Experience as the Source of Learning and Development
... Communication to reduce students' communication apprehension. The training plan draws on Kolb's (1984) experiential learning theory, which links experience, perception, cognition and behaviour, making it particularly well suited for developing practical skills such as public speaking. The programme engages participants in a cycle of concrete experience, reflective observation, abstract conceptualisation and active experimentation consistent with successful public speaking training principles. ...
... The training plan is based on Kolb's (1984) experiential learning theory, which establishes a link between experience, perception, cognition and behaviour. This theory is particularly suitable for cultivating practical skills such as public speaking. ...
... The theoretical underpinning of the public speaking training plan is Kolb's (1984) experiential learning theory. This holistic model, which views learning as a process that combines experience, perception, cognition and behaviour, has already been successfully applied in various fields. ...
This paper presents a public speaking training plan adapted from Toastmasters International’s Handbook of Competent Communication to reduce students’ communication apprehension. The training plan draws on Kolb’s (1984) experiential learning theory, which links experience, perception, cognition and behaviour, making it particularly well suited for developing practical skills such as public speaking. The programme engages participants in a cycle of concrete experience, reflective observation, abstract conceptualisation and active experimentation consistent with successful public speaking training principles. The training addresses aspects of public speaking that often contribute to communication apprehension, such as language structure, language use, non-verbal communication and voice modulation. The programme also emphasises active experimentation through visual aids and the delivery of persuasive and inspiring speeches so that participants have ample opportunity to practise and hone their public speaking skills. This approach effectively reduces communication apprehension and gives students the skills and confidence to deliver impressive oral presentations. However, the effectiveness of this training plan can be influenced by various factors, such as cultural background, language proficiency, and individual personality traits. Therefore, successful training should be flexible and adaptable to meet learners’ different needs and contexts.
... Kolb's experiential learning theory is based on learning processes. He defines learning styles as the ways in which learners prefer to use their abilities in experiential learning (Gencel, 2007;Kolb, 1984). It is noteworthy that Felder and Silverman (1988) also emphasize "preferences" when they define learning styles as the characteristic strengths and preferences in the ways individuals take in and process information. ...
... Figure 1: Teaching, Learning, and Assessment Activities Suitable for Kolb's Learning Styles (Özdemir, 2015: 84) When the cycle starts, learners have a concrete experience that involves them emotionally, and then they begin reflecting on the experience from different perspectives (Mansfield, & Murrell, 1991). The learning cycle should first be structured from concrete experience to reflective observation and then from abstract conceptualization to active experience (Kolb, 1984). If teachers think of the learning cycle as a conical structure rather than as simple stages to be followed in sequence, the experiential learning model serves students' best interests and thus helps them develop higher-order thinking skills (Kolb, & Kolb, 2005). ...
... Culture, personality type, educational specialization, career choice, and current job roles and tasks influence learning styles (Kolb, & Kolb, 2013;Kolb, 1984). Research on interdisciplinary differences in learning styles shows that experiences with education help students develop positive attitudes towards specific learning skills, learn how to learn, and adopt individual learning styles. ...
... My study was guided by Kolb's (1984) Experiential Learning Theory (ELT) and conceptual frameworks on domains of teacher knowledge by Shulman (1987) and soft skills as outlined in my soft skills Figure 5 (see pp. 83) in Chapter 3. Common among the proponents of soft skills (Cline 2005;Ellis, Kisling and Hackworth 2014;Ibrahim, Boerhannoeddin and Bakare 2017) were computer skills, communication, listening skills, teamwork, work ethics and problem-solving skills. Kolb's theory draws from the immense contributions of authorities such as Dewey (1938), Lewin (1946), and Rogers (1985). ...
... Workplace learning usually involves students in the planning and implementation process of activities (Baerheim and Raaheim 2020). Workplace learning is based on Kolb's (1984) ELT. ...
... The study explored the students' placement at SMME to change their perceptions and improve their work placement. Kolb (1984) ELT underpinned this research which was similar to my study. The study used a qualitative approach and generated data from interviews with ten TVET college students. ...
This study explored TVET lecturers learning through work-integrated learning (WIL),
specifically to establish the nature of their learning and the kinds of knowledge they gain, and further determined how the lecturers understand their learning. WIL describes an approach to career-focused learning, which is often appropriate for attaining discipline-specific practical competence. My study contributes to the literature on how WIL enhances TVET practical knowledge and pedagogy. It also contributes to the perceptions of industry personnel towards lecturers on WIL.
The study used a qualitative research approach located in an interpretive paradigm. A face-to-face semi-structured interview was conducted with 18 TVET college lecturers from three different colleges and nine industry personnel at different companies. Non-participant observation complemented interviews and enabled capturing social action and interaction as it occurred and provided triangulation. The data were analysed using open coding. The study draws on Kolb’s Experiential Learning Theory (ELT), complemented by conceptual frameworks on domains of teacher knowledge. The research identified the following challenges: a lack of technical skills among lecturers in using civil, electrical and mechanical engineering machines and equipment in industry; industry induction processes promoted WIL and self-initiated learning in the TVET sector that was helped a limited number of lecturers; and a lack of lecturer WIL support. There were several findings that reflect on positive impact of the training programme, namely, TVET lecturers who participated in the training gained knowledge about industrial processes;
improved knowledge and practice of safe working procedures; the lack of interpersonal skills in the TVET industry was addressed; there was creativity and cost-saving skills among civil engineering TVET lecturers; WIL offered problem-solving skills to TVET lecturers; evidence of the use of work schedules; and training helped in the formation of industry connections. The study recommends adequately capacitating TVET lecturers with technical and soft skills to ensure that they comprehend the use of advanced machinery. The lecturers on WIL need constant support to check the relevance of practical skills received during WIL. To ensure
proper training, the study recommends a training model for TVET lecturers during WIL. The study further recommends TVET lecturers to engage in industry placement at regular intervals to maintain current developments in the industry. This study recommends that policymakers, industry and other TVET college stakeholders employ prudent participative and consultative strategies to ensure that TVET lecturers acquire the requisite skills needed as recommended by syllabi. Furthermore, this study recommends large-scale research on all TVET College lecturers in South Africa to understand what and how they learn during WIL; involving other disciplines besides civil, electrical and mechanical trades to check if the outcome will be similar; and explore how industry personnel profiles impact on TVET lecturers learning in the industry during WIL using the same instruments.
