...flcfReflection Paper #1 Inez Burrell March 19, 2013 The Experiential Learning Activity served as a significant tool to put the process of conflict mapping into perspective. Conflict mapping is a type of model that simplifies a complex social conflict such as the ones taking place in Voinjama, Liberia. It emphasizes the most important elements and systematically asks questions about issues, parties, strategies, and key components. When developing a conflict map, it is also important to focus on the parties’ grievances, trigger events, and root causes of the conflict. Although conflict mapping is used to facilitate the analysis of the conflict, it can actually make the process harder since there are so many possible answers. Each person analyzing the conflict may have different viewpoints for the components that make up that specific conflict as a whole. There are no right or wrong answers because each idea could be vital in solving the specific problems in that conflict. The reality of this became applicable during the Experiential Learning Activity because each group felt differently about the specific issues going on in Liberia. During the Experiential Learning Activity, the class was split into teams in order to analyze the conflict through the use of conflict mapping. As a group, it was decided that the parties involved in the conflict were the Mandingo and Loma. However, looking at the conflict in a broader sense it was decided...
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...Developing Criminological Skills 40205/01 “People learn in different ways” Different people have different style of learning, David a. Kolb explored into the development of different learning styles. Kolb created his famous learning style model “Experiential Learning Theory” (Kolb 1984) based on four elements: concrete experience, observation and reflection, abstract conceptualization and active experimentation. Concrete experience and abstract conceptualization are ways of how we think and transform experiences through the emotional responses. The concrete experience type emotionally converts the experiences through experiencing the feeling and concrete during the process. Whereas, abstract conceptualization type through planning, analyzing and thinking. Active experimentation and observation and reflection are methods of how we approach to the tasks and how we do. Active experimentation type, approach to tasks by actively doing the actual experiments. While observation and reflection approach to experiences by watching others throughout the tasks, and reflect on the situation. Based on the four elements, Kolb defined four distinct definitions of learning styles: diverging, assimilating, converging and accommodating (Kolb 1984). Diverging type has the elements of concrete experience and observation and reflection. Diverging type of people performs better in situations where creation of ideas needed, and collecting information. They look at things...
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...[pic] Australian School of Business School of Banking and Finance FINS 5516 International Corporate Finance Course Outline Session 1, 2010 1. Course Staff 3 1.1 Communication with Staff 3 2. Information about the course 3 2.1 Teaching Times and Locations 3 2.2 Units of Credit 3 2.3 Parallel Teaching in the Course 3 2.4 Relationship of This Course to Other Course Offerings 3 3. Course Aims and Learning Outcomes 3 3.1 Course Aims 3 3.2 Student Learning Outcomes 4 3.3 Approach to Learning and Teaching 5 3.4 Teaching Strategies 5 4. Continual Course evaluation and Improvement 5 5. Learning Assessment 5 5.1 Formal Requirements 5 5.2 Assessment Details 5 5.3 Assignment Format 6 5.4 Assignment Submission Procedure 6 5.5 Late Submission 6 5.6 Special Consideration and Supplementary Examinations 6 6. Academic Honesty and Plagiarism 7 7. Student responsibilities and conduct 7 7.1 Workload 8 7.2 Attendance 8 7.3 General Conduct and Behaviour 8 7.4 Keeping Informed 8 8. Student Resources 9 8.1 Course Resources 9 8.2 Other Resources, Support and Information 9 9. Course Schedule 12 1. Course Staff A/PROF. DONGHUI LI Office: ASB 342 Email: donghui@unsw.edu.au Tel: 9385 5873 1.1 Communication with Staff Consultation Hours: Friday 9:00 –11:00 Outside these times, meetings are by prior appointment only. E-mail the staff in question and arrange a mutually convenient time. Teaching staff will only respond to...
