President's Page: Facing The Future: Securing SEG Relevance and Impact

2021 ◽  
Vol 40 (9) ◽  
pp. 640-641
Author(s):  
Kurt Marfurt
Keyword(s):  
Experiential Learning ◽  
Training Programs ◽  
Learning Experience ◽  
Learning Program ◽  
Commercial Software ◽  
Software Training ◽  
The Future ◽  
University Course

Now celebrating its fourth year, SEG's EVOLVE experiential learning program has engaged more than 400 participants from 60 universities based in more than 40 countries. Having taught at four different universities for a total of 25 years, I can firmly state that EVOLVE is unlike any university course in existence. It addresses an interpretation perspective and learning experience that goes beyond classroom lectures and commercial software training programs.

scholarly journals The Moderating Effect of Debriefing on Learning Outcomes of IVR-Based Instruction: An Experimental Research

2021 ◽  
Vol 11 (21) ◽  
pp. 10426
Author(s):  
Qinna Feng ◽  
Heng Luo ◽  
Wenhao Li ◽  
Ying Chen ◽  
Jiakai Zhang
Keyword(s):  
Virtual Reality ◽  
Experiential Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Controlled Trial ◽  
Critical Role ◽  
Moderating Effect ◽  
Learning Program ◽  
Study Results ◽  
Based Instruction

With its ability to afford immersive and interactive learning experiences, virtual reality has been widely used to support experiential learning, of which the learning effectiveness is promoted by the instructional component of debriefing. The current literature on debriefing mainly focuses on the traditional learning contexts while little is known on its effectiveness in immersive virtual reality (IVR) learning environments. Based on the theories of experiential learning and debriefing, this study designed a debriefing strategy based on simulated learning experience and investigated its effectiveness on knowledge and behavioral learning in an IVR learning program, using a randomized controlled trial with 77 elementary students from Hubei province in China. The study results support the efficacy of IVR on improving knowledge acquisition and behavioral performance, and reveal a significant moderating effect of debriefing on the effectiveness of IVR learning environments. The study confirms the critical role of debriefing in IVR-based instruction and provides theoretical and practical implications for the design and implementation of effective IVR learning environments.

Videotaped teaching and learning methodology – an experiential learning and action research approach

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ghadah Al Murshidi
Keyword(s):  
Action Research ◽  
Experiential Learning ◽  
University Students ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
Learning Experience ◽  
Social Implications ◽  
Content Type ◽  
The Future ◽  
Remote Learning

Purpose This paper aims to assess the effectiveness of videotaped learning when used in a university in the UAE, in terms of evaluating the experiences of the students, along with highlighting its benefits along with challenges. The research aims to analyse the challenges and benefits of videotaped story workshop method for university students in the UAE. Experiential learning theory can be the basis of this videotaped method of learning and can be used for further theory and the contribution of this research study to knowledge in international education in business. Design/methodology/approach The results got by extracting primary data (quantitative and qualitative) from a sample size of 201 students. The paper used an action research methodology within a university degree course and within the teaching profession. The research design is associated with measuring and assessing the challenges and benefits of videotaped story workshop method for university students, along with the perceptions of the students towards its use. The study primarily used participatory action research which is a community-based study, action-based enquiry and action learning. The approach mostly used to improve the conditions and practices in a range of social environments. Findings The results suggest that most students were in favour of incorporating videotaped story workshop method for the learning experience as this eradicates common linguistic and cultural barriers. Observations indicate the students found it quite challenging to learn new techniques of making videos but later on shown a positive attitude towards the adoption of technology in terms of creating videos and presenting. Technology allowed students to make videos to showcase previous experiences and stories via digital storytelling. Such methods enhance student’s knowledge and academic skills while supporting learning behaviour and inspires them to plan, organise and share their ideas and expertise. Research limitations/implications The above methodology has good potential for inclusive learning and teaching at the higher education level which was not attempted due to lack of connecting to the learners with challenges at the university and for the researchers able to connect to such people. This method can be easily extended to inclusive teaching and learning with minor adjustments as required with the disabilities noticed for the learners. Hence, while most students displayed a positive attitude towards learning from creating, sharing and viewing digital stories, it can be argued that a certain proportion of them was not able to benefit entirely from it due to lack of experience and skills in generating videos. Therefore, attention must be emphasised upon factors to minimise these challenges in multiple ways, for example, provision of training to students for easy employment of videotaping or affordable internet access, etc. Practical implications The students also stated that initially, they perceived videotape methodology quite challenging; however, with time, they started enjoying this method. Videotaped story workshops, learners easily grasp the idea/knowledge through subtitles, even if the lessons are not delivered in their native language. This aspect results in increasing student’s motivation towards learning new concepts and coordinating with other teams to share knowledge and ideas. The method creates a strong sense of achievement amongst students that serves as a motivational driver for academic performance. The videotaped story workshop method supports student’s learning rate, increases their interest and makes the whole learning process more enjoyable. Social implications The learning experience will improve as students and teachers get comfortable using this videotape learning methodology. The method will be useful in remote learning as in the COVID19 situation and has immense social implications, especially in education. It can extend to most domains and knowledge, teaching scenarios for engineering and business. The research promises to add to the knowledge of blended learning and to the experiential learning approach which is useful to the international business of education and its future. Originality/value The classroom activities videotapes stored in platforms, making it convenient for the students and teachers to browse through at their convenience and to improve on in the future. This videotape method applies to any field of learning such as music, cooking, engineering, language study, business studies as it has the advantage to be transcribed and also captions added for the learners and teachers to understand it better. It can be useful in remote learning situations, also like the current one. It promises to be a more efficient way of learning for the future in education and the education business will benefit from it.