... However, Hartl (2006) argues that learners are responsible for controlling their behaviour and learning and the role of a teacher or an instructor is to make sure that learners meet their learning expectation (learner-centred). Kolb (1984) considers such learning (in behaviourists' view) as simply an accumulated storehouse of facts which in the constructivists' view is challenged because each of individual students brings their own prior knowledge into the classroom. ...
... As noted earlier by Dewey (1936), Piaget (1952), Vygotsky (1978), and Kolb (1984), the learning experience of students (both in school and in the workplace) is a result of a gradual process. In this context, the previous learning experience of students plays a vital role to further vocational skills and knowledge of students. ...
... The concept of learning from experience can be linked to John Dewey's concept of learning, which is usually considered to be the pragmatists' paradigm. This concept has had a strong influence on quite a number of researchers in adult education (for example, Kolb, 1984;Schon, 1987;Jarvis, 1987;Mezirow, 1991;Boud et al, 1993;and Boud, 1994). It has been used across disciplines such as nursing studies, sociology, social and behavioural science, psychology, and learning experience in the workplace. ...
University of Sussex
Doctor of Philosophy
The Learning Experience of Automotive Students at a Vocational School in Indonesia: Perspectives of School Stakeholders
Summary
In the last two decades, there has been a great concern about Vocational Education and Training (VET). This concern has been triggered by an increasing dissatisfaction on the part of educational stakeholders, practitioners and observers, as well as VET users about the outcome of VET. In the Indonesian context, VUSS (Vocational Upper Secondary School) has a key role due to its strategic relevance to the knowledge-based economy. It is aimed to produce medium-skilled operators that are needed in Indonesia as the country shifts from an economy based purely on agriculture to an enterprise and service-based one. Despite a huge investment of the government of Indonesia on the VUSS development, the outcome is still disappointing (World Bank, 2004; Depdiknas, 2010, 2011; Simanungkalit, 2013). Particularly, many observers and practitioners worry about skills of VUSS school leavers which are often inadequate and irrelevant to the needs of the labour market.
The thesis examines the accounts of school stakeholders about the learning experience of the Automotive Department students in the workplace in the context of VUSS apprenticeship programme. The investigation focuses on the contribution of the learning experience of students in-school and the workplace to their vocational skills and knowledge. It also examines the influence of instructors on the learning experience of students in the workplace. The main question that guides this study is “What are the learning experiences of the Automotive Department students in the workplace?”
In order to examine the research question, this study employs a case study approach within the interpretive paradigm. The data was mainly obtained through semi-structured interviews with students, teachers, and instructors. Documentary analysis is also used to understand the learning experience of the Automotive Department students in school. The data was collected and analysed in accordance with two main themes: the vocational skills and knowledge of the students and the influence of instructors. The documents were analysed according to the themes and were used to triangulate the accounts of the school stakeholders derived from the interviews.
The first key findings of the study are derived from the contribution of the learning experience of the Automotive Department students in-school and their work engagement in the workplace to their vocational skills and knowledge. The study shows that at school the students were mainly equipped with procedural knowledge about job task. This condition is mainly influenced by poor knowledge and limited understanding of teachers about the School-based Curriculum (SBC) and limited learning facilities available. It also finds that in the workplace, there is variety in the ways the students engaged in work activities, for example, learning from instructors, learning from peer(s), and learning independently. However, as such learning opportunities were limited to recurring tasks, the knowledge and skills of the students were mainly limited to simple skillsets in their field while mainly characterizing novelty performance. In addition, it shows that there was a mismatch between the learning expectations of the Automotive Department students and their apprenticeship placement.
The second key findings emphasise the influence of instructors on the learning experience of students in the workplace. The study reveals that the experience and the understanding of the instructors about their position significantly influenced the way they approached and transferred their knowledge and skills to the students. It also shows that the support of the instructors to the students were mainly unorganised and informal. In addition, it finds that the instructors lacked understanding about the relevant assessment criteria which contributes to the poor skillsets of the Automotive Department students in their field.
... On the contrary, these students tend to be particularly at ease in didactic-educational activities involving an eminent practical-laboratory commitment, allowing them a direct experience of contents and principles. As part of this kind of educative proposal the teacher plays the role of guide in the interpretation and generalization of the experience, in relation to the student's own social and inner world, until the moment in which new learning occurs to close the experiential learning cycle [28]. The model of learning styles [26], intimately connected to the theory of multiple intelligences [21], highlights how each individual shows the tendency to prefer a different learning style: activist, thoughtful, theorist or pragmatist. ...
... Outdoor environmental education is based on experiential learning, a kind of first-hand experiences capable to put the student in contact with real contexts and problems [25]. If the experiential learning cycle [28] does not explains the complexity of the human mind and its ability to process complex information, it still provides a theoretical structure useful for connecting the different moments of the learning process. In fact, it suggests that it is not enough for the student to take part in outdoor activities for the experience to be translated into an educational result. ...
... For these reasons the Calabrian Native Project aims to provide students with a heterogeneous series of didactic experiences, in order to allow them to achieve a lasting educational result. The project, compared to the available literature [6,7,8,9,10,11,12,25,27,28,33,35,36], shows many interesting and original aspects. A first original aspect of this educational project is exactly the topic related to addressees. ...
Calabria is a floristic hotspot just at the center of Mediterranean Sea. Unfortunately, anincreasing number of alien plant species threats this natural heritage, exactly while the crucial roleof botany in secondary schools of Italy has been definitely dismantled. Calabrian Native Project is an environmental education project planned by Istituto Tecnico Agrario of Catanzaro that, reintroducing some key concepts of botany and biogeography, allowing pupils to experience a botanical excursion in the close-to-the-school Mediterranean Biodiversity Park, gives them the opportunity to become acquainted with both native and alien species. Pupils are asked to collect native plant propagules and to seed or cultivate the material in the school greenhouses, and to take care of these plants until their use. The prevalent outdoor and laboratory approach to the issue of bioinvasions, make the project very effective. This feature, with the low cost and reduced technology inputs, make the project highly replicable in other contexts, just focusing appropriate target species.
