Students Learn by Doing Holistic Scoring

1982 ◽  
Vol 71 (7) ◽  
pp. 50 ◽  
Author(s):  
John O. White
Keyword(s):  
Holistic Scoring ◽  
Learn By Doing

What is Ethnography? Teaching ethnographic sensibilities without fieldwork

Journal ◽  
2015 ◽  
Vol 4 ◽  
Author(s):  
Carole McGranahan
Keyword(s):  
Qualitative Methods ◽  
Undergraduate Students ◽  
Ethnographic Research ◽  
Cultural Group ◽  
Pedagogical Strategies ◽  
Ethnographic Approach ◽  
Learn By Doing ◽  
Do So

How do we teach undergraduate students to think ethnographically, to recognize something as ethnographic and not just as qualitative? Importantly, how do we do so not in the field, where students might learn by doing their own research, but in the static classroom? One approach is to have students cultivate a concept, awareness, and practice of an ethnographic sensibility, that is, of a sense of the ethnographic as the lived expectations, complexities, contradictions, possibilities, and ground of any given cultural group. Such a view opens up an understanding of ethnography and ethnographic research as more than available qualitative methods. Instead, it takes an ethnographic approach to be an epistemological one. Yet, how might we do this? In this article, I discuss my pedagogical strategies for teaching students an ethnographic sensibility without having them conduct fieldwork. I argue that it is both possible and valuable to generate an ethnographic sensibility in the classroom. 

Computer Simulations of Dislocations

2006 ◽  
Author(s):  
Vasily Bulatov ◽  
Wei Cai
Keyword(s):  
Case Studies ◽  
Time Scales ◽  
Computer Simulations ◽  
Common Ground ◽  
Practical Knowledge ◽  
Simulation Methods ◽  
Computational Approaches ◽  
Learn By Doing ◽  
Data Files ◽  
Computational Materials

This book presents a broad collection of models and computational methods - from atomistic to continuum - applied to crystal dislocations. Its purpose is to help students and researchers in computational materials sciences to acquire practical knowledge of relevant simulation methods. Because their behavior spans multiple length and time scales, crystal dislocations present a common ground for an in-depth discussion of a variety of computational approaches, including their relative strengths, weaknesses and inter-connections. The details of the covered methods are presented in the form of "numerical recipes" and illustrated by case studies. A suite of simulation codes and data files is made available on the book's website to help the reader "to learn-by-doing" through solving the exercise problems offered in the book.

Presidential Nominating Conventions and Elections

1984 ◽  
Vol 43 ◽  
pp. 13-16
Author(s):  
Morris J . Levitt ◽  
Ronald James
Keyword(s):  
Learn By Doing

Teaching through simulation is one of the most innovative and interesting methods available. Many educators, however, are reluctant to utilize this technique. Some of the reasons for this are understandable. Setting up a simulation is somewhat time consuming and involves more than the usual amount of paperwork. Secondly, the educator may be unfamiliar with organizing a flexible, people- integrating simulation. Third, grading criteria may be a bit more difficult to develop. In spite of these facts, the strengths of using simulation far outweigh the difficulties, and it is the intention of this article to help overcome such problems.Although setting up a simulation is time consuming, once accomplished, the teacher's job becomes easier because the students will begin to “learn by doing”.

The Bank Robbery: A Behavioral Observation Exercise for Enhancing Understanding of Reliability

2021 ◽  
pp. 009862832110227
Author(s):  
Peter Strelan
Keyword(s):  
Behavioral Observation ◽  
Student Understanding ◽  
Multiple Choice Questions ◽  
Post Exercise ◽  
Bank Robbery ◽  
Short Video ◽  
Learn By Doing ◽  
Test Retest Reliability ◽  
Positive Effect ◽  
Teaching Implications

Background: The concept of reliability is central to conducting—and understanding—research in Psychology. Students’ understanding of concepts are strengthened when they learn by applying concepts. Objective: This article describes initial evidence of an activity for teaching reliability. Method: Students watched a short video of a staged bank robbery. They then tested the reliability of two different forms of police instructions for eyewitness recall. In so doing, they gained practice at calculating and interpreting inter-rater reliability and test-retest reliability. Results: Data collected from N = 191 students indicates that the exercise has a statistically significant positive effect on student understanding of and confidence about reliability concepts contributes to a roughly 20% increase in performance when comparing responses on pre- and post-exercise multiple choice questions. Conclusion: The activity gives students practice with the concept of reliability in a way that is engaging and memorable insofar as it demonstrates the implications of reliability for the real world. Teaching Implications: The activity is straightforward to implement and encourages students to learn by “doing.”