scholarly journals A Training Based on Experiential Learning to Create the Entrepreneur-Characterized Youth

2019 ◽  
Vol 2 (3) ◽  
pp. 306-311
Author(s):  
Eko Wanidison ◽  
Ihat Hatimah ◽  
Joni Rahmat Pramuda
Keyword(s):  
Experiential Learning ◽  
Training Programs ◽  
Qualitative Approach ◽  
Job Seekers ◽  
Learning Program ◽  
Business World ◽  
Descriptive Qualitative

A large number of entrepreneurs who grow in society can be an influencer of the progress of the economy of a nation. This is because the increase of entrepreneurs can lead poverty and unemployment to be minimized. To reach this stage, training is needed to improve the ability of the society to be more creative and innovative. This is as the objectives implemented in the Young Entrepreneur Academy (YEA) to create training programs that focus on creating entrepreneurs. The purpose of this study was to find out the success of YEA in creating prospective entrepreneurs. Furthermore, a descriptive qualitative approach was applied in this study, while, the data in this study were collected through interviews, observation, and documentation. The researchers found that the YEA has various planning programs with a vision to create prospective entrepreneurs who are adapted to the development of the business world. Thus, the YEA is more focused on carrying out training in practice than just a theory. The conclusion is the YEA makes the Experiential Learning program not to create prospective job seekers but aims at creating the candidates for opening jobs.

scholarly journals Evaluation of a tertiary sustainability experiential learning program

2020 ◽  
Vol 21 (4) ◽  
pp. 699-715
Author(s):  
Geoffrey R. Browne ◽  
Helena Bender ◽  
James Bradley ◽  
Alexis Pang
Keyword(s):  
Experiential Learning ◽  
Learning Experience ◽  
Critical Evaluation ◽  
Qualitative Evaluation ◽  
Ethical Challenges ◽  
Research Subjects ◽  
Learning Program ◽  
Content Type ◽  
Sustainability Learning ◽  
Pedagogical Research

Purpose This paper aims to describe the development, promotion and evaluation of sustainability learning experience database (SLED), a university-curated database of sustainability experiences to augment formal student learning. Its purpose was to encourage students to participate in experiential learning, to facilitate students’ critical appraisal of programs ostensibly designed to create sustainability and to, thus, develop students’ sustainability self-efficacy and employability. Design/methodology/approach In total, 55 sustainability experiences were curated and placed into the SLED database, which was promoted to students in nine subjects. Supporting materials designed to assist critical evaluation, reflection on experiences and to build student employability were also developed. A comprehensive mixed-methods evaluation of the program was conducted. Findings The quantitative evaluation revealed some changes in environmental behaviors, depth of critical sustainability thinking and graduate attributes. The qualitative evaluation revealed that students see the value of a university-curated database of experiences and provided ideas for improvements to the database. It also revealed examples of higher-order learning facilitated by SLED. Research limitations/implications Recruitment and attrition of research subjects, common challenges in pedagogical research, were experienced. “Opt-out” is one response to this but it comes with ethical challenges. Originality/value This exploratory study demonstrates the potential of SLED to build students’ sustainability efficacy and suggests ways in which it and similar programs can be developed for improved student and sustainability outcomes. Namely, the use of an online platform closely associated with existing learning management systems, higher-level institutional stewardship, closer curriculum integration and close partnering with credentialing programs.

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

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.