... By this, the need arises to create a BIM and Industry 4.0 laboratory for students, highlighting the reflective process of learning towards practice [41,42], which is derived from the reflection of students on the actions taken in experiences, which leads to the development of skills and competencies that society and industry need [27]. For this second pillar, the experiential learning theory presented by Kolb [43] is used, which considers learning as a process through which knowledge is created through the transformation of experience, significantly improving student learning in The laboratory. Therefore, this work aims to present a generic proposal to adapt engineering education to the requirements of BIM and Industry 4.0, specifying the necessary changes in the laboratory. ...
... According to Kolb [43], learning is the process by which knowledge is created through experience transformation-creating a learning and practice environment that maximizes students' learning abilities through their own experience. Learning comes from three main sources: learning from content, learning from experience, and learning from feedback [43,81]. ...
... In the literature, different learning theories are listed [82], in which they are most commonly used for engineering education [83][84][85], such as Kolb's Experiential Learning Theory [43], Felder and Silverman's Model of Learning Theory [86], the VARK Learning Theory Model [87], and the cognitive theory of multimedia learning [88]. These methods could be used better to understand Information and Communication Technologies (ICT). ...
Currently, the industry is undergoing a transformation toward intelligent manufacturing processes and complete digitization, emerging new information and communication technologies, such as cybersecurity, the internet of things, Big Data, and cloud computing, among others, concepts that are driving forces of the so-called Fourth Industrial Revolution, what is commonly known as Industry 4.0; and due to the implementation of technology in the construction industry, the Building Information Modeling (BIM) methodology arises, proposing new solutions for the work system during the entire building life cycle. An important part of the tasks in preparing for Industry 4.0 and BlM is adjusting engineering education to the requirements of this vision. The objective of this research is to present a proposal for the engineering educator, which consists of how engineering education should be adjusted towards BIM and industry 4.0 from the laboratory, relating Kolb's experiential learning theory, teaching methodologies-learning, and the CDIO (Conceive - Design - Implement - Operate) initiative, resulting in an improvement in the learning environment and in the teaching-learning process that maximizes the competencies of students when learning through their own experience. Finally, this research is the first step towards a more tangible vision of engineering education adapted to BIM and Industry 4.0.
Keywords: BIM; industry 4.0; engineering education; laboratory; teaching-learning; Kolb
... This approach does not consider the advantages of designing an application to a specific learning process [6]. For the VR chemical processing plant, although the learning outcomes influenced some of the details of the VR experience, the design of the VR plant and the student interaction model was based on experiential learning theory (ELT) [4]. Each design choice, interaction and feature was selected to allow students to cycle through the four different learning modes of concrete experience, reflective observation, abstract conceptualization, and active experimentation [5]. ...
... The reflective observation learning mode in ELT involves watching others or developing observation about one's own experiences. It often involves learners reflecting on a new concrete experience based on previous knowledge [4]. The design of the VR EngPad, shown in Fig. 4. was focused on providing students with a feedback tool that could assist them during their VR experience. ...
It is challenging to provide students studying in chemical engineering, biotechnology and other related fields with an opportunity to tour and interact with a full-scale chemical processing plant. To address this challenge, an open-sourced virtual reality (VR) chemical processing plant was designed and built to provide students with an experiential learning opportunity. The VR plant is modelled after an ampicillin processing facility complete with a piping and instrumentation diagram (P&ID). The initial student experience inside the VR plant is a tour of the plant, various plant features and unit operations. The tour enables students to freely tour the plant but also engages them in a “Quest” style experience where they need to search for specific areas and components within the plant. An EngPad was designed to provide learners with a help tool to assist their navigation and strengthen their understanding during the VR experience. Experiential learning theory was used to guide the design of the VR application and take students through the four learning modes of concrete experience, reflective observation, abstract conceptualization, and active experimentation. A focus group provided feedback on the design and user interaction of the VR experience. This paper will outline how design features and enhancements were selected based on their connection to experiential learning theory.
... In this IR, by applying theory to interpret data already collected and analysed by other parties, we will use theory inductively to formulate a new understanding and interpretation of the evidence already available. Several theories, such as experiential learning [31], transformative learning theory [32], situated learning theory [33] and social constructivist theory [34], inform learning in immersive SBE contexts, and will be drawn upon in the analysis of the findings in this IR to explore how and why in-person SLDs influence debriefing outcomes for groups of learners. ...
Facilitator-led debriefing is commonplace in simulation-based education and has been extensively researched. In contrast, self-led debriefing is an emerging field that may yet provide an effective alternative to well-established debriefing practices. The term ‘self-led debriefing’, however, is often used across a variety of heterogeneous practices in a range of contexts, leading to difficulties in expanding the evidence base for this practice. Evidence, specifically exploring in-person group self-led debriefings in the context of immersive simulation-based education, is yet to be appropriately synthesized. This protocol explains the rationale for conducting an integrative review of this topic whilst summarizing and critiquing the key steps of the process.
The aim of this integrative review is to systematically search, analyse and synthesize relevant literature to answer the following research question:
This is a protocol to conduct an integrative review aligned to Whittemore and Kanfl’s established five-step framework. The protocol fully addresses the first two steps of this framework, namely the problem identification and literature search stages. Seven databases (PubMed, Cochrane, EMBASE, ERIC, SCOPUS, CINAHL Plus and PsycINFO) will be searched comprehensively to optimize both the sensitivity and precision of the search in order to effectively answer the research question. It also outlines and appraises the various procedures that will be undertaken in the data evaluation, analysis and presentation stages of the process.
This review will attempt to address a gap in the literature concerning self-led debriefing in immersive simulation-based education, as well as identify areas for future research. Integrative reviews aim to provide a deeper understanding of complex phenomena and we detail a comprehensive explanation and justification of the rigorous processes involved in conducting such a review. Finally, this protocol highlights the applicability and relevance of integrative reviews for simulation-based education scholarship in a wider context.
... WeMed was developed according to the experiential learning cycle [22], in which students can (1) receive an experience; (2) re ect on it; (3) form a concept or theory; and (4) apply it in practice. Through experiential learning, students can gain valuable experience that can be utilized in the laboratory. ...
Background
Laboratory biosafety should be a priority in all healthcare institutions. An engaging and tailored training program will ensure that students are prepared for their careers as professionals so that they can perform their duties in a safe and effective manner. As the most popular social application in China, WeChat has become a powerful tool for delivering interventions and can be used for health education. The objective of the present study was to assess the feasibility and usability of a WeChat mini program in laboratory biosafety education for medical laboratory students at Guangzhou Medical University (GMU).
