Suchergebnisse

"Experiential Learning and Learning Styles" published on by Oxford University Press.

This paper discusses an arms control simulation that formed a central
part of the course, Controlling Chemical and Biological Weapons.
Based on the experiential learning approach this simulation sought
to (a) provide an active learning context for students to acquire an
in-depth understanding of central aspects of biological arms
control, and (b) gain an appreciation for the complexities of
multilateral diplomacy in general and arms control negotiations in
particular. I taught this course in spring 2006 to a group of 16
final-year undergraduate students. The arms control simulation
complemented the weekly one-hour lectures and replaced the standard
one-hour student-led seminar sessions. At the beginning of the
simulation I supplied students with a set of confidential country
instructions to approach the simulation, which was subdivided into
two negotiating rounds of three sessions each and a drafting
exercise towards the end of the semester.

Solving Complex Problems with Help of Experiential Learning
This paper presents the impact of experiential learning on solving complex problems. Analyzed are methods and techniques of experiential learning as an active form of learning. Presented are the results of research in which we examine whether the systematic approach of problem solving differs between the genders, if the perception of experience as a source of knowledge depends on the level of education, and examine a correlation between searching of all possible ways for successful problems solving and perception of experience as a source of knowledge.

Youth of all ages are indicating an interest in starting a business. However, few classes on business start-up and management are available. Young people who are actively engaged in learning business management concepts also develop life skills such as decision making, communicating, and learning to learn. Studies have shown that youth who are in participatory, entrepreneurship classes develop a positive attitude toward starting a business. This article addresses how the experiential learning model provides an opportunity for youth to develop entrepreneurial skills. The entrepreneurial learning model is a learning process of doing, reflecting, and then applying.

English Providing an international study experience for MSW students in schools of social work in the USA has become more important in the context of globalization. The authors describe how a brief international study course enhanced the learning experiences of 16 MSW students along four dimensions, including cross-cultural sensitivity and professional identity development. French Sous l'impulsion de la mondialisation, l'importance d'offrir une expérience internationale aux étudiants de maîtrise en travail social dans les écoles de travail social américaines s'est accrue. Les auteurs décrivent la façon dont un cours sommaire d'étude internationale a enrichi l'apprentissage de 16 étudiants à la maîtrise, notamment au chapitre de la sensibilité interculturelle et du développement de l'identité professionnelle. Spanish La provisión de un estudio experiencial internacional para estudiantes de MSW en escuelas de trabajo social en los Estados Unidos, se ha vuelto más importante en el contexto de la globalización. Los autores describen cómo un breve curso internacional aumentó las experiencias de aprendizaje de 16 estudiantes de MSW a lo largo de cuatro dimensiones, incluyendo sensibilidad transcultural y desarrollo de la identidad profesional.

How can instructors use experiential learning strategies to enhance student understanding of research ethics and responsible research conduct? In this article, the authors review literature on using experiential learning to teach research ethics and responsible research conduct. They present a three-step exercise for teaching research ethics and responsible research conduct using experiential learning strategies. Their primary teaching and learning objective is to broaden student understanding of ethical behavior beyond notions of "right" and "wrong" to a conception of ethical behavior involving thinking critically about all stages of the research process. The authors present assessment data that suggest that participation in the exercise increased knowledge about ethical guidelines and broadened understandings of ethical behavior.

AbstractThis paper presents the two general types of cases designed for use in the classroom. It discusses how each type implies a particular instructional approach, and outlines the learning consequences of each approach. In doing so, it shows how each instructional approach on its own proves to be educationally deficient. The paper then draws from a systems thinking epistemology to argue that when the two instructional approaches are combined, emergent educational benefits arise. A critical appreciation of Kolb's learning cycle is simultaneously offered. The paper then offers a systemic framework for case‐based classroom experiential learning. The paper concludes with a critical review of this framework which can serve to guide instructors. Copyright © 2008 John Wiley & Sons, Ltd.