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...Introduction TRA is an acronym that means Transfer, Retention and Application. TRA could be done using ADVISE model. ADVISE is an acronym that means: • A for analytical learning. • D for Descriptive learning. • V for Visualization of ideas. • I for Interactive assessment. • S for Split testing. • E for Experiential learning. TRA Transfer Knowledge is being transfer to the student using different methods as video and case studies and presentations. Presentations and videos are powerful tools that helped me in the past to gain the knowledge I need. Retention Group discussion in my opinion is useful method that helps retaining knowledge and information. Application I found through practice the best way to retain knowledge is to apply it in real situation or teaching it to others. ADVICE Model I recently encountered at work an incident that I had to investigate the reason for failing proficiency. Using Root cause analysis method (RCA) I first analyze the steps being involved in processing the proficiency samples starting from receiving to reporting the results to NYSDOH. I also had to interact with the people who handled the specimens. I found out the specimens was stored correctly upon receiving than was ordered in the system and labeled correctly. I looked at all variables that could affect testing process, from temperature, human error, reagents and quality controls. I questioned the technologist who ran the specimen on the steps he did to analyze the specimen...
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...curiosity, creativity and self-discovery. Students are learning through whole group lessons in the direct instruction strategy, encouraged to observe and problem solve through indirect instruction and are stimulated to engage themselves in the active learning experiences of experiential instruction. Teachers are challenged to incorporate the most beneficial means of instruction for each lesson so that the students in their classes become higher-order thinkers, able to apply all they have learned to each new experience in their life. Direct Instruction: Teacher-initiated and directed whole class learning (Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., Brown, A. H., & Miller, D. E., 2013, 348). The direct instruction strategy is a common method of delivering content, usually fundamental knowledge, to the whole class at one time. The learning objectives are typically built upon sequentially, moving through a set path of steps in order to get to the final objective. This method of instruction is beneficial to the teacher because it requires less preparation time, the teacher maintains the attention of the class and the objectives are reached in a timelier manner than that of the indirect or experiential instruction, where students are encouraged to take their time discovering the different aspects of the lesson. Indirect Instruction: Students are drawn to learn, seeking information and knowledge for themselves through significant, functional, and thorough means...
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...I. Student Information Student Name (include Maiden): ___________________________________________________________ Student ID #: ______________________ Mailing Address: __________________________________________ City__________________________ State___________ Zip_______________ Phone: ______________________________________ Liberty Email: Major: ____________________________ Class Year (JR/SR): _____________ Have you ever been convicted of a felony (yes or no)? : __________ Internship Semester: ______________________ Course: ____________________ Credit Hours: __________ Required Work Hours: ____________ II. Department Information Department: _________________________________________________ Email: III. Internship Organization Information Organization: _____________________________________________________________________ Website: _______________________________ Organization’s Mailing Address: ____________________________________ City______________________ State_________ Zip_______________ Supervisor: _________________________________________________________________ Title: ________________________________________ Phone: ___________________________________ Email: _________________________________________________________________________ Internship Start Date: _________________________ Internship End Date: _________________________ Total Hours: ______________________ Is this position (please check one): Unpaid Paid If paid, what is the amount of your compensation? $____________________________ ...
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...Report on David A. Kolb's model According to the definition on Wikipedia, Learning style is an individual's natural or habitual pattern of acquiring and processing information in learning situations. A core concept is that individuals differ in how they learn. David A. Kolb's model is based on the Experiential learning Theory, as explained in his book Experiential Learning. The model outlines two related approaches toward grasping experience: Concrete Experience and Abstract Conceptualization, as well as two related approaches toward transforming experience: Reflective Observation and Active Experimentation. The first learning style is the diverging that is a combination of concerts experimentation and reflective observation. On individual, that is really dominant with the divergence and has a strong concrete experimentation and reflective observation skills. This type of person is innovative and imaginative and is going to love to work in groups. They are people-oriented, feeling-oriented and group-oriented. They do care about the diversity of culture around the group. These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style 'Diverging' because these people perform better in situations that require ideas-generation, for example, brainstorming...