Methods
The WeChat mini program "WeMed" was developed and extensively evaluated using a mixed method approach. A convergent design was undertaken to assess feasibility and usability among second-year undergraduate students at GMU between November 2022 and June 2023. In the quantitative strand, two evaluations were conducted via online surveys from students (n = 67) after a four-week study period. The System Usability Scale (SUS) was used to evaluate usability, while self-developed questions were used to assess feasibility. In the qualitative strand, fourteen semi-structured interviews were conducted to confirm the findings. A reflexive thematic analysis was utilized to analyze the qualitative data.
Results
An adequate SUS score (M = 68.17, SD = 14.39) was obtained in the quantitative strand. Based on the results, the acceptability of the WeMed program is in the marginal high range, and the grade scale is in class D. This finding was further supported by the positive experiences shared by students highlighting the usability and feasibility of the WeMed program in the qualitative strand.
Conclusion
The WeMed program proves to be a valuable supplementary learning strategy for medical laboratory students, empowering them with essential knowledge and skills in laboratory biosafety. WeMed's emphasis on laboratory biosafety contributes to a culture of safety and compliance in medical laboratories. Medical laboratory students could better prepared to adhere to safety protocols and guidelines, contributing to a safer working environment for themselves and others.
... In the context of critical reading skills, self-directed learning encourages adults to actively seek out challenging texts, engage in reflective thinking, and independently apply critical reading strategies (Brookfield, 2017). Meanwhile, experiential learning, as outlined by Kolb (1984), suggests that learning occurs through a cycle of concrete experience, reflective observation, abstract conceptualisation, and active experimentation. Applying this theory to critical reading skills, postgraduate students engage in active reading, reflect on the text's content, analyse underlying concepts, and experiment with different reading strategies. ...
Research reveals that EFL postgraduates from China possess limited academic literacy, especially critical reading skills. Therefore, the aim of this study was to investigate EFL students’ perspectives and challenges in critical reading skills for postgraduate study. This study was conducted in a private university located in Peninsular Malaysia involving an intact group of 50 first-year postgraduate students from China. Data were collected through questionnaire and semi-structured interviews. Quantitative findings revealed that EFL students held above-average perceptions of their ability in critical reading, but interview sessions revealed otherwise, as a majority claimed they struggled in employing critical reading skills.
... The application, implementation, and evaluation of the curriculum should be subject to future research through an action research project. A suggested conceptual framework for future studies is proposed based on Kolb"s learning cycle (Kolb, 1984). This is a cyclical process that may require several cycles of implementation, reflection, evaluation, adaptation according to the assessment results, and re-implementation to reach the right curriculum. ...
Historically culinary arts education was considered a vocational discipline without an academic base. Culinary arts education used to have a narrow focus that forewent its richness and ignored its infiltration into economic, political, and cultural aspects within society. Recently the world witnessed an evolution in this field of study as it reached tertiary educational institutions.
However, in Egypt, culinary arts studies are integrated into hospitality education and are still confined to a shallow concept. This study aims to explore the perception of the culinary arts community in Egypt on their higher education programs from a sociocultural perspective. It also explores the possible new concepts, frameworks, and core competencies that could improve culinary arts higher education curricula in Egypt. The study uses a qualitative research methodology based on a case study strategy for inquiry. Data were collected via focus group discussions based on semi-structured open-ended questions, and individual interviews. Data analysis relied on a combination of deductive and inductive approaches to classify the results under five main themes. The findings confirm the literature review on many points like the social connotation of food as well as the divided perception of the culinary arts’ higher education in Egypt between the traditional mindset that considers it a vocational field and the emerging experts who see the potential of this field as an academic discipline based on scientific knowledge. Also, the gap in Egyptian higher education in culinary arts is confirmed, where the field is addressed from a narrow perspective that does not equip the student with the necessary skills and competencies. The participants in the study called for an education that promotes creativity and innovation. As a result, the study proposes a multidisciplinary curriculum framework for culinary arts higher education to serve as a guiding reference for the future development of this discipline.
Keywords, culinary arts, higher education, curriculum framework, Egypt
... Action learning is not meant to be of forceful nature but one that is enabled by continuous open-discussion, active reflection and active experimentation, a predominant horizontal part of the action-research process shown in Figure 1. Note that the knowledge creation part resembles the experiential learning process of Kolb 11 . The research case organization is a leading seafood industry in ASEAN. ...
The case organization realizes that if they can stimulate changes in the views, from different angles, of their employees, suppliers, and customers, such as about the way the organization measures and manages their performance, for the benefits of the customers, they then can transform their business and gain sustainable competitive advantage. Objective: The research objective is thus to first propose an action-research methodological framework that best suits the organizational policy and culture, and uses that to help the organization learn the essence of performance measurement systems and to use the understanding to help them transform business of the case organization while making contribution to the body of knowledge. Results: The result shows that not only action research provides a critical perspective of conclusion that contributes academically, but practically it allows the case organization to transform their business as well as the knowledge base for challenging day-today operations and variants of the emerging issues in the industry. Conclusion: Theoretically, this research provides a critical view to understand performance measurement system, while provides evidences to the knowledge-driven action research methodological process.
... The ongoing influence of critical pedagogy on youth work is not unchallenged (Ord, 2016). Clyne (2020) while acknowledging the dominance of Freire has outlined a divergence in pedagogic philosophy in English youth work between that of Freire and to a lesser extent Kolb (1984) with that of Knowles (1970) and Rogers (1969). ...
This paper undertakes a select survey of international literature to identify the points of convergence that support common understanding-and debate-amongst youth workers , researchers and policy makers in regards to definitional commonalities in professional youth work. We find that non-formal education, framed by human rights, appears to offer definitional common ground for youth work practice globally. Drawing on the Australian context to ground the discussion, the paper considers how revision of key definitional documents to reflect the pedagogic basis of youth work could inform the tertiary level training and preparation of youth work students and the state-based codes of ethics that inform and regulate professional youth work practice. This is important for professional youth work in Australia as the only nationally agreed statement on youth work currently lacks a pedagogical definition. While precisely categorizing the practices and programs used by youth workers remains a challenge, there is much common ground found amongst the non-formal and informal education conceptualisations of youth work internationally. While there are differences in the way professional youth work is delivered across countries and jurisdictions, there appears to be an agreed underpinning pedagogical framework, often referred to as social pedagogy, which is commonly applied, and informs the practices and programs delivered to the diverse and complex young people who benefit from them. KEYWORDS Youth work; young people; social pedagogy; informal and non-formal education and learning
... Model iskustvenog učenja (Experiental Education model) (1997). Ovaj model može se povezati s Kolbovim modelom iskustvenog učenja (Kolb, 1984) kao cjelovitim, integrativnim pristupom u kojem se u procesu učenja kombinira iskustvo, kognicija, percepcija i ponašanje, promatrajući učenje kao "proces kojim se znanje stvara transformacijom iskustva" (Kolb, 1984, str. 38). ...
