courses and general chemistry.

Leveling Up: Connected Mentor Learning in a Digital Media Production After-School Space

This article introduces mirrored practice of leveling up as a model for educator learning grounded in connected learning and the connected mentor framework. Our purpose is to introduce this model and share examples of how it can be enacted. We argue that the model is a rich and successful way for youth development professionals to expand their capacities as educators and to support expansive possibilities for young people’s learning. The model supports all educators’ learning and growth, but it is particularly applicable to mentors working in interest-driven, informal learning environments like makerspaces and YOUmedia learning labs. The model is drawn from our analysis of 2 years of ethnographic observations in an after-school digital design studio housed in an urban public high school in Chicago. We describe mirrored practice as the mentors using the same principles and tools to learn that their students utilized. In the model, leveling up means that both students and mentors are supported in constantly moving towards progressively complex tasks, knowledge, and understanding. Methods of data collection include video- and audio-taped observations and interviews with digital media mentors.

Unwrapping the Shrink Wrap

This chapter describes a team of teachers and university instructors' investigation of teacher-led instructional improvements in elementary classroom writing instruction through peer observation and collective dialogue examining everyday teaching practices. Established tools and processes in place such as district curriculum, the Units of Study, and tools of observation and collaboration, specifically Learning Labs (www.pebc.org) protocol and professional learning communities, supported a naturalistic inquiry of practice. Teacher leadership, like writing instruction, is a process, and these educators identified co-constructed observation as a tool for sustaining joy, an under researched element of teacher leadership and professional development. Additionally, collaborative debriefing fostered professional growth, and collective inquiry provided inroads to autonomy in curricular decision making. The team sought to lead from within to develop understanding of and improvements in writing instruction.

Patient Safety Learning Labs: What are we actually learning

Over the last several years, a number of human factors researchers have been integral to the advent and success of AHRQ’s Patient Safety Learning Laboratories (PSLLs). This panel is made up of researchers involved in this program of research and co-chaired by two different project PIs. The goal of this panel is to share what panelists have learned as the engage in this research to address patient safety issues using a systems engineering approach.