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...The culmination of the shadowing experience is a ‘Inclusive Activity Shadowing and Experiential Learning Report’, using APA format and citations/references, that: (a) Your ‘Introduction’ provides a purpose statement for the report, and provides a brief overview of the organization/agency and its broader program goals; (b) In the ‘Main Body’ of your report, you will: * Create a ‘Inclusive Activity recipe’ that (1) describes the role(s) and background of the individual leader whom you shadowed , and (2) gives the leader's responses to the questions ‘What model or framework of inclusion do you use?’, ‘What are the most important factors to consider when creating an inclusive activity?’, ‘What advice do you have for students who aspire to create inclusive activities in recreation, tourism and sport programs and services?’ * The ‘Theory and Practice’ section is very important and will be addressed more fully in class. This section should describe and relate your experiences to a variety of the key concepts, models, and issues that we cover in the course (refer to the D2L outline regarding foundational terms and concepts, frameworks and models, and person-centered inclusion strategies).Interview to find out if the organization has in inclusion framework or model they use. Is it a process or content model? Do they use person-centered inclusion strategies? Can you describe the process they use? Is it similar to what we studies? Is so, how is it similar or how does...
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...Engineering. Cairo University Moderating 6 Management sessions “ HR & OB” with college students with designing Business simulation ح ا ج ةF o u n d er ▪ July 2012 – May 2014 It works in different lines the main objective is how to develop your skills and yourself in order to develop the community Adults line : Creating street campaigns for development Children line : Making sessions to express themselves through active learning Academic Management Head ▪ J u n e 2 0 1 3 -M a r c h 2 0 1 4 IST ▪ faculty of Engineering. Cairo University Preparation 15 different Moderators to moderate 5 management workshops “ E-commerce ,Project Management, Marketing, Entrepreneurship , Human resources “ and prepare their curriculum which depends on active and experiential Learning. Conference and Juniors Project Manager ▪ J u l y 2 0 1 4 - Ap r i l 2 0 1 5 STP ▪ faculty of Engineering. Cairo University Conference Project: Putting Management plan for conference project and...
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...International Journal on New Trends in Education and Their Implications January, February, March 2012 Volume: 3 Issue: 1 Article: 13 ISSN 1309-6249 THE POTENTIAL BENEFITS AND CHALLENGES OF INTERNSHIP PROGRAMMES IN AN ODL INSTITUTION: A CASE FOR THE ZIMBABWE OPEN UNIVERSITY Richard BUKALIYA Zimbabwe Open University, Mashonaland East Region, Marondera, ZIMBABWE ABSTRACT Several studies done elsewhere have indicated and concluded that a gap really exists between the quality of graduates produced and what the market demands (Mpairwe, 2010). For this and other reasons, training institutions and employers have accepted the need to seek mitigatory steps to bridge the gap. Among other steps, institutions of learning have introduced internship programmes also referred to as field attachment in some of their degree and non-degree programmes. There has also been the realisation that imparting the relevant practical skills is a partnership between the training institution and the prospective employers through student internships. However, despite these positive intentions, interns on field attachment have faced serious challenges among which are insufficient time and lack of funding for the programmes. It is behind this background that the present study sought to establish the benefits and challenges faced by student interns at the Zimbabwe Open University. The study focussed on two of the university`s faculties: the Faculty of Science and technology and that of Applied Social Sciences...
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...A Framework for Assessing Learning Outcomes in Online Business Simulations Like the last entry, this entry is also derived from a paper I wrote for my master's work in the Technology, Innovation, and Education program at Harvard's Graduate School of Education. My advisor on this project was noted knowledge networks researcher Barry Fishman, visiting Harvard from the University of Michigan. Harvard Business School Publishing is about to launch the first two products in our new series of online business simulations and I wanted to investigate how we can ensure that this product line produces effective learning for our customers. This paper explores a framework for assessing effectiveness in online business simulations. Introduction Problem Statement and Paper Structure Harvard Business School Publishing (HBSP) has created a new product line of online business simulations. We know from faculty customer surveys that they are highly concerned themselves with how easy the simulations are to use, administer, and debrief, and that they are equally concerned that their demanding, and increasingly technically-literate, students rate the learning experience as engaging and dynamic. Hence these eLearning products are designed to be engaging, interactive, usable and teachable. We also know from faculty surveys that these types of learning tools are considered to be very effective. But what does the literature say about these kinds of claims? How can HBS Publishing know...