Sukladno teorijskom modelu iskustvenog učenja (Laevers, 1997), dobrobit i uključenost djece u aktivnosti temeljni su pokazatelji kvalitete odgojno-obrazovnog procesa u odgojno-obrazovnim ustanovama. Cilj rada usmjeren je na procjenu razine dobrobiti i uključenosti osmero djece (N=8) u dobi od 3 do 5 godina u kontekstu provođenja glazbenih aktivnosti u predškolskoj ustanovi. Razina ovih procesno usmjerenih varijabli u okviru aktivnosti upoznavanja, usvajanja i ponavljanja brojalice kroz igru, glavni je pokazatelj njihove kvalitete. U okviru studije slučaja aktivnosti su praćene Process Oriented Monitoring System (POMS)-Procesno usmjerenim instrumentom za praćenje prilagođenim potrebama istraživanja dok je razina dobrobiti i uključenosti djece u aktivnosti procijenjena Luvenovim ljestvicama dobrobiti i uključenosti (Laevers i sur., 2012). Dobivene su vrijednosti dobrobiti (M=3.88) i uključenosti (M=3.64) djece u aktivnosti upoznavanja/usvajanja i ponavaljanja brojalice iznad postavljenih prosječnih vrijednosti teorijskoga okvira (Vandenbroeck i sur., 2016). Uočena zanesenost djece u pojedinim aktivnostima, kao i samoinicirani nastavak aktivnosti, dodatno ukazuju na kvalitetu odgojno-obrazovnog procesa te razvoj djetetovih glazbenih kompetecija. Moguće je zaključiti da su upravo adekvatne intervencije odgojitelja sukladno reakcijama djece te akcijskim točkama teorijskog okvira iskustvenog učenja, posebice pridonijele višoj razini ovih vrijednosti. Odgojitelji kao praktičari koji su u neposrednom radu s djecom, u središtu su odgojno-obrazovnog procesa te su najzaslužniji za sadržaj i kvalitetu djetetova iskustva (Laevers, 2000). Ključne riječi: aktivnost upoznavanja/usvajanja i ponavljanja brojalice; djeca predškolske dobi; dobrobit i uključenost; iskustveno učenje Uvod Većina glazbenih aktivnosti u radu s djecom usmjerene su prema nekom cilju ili ishodu koji se ujedno smatra i jednim od temeljnih pokazatelja kvalitete odgojno-obrazovnog procesa. Pritom se manje pozornosti pridaje kvaliteti samog procesa te djetetovoj dobrobiti i uključenosti u aktivnosti. Uz isticanje važnosti brojnih dobrobiti promicanja kvalificiranog glazbenog obrazovanja u ranoj i predškolskoj dobi te općeobrazovnim školama (Vision 2030 for Finnish Music Education, 2022), promocija zdravlja i dobrobiti (blagostanja) jedan je od temeljenih ciljeva održivog razvoja (UN Agenda, 2015). Kritičkom refleksijom svoje pedagoške prakse te pažljivom rekonstrukcijom djetetovih iskustava u okviru procesa djetetova odgoja i obrazovanja s ciljem njegova unapređenja, grupa flamanskih odgojitelja na čelu s psihologom Ferre Leaversom i drugim obrazovnim stručnjacima, utemeljila je 1972. godine novi obrazovni model tzv. Model iskustvenog učenja (Experiental Education model) (1997). Ovaj model može se povezati s Kolbovim modelom iskustvenog učenja (Kolb, 1984) kao cjelovitim, integrativnim pristupom u kojem se u procesu učenja kombinira iskustvo, kognicija, percepcija i ponašanje, promatrajući učenje kao "proces kojim se znanje stvara transformacijom iskustva" (Kolb, 1984, str. 38).
... The authors emphasise the need to 'fail, reflect and recover', as a crucial step in the learning process. This latter role of reflection, as a type of metacognition, is well established in the paradigm of experiential learning (Kolb, 1984). ...
(Self-)reflection is an increasingly utilised pedagogy in entrepreneurship education. This chapter conceptualises reflection as it pertains to education about, for and through entrepreneurship. It provides a review of the empirical literature, identifies some of the issues for student learning through reflection and introduces new perspectives on the role and requirements of the educator as they seek to create suitable environments for reflection – both for teaching and assessment.KeywordsReflectionEntrepreneurshipEducationTeachingExperiential learning
... Researchers have portrayed that learning through experiences has gained much more attention as compared to the other methods in practices (e.g., Brennan 2014;Regehr 2013;Schworm et al. 2017). Moreover, according to the premise of experiential learning theory Kolb 1984) learning at the international level and intercultural level can bring benefits that can be achieved through the usability of case studies in business education. Thus, following the case study methods in business education pedagogy can bring fruitful benefits for the developing nations such as Pakistan, because business graduates would be in a better position to learn the intentional culture, values, and cross-culture knowledge through it. ...
Case study pedagogy is a very effective and efficient way to teach
students due to its dramatic impact on the course's quality and
students' learning. Despite the vitality and significance of case study
methodology in the modern world, universities in Pakistan are
following this trend, but very less in number. The literature lacks
sufficient studies regarding the usage of case study methods in
business education and only a few studies have attempted to
document the role of case study methods in business education. This
study has attempted to tap this missing link in the literature by
collecting data from students of business education programs who
were enrolled in four provinces of Pakistan and analyzed their
perceptions regarding the usage of case study methods. A sample of
480 students by selecting 30 from each university (15
undergraduate and 15 postgraduate students) was approached for
data collection across Pakistan. Statistical package for social
sciences was used to analyze data through descriptive statistics and
results indicate that according to the perception of students,
problem-solving skill is the most important skill which they learn
from the case study pedagogy while interpersonal skill is the least
important skill which they learn from this methodology. Moreover,
students indicated that case studies being offered in business
schools are relevant and helpful to understand and apply theoretical
concepts.
