0823 Creating hands on learning opportunities for inexperienced equine students

2016 ◽  
Vol 94 (suppl_5) ◽  
pp. 396-396
Author(s):  
K. L. Vernon
Keyword(s):  
Learning Opportunities ◽  
Hands On ◽  
Hands On Learning

Formative Assessment in Hands-On STEM Education

2020 ◽  
pp. 165-193
Author(s):  
Bryanne Peterson ◽  
Britton T. Hipple
Keyword(s):  
Formative Assessment ◽  
Stem Education ◽  
Learning Opportunities ◽  
Qualitative Assessment ◽  
Elementary Level ◽  
Hands On ◽  
Hands On Learning ◽  
Competency Based ◽  
Development Of Students ◽  
Better Than

This chapter serves as an introduction to transdisciplinary learning, Integrative STEM Education, and current methods for infusing formative assessment into hands-on instruction at the elementary level. Subscribing to the approach that formative assessment is a process that takes place in the classroom to enable learning, the chapter discusses the use of engineering notebooks, competency-based assessment, and qualitative assessment (rubrics and portfolios) in the context of formative assessment while facilitating hands-on learning opportunities. In addition to introducing each of these topics from a research and literature perspective, examples are provided and discussed from a practical perspective. No one formative assessment is better than another, however, one type may be more practical due to the teacher's willingness to try new things, development of students, standards teacher is measuring, type of lesson/unit, time, available resources, and associated costs.

Future Education Leaders' Needs in Serving Students With Severe Disabilities: A Call for Intentional Preparation

Inclusion ◽  
2017 ◽  
Vol 5 (1) ◽  
pp. 60-76 ◽  
Author(s):  
Phyllis M. Robertson ◽  
Karen N. McCaleb ◽  
Nancy J. Smith
Keyword(s):  
Educational Administration ◽  
Severe Disabilities ◽  
Learning Opportunities ◽  
Effective Implementation ◽  
Education Leaders ◽  
Hands On ◽  
Personal Experiences ◽  
Hands On Learning ◽  
Students With Severe Disabilities ◽  
Future Education

Abstract Qualitative analysis of three discipline-specific focus groups (graduate students in educational leadership/educational administration, curriculum and instruction, and counseling) revealed that these participants are largely unprepared to serve students with extensive and pervasive support needs. Rather, these professionals reported relying upon their ability to learn from others, their personal experiences, and their capacity to “take risks and fake it.” They cited numerous barriers to effective implementation of inclusion revealing that they were often afraid to ask for clarification and support; had limited opportunities for meaningful collaboration; engaged with a system that often placed form over function; and worked with students who experienced segregation, neglect, and isolation. Participants offered suggestions for improving university-based preparation, enhancing professional development, and increasing hands-on learning opportunities along with the need to create a supportive system for educators, students, and their families.

Hackschooling

2021 ◽  
pp. 65-66
Author(s):  
Jennie Germann Molz
Keyword(s):  
Learning Opportunities ◽  
Online Resources ◽  
Hands On ◽  
Hands On Learning ◽  
The University

In February 2013, Logan LaPlante, a fresh-faced, newly minted teenager in a pink knit hat, stood in front of the audience at the University of Nevada and delivered a TED talk titled “Hackschooling Makes Me Happy.”1 In the talk, Logan describes his family’s unschooling-inspired approach to his education, which included a combination of online resources, hands-on learning opportunities, and internships with local businesses that allowed him to explore his own interests at his own pace. This, Logan declares, is hackschooling....

Beyond Hands-on-Learning: Fostering Creativity in Student Competitive Teams

2012 ◽  
Author(s):  
Zahed Siddique
Keyword(s):  
Experiential Learning ◽  
Theoretical Models ◽  
Learning Opportunities ◽  
Student Centered ◽  
Student Centered Learning ◽  
University Of Oklahoma ◽  
Hands On ◽  
Fostering Creativity ◽  
Hands On Learning ◽  
Team Design

Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. We are currently investigating combining student centered learning to have a more appropriate mix of theory and experience (hands-on activities) to provide a complete experiential learning environment to foster innovation and creativity. In this paper we investigate the theoretical models that can be used to model the Sooner Racing Team (SRT) of University of Oklahoma. Experiential Learning is the foundation to develop the competencies of students engaged in SRT. The SRT is setup as a learning organization and relies on peer-learning to facilitate developing innovation related meta-competencies.

scholarly journals The Path of Science in Future Tibetan Buddhist Education

2021 ◽  
Vol 6 ◽  
Author(s):  
Denise Woodward ◽  
Ernest Ricks ◽  
Pamela J. Bjorkman ◽  
Pantelis Tsoulfas ◽  
Jane E. Johnson ◽  
...  
Keyword(s):  
Best Practices ◽  
Science Teachers ◽  
Learning Opportunities ◽  
Religious Community ◽  
College Level ◽  
Tibetan Buddhist ◽  
Hands On ◽  
Personal Experiences ◽  
Hands On Learning ◽  
Future Plans