Learn by doing

2006 ◽  
Vol 13 (4) ◽  
pp. 531-532
Author(s):  
Otha Linton
Keyword(s):  
Learn By Doing

scholarly journals “We Learn by Doing”: Teaching and Learning Knowledge Translation Skills at the Graduate Level

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Andrea V. Breen ◽  
Kate Twigger ◽  
Caroline Duvieusart-Déry ◽  
Jessica Boulé ◽  
Alessia Borgo ◽  
...  
Keyword(s):  
Knowledge Translation ◽  
Teaching And Learning ◽  
Purchasing Decisions ◽  
Graduate Course ◽  
Community Based ◽  
Young Carers ◽  
Hands On ◽  
Hands On Learning ◽  
Learn By Doing ◽  
Explicit Training

Knowledge Translation (KT) is increasingly a requirement for scholars and non-academics working in applied settings. However, few programs provide explicit training in KT. In this article we systematically explore our experiences as a multi-disciplinary group of course facilitators and students in a newly redeveloped graduate course in Evidence Based Practice and Knowledge Translation. The course was designed to emphasize hands-on learning, collaboration and community engagement. We reflect on the challenges we faced and the skills, knowledge and opportunities that students gained as they developed and implemented community-based KT strategies relating to refugee resettlement, young carers, and consumer attitudes, behaviour and values around food purchasing decisions. We conclude by providing recommendations for instructors and institutions for implementing learning experiences in KT that are designed for real-world impact. L’application des connaissances (AC) est devenue une exigence de plus en plus fréquente pour les chercheurs et les personnes qui travaillent dans les milieux non universitaires. Toutefois, peu de programmes offrent une formation explicite en AC. Dans cet article, nous explorons systématiquement nos expériences en tant que groupe pluridisciplinaire formé de responsables de cours et d’étudiants dans un cours de cycle supérieur nouvellement remanié portant sur la pratique fondée sur les données probantes et l’application des connaissances. Le cours a été conçu pour mettre en valeur l’apprentissage pratique, la collaboration et l’engagement communautaire. Nous réfléchissons aux défis auxquels nous avons été confrontés ainsi qu’aux compétences, aux connaissances et aux opportunités que les étudiants ont acquis en développant et mettant en pratique des stratégies d’AC en milieu communautaire sur les thèmes de la réinstallation des réfugiés, des jeunes aidants et des attitudes, comportements et valeurs des consommateurs en matière d’achat de produits alimentaires. En conclusion, nous présentons des recommandations à l’intention des enseignants et des établissements pour la mise en pratique d’expériences en AC qui soient conçues pour avoir un effet dans le monde réel.

scholarly journals Training hydrologists to be ecohydrologists: a "how-you-can-do-it" example leveraging an active learning environment for studying plant-water interaction

2012 ◽  
Vol 9 (8) ◽  
pp. 9337-9360
Author(s):  
S. W. Lyon ◽  
M. T. Walter ◽  
E. J. Jantze ◽  
J. A. Archibald
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Water Cycle ◽  
Added Value ◽  
Plant Water ◽  
Learning Approaches ◽  
Master's Students ◽  
Cornell University ◽  
Learn By Doing