Keywords: Case Study Methods, Business Pedagogy, Students perception,
Business Educations, Skills
... Such SL is considered a version of whole-person education to help students gain knowledge and be involved in the community [11]. Salam et al. [29] implied that the most prevalent theory underpinning SL-integrated curricula is the experiential learning theory developed by Kolb [30], which emphasises learning as the process of knowledge accumulation through experience with the learning cycle, including concrete experience, reflective observation, abstract conceptualisation, and active experimentation. Learning is constructed by the merging of having experience and transforming it. ...
The COVID-19 outbreak has had serious impact on remote education and service-learning implementation in Taiwan. To alleviate these impacts, the Digital Learning Companion, an online tutoring project, was proposed to bridge the digital divide and learning gap among remote children, while offering university students an online service-learning environment. This project recruited international students as tutors for local children. To explore tutors' perceptions of this project during the COVID-19 pandemic, qualitative research, particularly a case study, was conducted. Adopting purposive sampling, 15 participants were chosen for interviews at the end of the project, and 10 reflective videos were used to reveal further information to supplement the interview results. Content analysis was employed to analyse the data. The findings implied that using JoinNet and tutoring journals significantly facilitated the tutoring process, which led to tutors' remarkable development in skills, social relationships, multicultural experience, altruism, social responsibility, self-efficacy, and affective values. However , they encountered some challenges, such as technical problems, communication barrier, lack of tutee information, and short tutoring duration. The solutions to these challenges and insightful suggestions for the project development are pointed out. The results of this study contribute to tutors' cognitive, social, and motivational development, and support the online service-learning-integrated curriculum, which can become a reference for further studies regarding online service-learning implementation to bridge the research gap.
... MADiT ( De aquí se pude mencionar una pregunta clave que exploran Garcés & Peña (2020) ¿Cómo se debería ajustar la educación en ingeniería hacia la industria 4.0? Ellos dan respuesta a esta interrogante a través de una propuesta genérica en donde, uno de los pilares se basa en la teoría del aprendizaje experiencial presentada por Kolb (1984) Erol, Jäger, Hold, Ott & Sihn (2016) expresan que un obstáculo importante para la incursión de estas tecnologías, radica en la compleja percepción y abstracción que dificulta la transformación al enfoque 4.0 en la práctica industrial. Dado a esto, sugieren un modelo basado en competencia para la industria 4.0 y el uso de escenarios con laboratorios para el aprendizaje orientado a problemas de producción futuro. ...
Para cerrar la brecha de conocimiento de la incorporación de tecnologías que garanticen la flexibilidad, innovación y adaptación de los procesos que buscan el desarrollo de productos cada vez más personalizados, se planteó la implementación de un laboratorio de manufactura con enfoque 4.0, en el cual se incluyen tecnologías como: impresión 3D, robótica colaborativa, interconexión en tiempo real entre estaciones y trazabilidad de los productos. El proceso de implementación se consideró en dos etapas, primeramente, se definió el objeto de estudio y posteriormente se detalló el proceso de planificación el cual está conformado por cuatro fases: entorno de trabajo colaborativo, módulos, equipamiento, espacio físico e integración y, por último, validación. Se espera que con ayuda de este laboratorio se pueda incorporar al proceso de enseñanza-aprendizaje de los futuros profesionales una formación integral al fomentar el uso y aplicación de estas nuevas tecnologías que permitirá no solo el desarrollo de nuevas habilidades sino también establecer una evaluación del sistema de producción bajo el enfoque 4.0.
... Working under close supervision in the workshop developed WIL lecturers' self-confidence to handle machine operations and design students' projects (Atsumbe & Saba, 2008;Mhlahlo, 2020). Kolb (1984) acknowledges that knowledge is created through experience transformation. This was reflected in the TVET lecturers' making sense of practical experiences gained and understanding the relationship between equipment parts and drawings. ...
This study investigated the impact of work-integrated learning (WIL) experiences for Technical and Vocational Education and Training (TVET) lecturers on their industry expertize and teaching skills. WIL was introduced to address the inadequate work experience of TVET lecturers and improve their capacity to deliver quality teaching. The study used face-to-face semi-structured interviews with 18 TVET lecturers to explore their WIL experiences. Non-participant observation was also conducted to validate findings from interviews. Kolb's experiential learning theory, Shulman's Teaching framework and the soft skills theory by Ibrahim et al. underpinned the study. Data were analyzed using thematic analysis. The study showed that WIL enhanced lecturers' ability to integrate theory with practice and provide effective teaching. Lecturers acquired a deep understanding of pedagogical content knowledge, soft skills, and awareness of workplace culture. Future studies focusing on a variety of trades for lecturers are recommended.
... For example, the teacher checked whether the level of complexity of the case study was appropriate for students and helped them gain confidence regarding what they were learning. The discussion helped the students go through the cycle of concrete experience, reflective observation, abstract conceptualization and active experiment [12]. ...
This study aimed to assess the learning outcome of students using case-based learning in a self�directed learning environment using a digital platform in graduate program. We collected the scores from 14 students who enrolled in one elective course in academic year 2020-2021. The result of total mean score was 71.66+5.48. 13 out of 14 students had total score higher than 80%. This small group using the case-based learning approach enhanced their students’ learning outcome regarding hospital quality management of graduate study program.
... In this context, pointing knowing-in-action of Schon (1987), the integration between knowing and doing of a particular task is not adequate only at the level of presenting information and explanation to students (Dall Alba and Sandberg, 1996: 431). Rather, there are a lot of concrete experimentation (Kolb, 1984) or similar practices as in the workplace which implies the requirements of representative infrastructures in VUSS. This suggests that greater thoughts and efforts are needed to help students develop their in-school knowledge and skills (vertical development) in order to be ready for transferring these knowledge and skills and develop them along with their apprenticeship attendances (horizontal development) (Beach and Vyas, 1998 cited in Guile and Griffiths, 2001: 115). ...