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...Experiential learning From EduTech Wiki John Dewey's philosophy proposed that each experience builds upon previous experiences and influences the way future experiences will affect the learner. The role of the educator is to provide experiences that will provide learners with meaningful experiences that will enable the individual to contribute to society. According to Kolb (2005) “ Experiential learning theory (ELT) draws on the work of prominent twentieth century scholars who gave experience a central role in their theories of human learning and development-notably John Dewey, Kurt Lewin, Jean Piaget, William James, Carl Jung, Paulo Freire, Carl Rogers, and others-to develop a holistic model of the experiential learning process and a multi-linear model of adult development. The theory, described in detail in Experiential Learning: Experience as the Source of Learning and Development (Kolb 1984), is built on six propositions that are shared by these scholars.” 1. Learning is best conceived as a process, not in terms of outcomes. 2. All learning is relearning. Learning is best facilitated by a process that draws out the students' beliefs and ideas about a topic so that they can be examined, tested, and integrated with new, more refined ideas. 3. Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world, i.e. reflection and action - and feeling and thinking. 4. Learning is a holistic process of adaptation...
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...MY LEARNING PORTFOLIO- How I apply learning experiences in my life Abstract Until early last century Pedagogy was widely advocated as the foundation of all education, irrespective of the age group or subject area being taught. The word itself is from ancient Greek ‘paidagageo’ meaning literally ‘to lead the child’. Rote learning was a small part of pedagogy, which conditioned the learner for a known outcome or answer, however one in which there was no variables. It wasn’t until the two World Wars and the industrial revolution, that the practice of adult teaching became accepted as having different methodologies from pedagogy. Many adults that undertake learning do so in the knowledge that they bring different life experiences into the medium, however these experiences can draw in environmental and motivational factors that could become barriers in the absorption of the content. Elton, M (1949) and his studies into the Hawthorn experiments conducted from 1924-1932, provides an example of the increase in productivity (learning or motivation) being attributed to the interest being shown in the individual. From my limited experience within an adult learning environment, I see the Hawthorn effect as a practice example of adult learning, whereby the tutor (employer) engages with, shows interest in and motivates the individual for productivity or knowledge gains. In centuries past, the learning experience was very much one-way communication, however with the advent of adult...
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...MKTG304 Marketing Project Session 2, 2014 Reflective Journal Outline Department of Marketing and Management MACQUARIE UNIVERSITY FACULTY OF BUSINESS AND ECONOMICS REFLECTIVE JOURNAL OUTLINE Overview As part of evaluating the participative process, an individual reflective journal is required to be maintained throughout the course, due for submission after the group presentation and final group report has been submitted. There are two parts to this assignment. The first Part A consists of a pre-activity self-rating of graduate capabilities. The ratings are intended to be your perception of your own capabilities. This perception should draw on your prior experiences, including your university or other studies, paid employment or volunteer work, and from sport, hobbies and other interests. The self-assessment will not be graded, nor will it be shared with others in your class. Part A serves the purpose of allowing the student to focus on graduate capabilities and reflective points to be considered while collecting material and writing up the final reflective journal. Part A is due in your tutorial class in Week 4, Thursday 28th August. Part B, consists of the self assessment post activity audit of graduate capabilities and a 2,000 word reflective journal report. The self assessment post activity audit will not be marked, but will act as support for your findings in the final report. The final report provides your analysis and reflections about the process of...
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...MKTG304 Marketing Project Session 2, 2014 Reflective Journal Outline Department of Marketing and Management MACQUARIE UNIVERSITY FACULTY OF BUSINESS AND ECONOMICS REFLECTIVE JOURNAL OUTLINE Overview As part of evaluating the participative process, an individual reflective journal is required to be maintained throughout the course, due for submission after the group presentation and final group report has been submitted. There are two parts to this assignment. The first Part A consists of a pre-activity self-rating of graduate capabilities. The ratings are intended to be your perception of your own capabilities. This perception should draw on your prior experiences, including your university or other studies, paid employment or volunteer work, and from sport, hobbies and other interests. The self-assessment will not be graded, nor will it be shared with others in your class. Part A serves the purpose of allowing the student to focus on graduate capabilities and reflective points to be considered while collecting material and writing up the final reflective journal. Part A is due in your tutorial class in Week 4, Thursday 28th August. Part B, consists of the self assessment post activity audit of graduate capabilities and a 2,000 word reflective journal report. The self assessment post activity audit will not be marked, but will act as support for your findings in the final report. The final report provides your analysis and reflections about the process of...
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