Abstract. Structuring an education strategy capable of addressing the various spheres of ecohydrology is difficult due to the inter-disciplinary and cross-disciplinary nature of this emergent field. Clearly, there is a need for such strategies to accommodate more progressive educational concepts while highlighting a skills-based education. To demonstrate a possible way to develop courses that include such concepts, we offer a case-study or a "how-you-can-do-it" example from an ecohydrology course recently co-taught by teachers from Stockholm University and Cornell University at the Navarino Environmental Observatory (NEO) in Costa Navarino, Greece. This course focused on introducing hydrology Master's students to some of the central concepts of ecohydrology while at the same time supplying process-based understanding relevant for characterizing evapotranspiration. As such, the main goal of the course was to explore central theories in ecohydrology and their connection to plant-water interactions and the water cycle in a semiarid environment. In addition to presenting this roadmap for ecohydrology course development, we explore the utility and effectiveness of adopting active teaching and learning strategies drawing from the suite of learn-by-doing, hands-on, and inquiry-based techniques in such a course. We test a gradient of "activeness" across a sequence of three teaching and learning activities. Our results indicate that there was a clear advantage for utilizing active learning techniques in place of traditional lecture-based styles. In addition, there was a preference among the student towards the more "active" techniques. This demonstrates the added value of incorporating even the simplest active learning approaches in our ecohydrology (or general) teaching.

scholarly journals Integrating Experiential Learning Into Business Courses: Using Learning Journals To Create Living Case Studies

2010 ◽  
Vol 3 (8) ◽  
pp. 1-12 ◽  
Author(s):  
James C. McHann ◽  
Laura A. Frost
Keyword(s):  
Business Schools ◽  
Business Success ◽  
Business Professionals ◽  
Business Courses ◽  
Learning Journals ◽  
Study Experience ◽  
Learn By Doing ◽  
Purpose Of Business

Research demonstrates that the capacity to implement strategy and to execute plans drives business success (Hrebiniak, 2007) and that businesses’ inability to succeed by executing effectively arises from the ubiquitous incapacity of business professionals to overcome the gap between what they know and what they are actually able to do, whether personally or professionally (Pfeffer & Sutton, 2000). Research and experience also demonstrates that the capacity to execute is not primarily about operational or tactical skills.  Rather, it is more a “discipline to learn” (Bossidy, Charan & Burck, 2002; i.e., the capacity to execute is primarily a discipline of continuously learning to acquire, to interpret, and especially to apply information (Garvin, 2000) in a never-ending spiral of improvement. Business professionals must possess this capacity in order to succeed over the long-term. The purpose of business education is to prepare professionals for successful performance in businesses.  However, unlike the preparation of medical doctors and many other professionals, the education in most business schools remains more theoretical than experiential in the andragogy employed. Even the typical case study, like many instructional techniques used in business schools, is still relatively “theoretical” in that it is not a business experience in which the student is personally involved. This paper introduces an instructional method, the journal entry assignment, to help address the challenge of creating a more experiential education and preparation for business. This assignment enables students to “learn by doing” and, in effect, it creates a “living case study” experience for students.

scholarly journals “Me and Socrates, we are tight friends”: Co-constructing a polis of teachers and philosophers of education.

2021 ◽  
Vol 41 (1) ◽  
pp. 36-51
Author(s):  
Cara Furman
Keyword(s):  
Elementary School ◽  
Teacher Educators ◽  
School Teacher ◽  
Philosophy Of Education ◽  
Elementary School Teacher ◽  
The Third ◽  
Learn By Doing ◽  
The Relationship ◽  
Valuable Role ◽  
Previous Scholarship

It is an educational truism that reflection helps teachers to be more effective and ethical. Building on John Dewey’s assertion that we learn by doing and reflecting, and Hannah Arendt’s that reflection is strengthened through discourse among peers, I argue that a valuable role for teacher educators is to be interlocutors with whom teachers can reflect. Adding to previous scholarship that positions philosophers of education as ideal interlocutors, I focus on the nature of the relationship between teachers and philosophers of education. Mirroring the format of the Socratic dialogues, I include three dialogues to explore how teachers and philosophers of education might reflect together. The first dialogue is the transcription of an interview about reflection and teaching between a former elementary school teacher colleague and me (then a doctoral student in philosophy of education). The second is a written dialogue that brings the interview into communication with Plato and Arendt to further elucidate what it means to reflect as a teacher and with teachers. The third dialogue occurred many years later as a group of philosophers of education reflected upon dialogues 1 and 2 to consider how they might better engage with teachers.

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