In Indonesian vocational education system, Vocational Upper Secondary School (VUSS) plays an institutional influence on the learning experiences of students. The influence of the institution can be seen in numerous policies and practices. This article was aimed to examine the influence of VUSS as an institution on the learning experience of students in the workplace. It was examined through how its institutional policies affected the implementation of the apprenticeship programme. In particular, it is aimedto look at the position of VUSS from structural point of view in the light of the Indonesian Education Law, 2003, whether their policies were put into practices, and to what extent their policies (e.g. the SBC, entry requirement, teaching and learning activities, assessments, and the apprenticeship programme) influenced the learning experience of students in the workplace during the apprenticeship program. This research employed a library research-based design. The data and information were derived from different journal articles, books, chapter books, proceedings, handbooks, and other relevant resource. The data was analysed by mapping out the information obtained from the resource and then aligning the information with the issues investigated. The findings of the research suggest that the institutional roles of VUSS andits pedagogical framework and practices in Indonesian VUSSs strongly contributed to the knowledge and skills development of students in the workplace. In addition, it was important for VUSSs to contextualize the skills the students learned by integrating these skills and their context.KEYWORDS Learning experience; vocational education; workplace learning, institutional influence, pedagogical framework1. IntroductionIn Indonesian vocational education system, Vocational Upper Secondary School (VUSS) plays an institutional influence on the learning experiences of students. The influence of the institution can be seen in numerous policies and practices. The development of School-Based Curriculum (SBC) in 2004 until 2013, the implementation of the new curriculum so called K 13, the teaching and learning activities and assessment predominantly based on vocational-based knowledge and skills, and the provision of vocational-based subject learning facilities, and the entry requirements relevant to vocational skills orientation are some of the examples. Moreover, as a vocational education institution, VUSS offers the apprenticeship (on the job training) program as a part of the dual-based education system (Pendidikan Sistem Ganda –PSG) adopted in Indonesian VET system. This practice is the main agenda in VUSS apart from the learning and teaching activities at school. Like the importance of other subjects, VUSS students will not be given a certificate as a VUSS graduate until they complete and pass the apprenticeship program. In addition, the atmosphere or physical spaces that students engage in everyday school life need to be one of the practices in VUSS if the effective vocational education and training (VET) is to be achieved.
... Kolb Learning Style Inventory: This short inventory was developed by Kolb [20] [22]. These tasks are Rotation Span Task, Operation Span Task, and Symmetry Span Task, and all three tasks take almost 1 h to complete depending on the speed of students. ...
Introduction:
The goal of this study was to investigate the relationship of working memory capacity with the use of cognitive emotion regulation strategies, cognitive flexibility level, and learning styles of university students.
Methods:
In the present study (N = 39), the participants completed the Emotion Regulation Questionnaire, Cognitive Flexibility Scale, Kolb Learning Styles Inventory, and Vermunt Learning Styles Inventory and three WM capacity (WMC) tasks that are Rotation Span Task, Operation Span Task, and Symmetry Span Task. Their WMCs were assessed, and the relationship of it was compared with cognitive emotion regulation, cognitive flexibility, and learning styles.
Results:
The results indicated that there is a significant difference and negative correlation (r= -0.341) between Operation Span Task and refocus on planning. Findings of the research indicated correlations between emotion regulation strategies and between cognitive flexibility and two emotion regulation strategies that are refocus on planning (r = 0.528) and positive reappraisal (r = 0.574). Only one learning style that is Processing Strategies in Vermunt Learning Style Inventory was found significantly different in terms of the cognitive flexibility level of the participants. The results also indicated a positive correlation between verbal and spatial WM tasks which support the domain general view for WMC.
Conclusions:
Further studies are advised to be conducted between cognitive emotion regulation strategies and working memory capacity as these findings may have significant implications for understanding the correlation between memory and emotion.
... The literature highlights that promoting learning-by-doing education is crucial in learning in various educational contexts [87], including MOOCs. In fact, higher information retention rates and better learning outcomes are achieved when learners apply their theoretical knowledge to practical endeavors [88,89]. ...
In recent years, there has been an increased implementation of massive open online courses (MOOCs). This teaching model plays a pivotal role in online education because it can provide high-quality learning resources to numerous students with great feasibility, shaping training courses according to their different learning requirements. Although the widespread adoption of MOOCs in medical education has led to numerous benefits for undergraduate and graduate doctors, their role remains unclear, suggesting the need to analyze the key factors of such a learning method in this field. To achieve this aim, a scoping review, in line with the PRISMA method for qualitative synthesis, was performed by considering studies published from 2016 to 2021, written in English, and including the physician population. Through this literature analysis, the following main areas of interest came to light: (1) pedagogical approaches, (2) MOOC structure-related variables, (3) participant-related variables, and (4) MOOCs vs. traditional courses. The review provides valuable evidence on factors underlying MOOCs effectiveness, which might be helpful for academic and healthcare organizations in designing effective training courses for physicians.
Abstract: Continuous profession-specific training is necessary to provide high-quality care for people with dementia. Research shows the need for more educational programmes that are personalized and responsive to the learning needs and preferences of staff. Digital solutions supported by artificial intelligence (AI) may be a means of making these improvements. There is a lack of formats that support learners in selecting the right content according to their learning needs and preferences. The project “My INdividual Digital EDucation.RUHR” (MINDED.RUHR) addresses this problem and seeks to develop an automatized delivery system for individual learning content using AI. The sub-project presented here aims to achieve the following: (a) explore learning needs and preferences regarding behavioural changes in people with dementia, (b) develop learning nuggets, (c) evaluate the feasibility of the digital learning platform, and (d) identify optimization criteria. Following the first phase of the framework for the design and evaluation of digital health interventions (DEDHI), we use a qualitative approach with focus group interviews for exploration and development, and co-design workshops and expert audits to evaluate the developed learning nuggets. The developed e-learning tool is the first step in supporting the digital training of healthcare professionals in the context of caring for people with dementia, individualized through AI.
Mit dem Anspruch den digitalisierungsbezogenen Kompetenzen in der Lehrpersonenbildung einen breiteren Entwicklungsraum zu geben, stellt sich die Frage nach der generellen Ausgangslage. Die vorliegende Studie geht hierzu auf der Basis des TPACK-Modells der Frage nach, wie sich Lehramtsstudierende (n = 617) bezüglich ihrer digitalisierungsbezogenen Kompetenzen selbst einschätzen und wie sich diese Einschätzung im Laufe der Studienzeit entwickelt. Im Vergleich zwischen Studienanfängerinnen und -anfängern und Studienfortgeschrittenen belegen die Ergebnisse, dass die Selbsteinschätzungen der Studierenden zum inhaltsbezogenen, pädagogischen und fachdidaktischen Wissen erwartungskonform zunehmen, während zu den vier digitalisierungsbezogenen Wissensbereichen keine nennenswerten Steigerungen festgestellt werden. Darüber hinaus liefert die Studie einen Einblick in die Interessen der Lehramtsstudierenden zur Optimierung der Digitalisierung der Bildung.