Brokering reflective spaces: Experiential learning in a summer opera program

2021 ◽  
pp. 147402222110074
Author(s):  
Kelly Bylica ◽  
Sophie Louise Roland ◽  
Laura Benjamins
Keyword(s):  
Experiential Learning ◽  
Critical Reflection ◽  
Music Performance ◽  
Theory And Practice ◽  
Learning Program ◽  
Musical Skills ◽  
Musical Engagement ◽  
High Level ◽  
Practice Framework ◽  
The Impact

Formal music performance studies within university settings strive to prepare the next generation of performers and pedagogues for musical engagement beyond university. Yet literature suggests that these spaces of study do not always lead to a sense of readiness for potential professional worlds, due in part to a lack of opportunities for guided, in-depth, critical reflection that helps students connect theory and practice. This article articulates findings from a study that sought to consider the impact of deliberate opportunities for reflection in The Accademia Europea dell’Opera (AEDO), a university-affiliated summer opera intensive experiential learning program. Utilizing a communities of musical practice framework, researchers worked collaboratively to help participants engage in guided critical reflection as they developed high-level musical skills through rehearsals and performances. This article specifically considers the ways in which a ‘broker’ helped participants develop practices of reflection and personal agency both within and beyond this context.

TEACHING CAPABILITIES OF ROBOTIC VR- CONSTRUCTORS IN THE TRAINING PROGRAMS OF AGRICULTURAL ENGINEERS FOR THE DOMESTIC FARM INDUSTRY

2021 ◽  
pp. 75-79
Author(s):  
Ye.S. Simbirskikh ◽  
◽  
NIKITA O. RACHEEV ◽  
Keyword(s):  
Agricultural Education ◽  
Training Programs ◽  
Expert Assessment ◽  
Practical Training ◽  
Virtual Objects ◽  
Software Products ◽  
Agricultural Engineering ◽  
Course Syllabi ◽  
University Course ◽  
Traditional Roles

The paper discusses the didactic advantages and features of the use of such immersive technologies as “virtualconstructor” in the practical training of BSc students (training area 35.03.04 “Agricultural Engineering”) for the domestic farmindustry. VR-constructors are software products that fully emulate a virtual environment with a 360° view, the distinctive featureof which is to maximize the possibilities for interacting with virtual objects in terms of their study, movement and transformationof the object system. As applied to the training of agricultural engineers such systems of virtual objects can be represented by properlydesigned training mechanisms of engines, various irrigation systems in hydroponic installations or a specifi c soil profi le with itsindividual horizons. The authors conducted analysis of scientifi c literature, refl ecting the practice of the application of virtualreality technology to be used in the training of university students. The study has revealed the lack of precedents comprehensiveintroduction of VR technology as an eff ective learning tool in higher agricultural education in Russia and abroad. After conductingthe experiment based on a number of expert assessment methods, two VR software products of the “VR-constructor” type wereidentifi ed, which are recommended for implementation in course syllabi for BSc training in agricultural engineering in: “3D-cardfi le of soil sections” and “VR-atlas of agricultural machinery”. The study of the teaching capabilities of these curricula has statedthe need to change the traditional roles of the teacher and the student and the necessity for further scientifi cally-based introductionof university course syllabi of various levels to train more competitive and highly qualifi ed personnel for the innovative agriculture of Russia.

Shaping the future of Acute Medical training

2018 ◽  
Vol 17 (2) ◽  
pp. 113-113
Author(s):  
Mark Lander ◽  
Keyword(s):  
Internal Medicine ◽  
Medical Training ◽  
Training Programs ◽  
Quality Criteria ◽  
Identity Crisis ◽  
Specialty Training ◽  
Internal Medicine Training ◽  
The Future

Sir, I read with interest the Viewpoint article by Dr Chadwick regarding the future of Acute Internal Medicine (AIM) training, particularly the development of Capabilities in Practice (CiPs) and their potential to promote a greater identity within the specialty training. Dr Chadwick highlights the struggle we face in asserting why our specialty is so vibrant and vital. In my experience, Acute Internal Medicine training suffers from an identity crisis whereby the specialty is seen as being permanently on call, with trainees working more shifts as the Duty Medical Registrar (DMR) than on other specialty training programs, without the variability of outpatient and skill-based training. Indeed, the recent Joint Royal Colleges of Physicians Training Board (JRCPTB) statement regarding quality criteria for GIM/AIM Registrars appears to regard the role of the AIM registrar as that of the DMR rather than a specialist in their own field.

scholarly journals Envisioning the Graduate of the Future: In Review 2018

2018 ◽  
Author(s):  
Alyssa Napier ◽  
Elizabeth Huttner-Loan ◽  
Josh Littenberg-Tobias ◽  
Garrett Beazley ◽  
Justin Reich
Keyword(s):  
United States ◽  
High School ◽  
Learning Experience ◽  
The United States ◽  
High School Graduate ◽  
Online Course ◽  
School Graduate ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
The Future

Envisioning the Graduate of the Future (March 8 to April 5, 2018) was an experiment in rapidly producing a compelling, open, online learning experience. This massive open online course (MOOC) featured schools at various stages of developing their vision of a high school graduate. Over 2,000 educators and others from across the United States and 100+ countries registered for a collaborative and exploratory design process to develop a graduate profile, a shareable document that conveys what a community and/or school believes a high school graduate should know and be able to do.

Sign in / Sign up

Export Citation Format

Share Document