The Emory-Tibet Science Initiative (ETSI) allowed western science teachers to work with monastically educated Buddhist monks to further their science education. The challenges included teaching through translators, using best practices for teaching within a religious community, and thinking about how to integrate what we learned from teaching in this context to our classrooms back home. In this article, we, a diverse group of western college-level educators and scientists, share our personal experiences and thoughts about teaching in this unique context in several themes. These themes are the challenges of translation and the development of new Tibetan science dictionary, the importance of hands-on learning opportunities as an example of using best teaching practices, using technology and online resources to connect our communities through both space and time, and the imperative of future plans to continue these important cross-cultural efforts.

A Qualitative Approach to Studying the Interplay Between Expertise, Creativity, and Learning in University Makerspaces

2017 ◽  
Author(s):  
Megan Tomko ◽  
Robert L. Nagel ◽  
Julie Linsey ◽  
Melissa Aleman
Keyword(s):  
Undergraduate Research ◽  
Participant Observation ◽  
Learning Opportunities ◽  
Dynamic Relationship ◽  
Team Projects ◽  
Comprehensive Literature Review ◽  
Research Initiative ◽  
Hands On ◽  
Hands On Learning ◽  
Approaches To Study

While students make in makerspaces, they traverse and integrate a variety of skills that create a dynamic relationship between learning processes, creative exploration, and expertise acquisition. We put forth that in order to certify and reveal the value of making, it is necessary to investigate this interplay between learning, creativity, and expertise using qualitative methods. This paper presents a comprehensive literature review and research initiative that demonstrate how to utilize ethnographic approaches to study learning in makerspaces. Specifically, we present initial steps to explore this dynamic relationship with the goal of answering the question What do students learn in universities makerspaces? At present, it is unclear what university students actually learn in university makerspaces, and how learning in makerspaces compares to learning in other hands-on learning opportunities such as competition team projects (e.g., SAE), undergraduate research, or other informal engineering learning environments. This research initiative focuses on two very different makerspaces at two different universities, which creates a unique opportunity for comparison. To study these spaces, we implement observation, participant observation, and interviewing of students, particularly on making. We envision this work as a springboard for further work in understanding makerspaces.

Academic Internships: To Take or Not to Take? Students’ Assessments of Public Health Fieldwork

2016 ◽  
Vol 4 (1) ◽  
pp. 19-34 ◽  
Author(s):  
Tara L. Crowell
Keyword(s):  
Public Health ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Valuable Insight ◽  
Degree Programs ◽  
Undergraduate Major ◽  
Hands On ◽  
Hands On Learning ◽  
Critical Components

While academic internships can play irreplaceable roles by providing students hands-on learning opportunities, allowing them to collaborate with faculty, and strengthening ties between colleges and their communities, continued assessment of these experiences is still imperative. An academic internship has been described as a three-way partnership among a college or university, the internship site, and the student, but the role the institution plays can differ significantly. Several years ago, the Association of Schools of Public Health included field experience (such as internships) as a Critical Components Element of an Undergraduate Major in Public Health. Hence, this study investigates not only how Public Health students evaluate their internship site but also their experience with their school during the internship process. Survey data from 219 undergraduate students, on completion of their internships from Fall 2012 to Spring 2016, were collected. Results posit that public health students report the academic institution provided support and guidance, while their internship site provided a valuable learning experience both interpersonally and professionally. Also, students recommend this experience and provide valuable feedback for future internship partnerships. Considering internships are integral parts of many preprofessional degree programs, it is imperative that programs develop and implement systematic ways to assess these programs. This study provides valuable insight into this process along with identifying students’ perceptions of the academic internship and the role that both the site and the institution played in facilitating their learning.

Simulation-Based Learning: It’s Not Just for NRP

2012 ◽  
Vol 31 (5) ◽  
pp. 281-288 ◽  
Author(s):  
Jobeth Pilcher ◽  
Goodall Heather ◽  
Cynthia Jensen ◽  
Valerie Huwe ◽  
Cordelia Jewell ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Learning Opportunities ◽  
Historical Background ◽  
Previous Knowledge ◽  
General Overview ◽  
New Information ◽  
Time Simulation ◽  
Simulation Based ◽  
Hands On ◽  
Hands On Learning

Simulations are experiential learning opportunities during which participants can learn new information, as well as have the opportunity to apply previous knowledge. While hands-on learning has been incorporated into NRP and similar training for some time, simulation-based learning is increasingly being utilized in new and varied situations. This article begins with a general overview of simulation, along with a brief review of the historical background of mannequins and simulation. This is followed by several mini-articles describing how the authors have applied simulated-based activities to promote learning. The article concludes with a look at the potential future of simulation-based education.

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