This chapter focuses on methods of personal experience in drama in education that enable imagining other, more liberating worlds. It demonstrates that working with the ‘what if’ gesture opens up the possibility of teaching through art and expressing the value of the student participation in the learning process. The chapter analyses two plays as examples of how the role of drama remains an inspiring source to address questions regarding social change and transformation. In describing these two complementary works, weaving along the theories of Paolo Freire and Augusto Boal, our role as educators is redefined and our capacity to move beyond the imaginable is changed. This change is strongly associated with the realisation of the individual through enjoyment, self-expression and self-discovery. It changes attitudes, hearts, minds and ways of seeing the world. Students embark on a journey full of introspection, evaluation and interrogation.Working with this ‘extra dimension’ involves keeping multiple aspects of education in mind–the visual, emotional, cognitive, intentional and accidental–weighing up the possibilities that these different aspects might offer. To present these various aspects of theatre in the classroom, two different plays will be included: Things I Want to Say But Never Will, realised through a survey with students in school and consequently made into a play; and a play about bullying, Before the Bell, produced by Beat by Beat Press and performed in six segregated schools throughout Bosnia and Herzegovina. This chapter which is based upon empirical research done in schools while using drama as a tool for democracy and transformation offers, I hope, an answer to the often-heard plea, ‘Be the change you want to see in the world’. Accordingly, the change starts within ourselves, followed by the need to inspire, enlighten and provoke seekers to explore meaning and to transform.KeywordsDrama pedagogyPeace educationLiberationTheatre in educationSocial change
Today, some Mongolian teachers cannot organize the training on the student's
learning style. Sternberg states that by providing a variety of activities that match
different learning styles, we will enable a greater number of students to demonstrate their intellectual ability and to experience success in our classrooms. This paper describes different learning styles, discusses a range of learning styles inventories and research in this area. The central purpose is to make professors aware that their students learn differently and to share strategies to address these different needs. It is up to the lecturer to teach the students and their preferred learning styles so that everyone can be successful. I entered the questions do which training strategies need to use and how to organize classroom teaching. The term “learning styles” speaks to the understanding that every student learns differently. It is important for educators to understand the differences in their students' learning styles so that they can implement best practice strategies into their daily activities, curriculum and assessments.
This paper critically reviews whether the hierarchical system or intercrisis learning can be sufficient to understand Korea's COVID-19 responses. Our case study suggests that a Korean response system is a hybrid form that uses a hierarchical structure together with a network approach. To unveil theoretical models of how learning may occur and evolve during a crisis, we employ a policy learning model combining the network perspective and the four Cs model (cognition, communication, coordination, and control). We analyse the change in government manuals, response policies, and agenda streams observed in government documents. This analysis reveals far more complex interactions among actors and policies, both flexible and rigid at different phases of COVID-19. On top of policy learning, we conclude that it is necessary to rediscover the power of citizen voluntary responses and collaboration among actors of the response network through value change.
Purpose: For many gynecologic surgeries, laparoscopy is well established and widely performed. In Japan, the gynecologic laparoscopy board certification program ensures surgical quality and safety. In our department, fellows experience many laparoscopic surgeries. To improve our laparoscopic educational program, we performed a questionnaire survey for laparoscopists and fellows to obtain detailed opinions.
Methods: A questionnaire survey was conducted for 26 laparoscopists and 29 fellows at the department of obstetrics and gynecology of Yokohama City University.
Results: A total of 44 out of 55 questionnaires were collected. Laparoscopists and fellows prioritized the experience in a high number of operative cases. Certified laparoscopists also considered the mental attitude as important. For improving surgical skills, fellows focused on technical trainings, whereas laparoscopists also indicated practical trainings, such as watching surgical procedures and videos.
Conclusion: To improve the educational program, obtaining and sharing opinions from laparoscopists and fellows is important.
In a digitally led society, where social media consumption is constantly increasing, users are confronted not only with positive, but also with toxic content and dynamics like
cyberbullying, racism, hate speech, or fake news [1,2,3]. Oftentimes, users are not
aware of the severity (e.g., racist or homophobic comments) or level of manipulation
(e.g., ideal body image which can be linked to eating disorders, feeding disorders, vigorexia) of specific postings [4,5], or do not know how to protect themselves against
cyberbullying, discrimination or hate speech. On occasions, victims of cyber aggression
even become perpetrators themselves, as they do not find another way out. This is
highly problematic as it can initiate a severe circle expanding the dissemination of toxic
behavior and content. This emphasizes the need to design and develop social media
literacy interventions to raise awareness of the dangers and threats that are hidden
within. To this date, a variety of media literacy initiatives have taken place to promote
digital literacy skills and raise awareness around social media use [6,7]. However, most
current approaches are limited in enabling deep reflection as they provide detached
learning situations, or tend to be centered on more traditional methods [7].
COURAGE [8] introduces a new perspective on social media literacy by proposing
the integration of educational opportunities within a simulated social media platform
(SMP) addressed to adolescents. To successfully achieve this, we propose the use of
virtual learning companions (VLC) that can provide opportunities for users to learn
(e.g., empathy training or information transfer) whilst they naturally explore social media. VLCs can support this notion as they transfer learning with the help of computer simulated characters [9] through interactive chat interfaces. Incorporating this in an
SMP has the potential to allow users to directly interact with social media scenarios and
receive instant support instead of teaching them detached from hazardous situations.
Therefore, rather than using external censorship or restriction, we aim to strengthen
learners' social media self-protection skills through practices targeting their critical and analytical as well as socio-emotional skills, such as empathy, self-awareness, social
awareness, responsible decision-making, and the enhancement of emotional intelligence mediated by a VLC within a SMP
Transmission teaching which centres around traditional lecturing discounts the variety of different learners and individual aptitudes. Physical Geography as a discipline has historically provided a range of teaching methods beyond lecturing which embrace field and laboratory activities, frequently adapting new research technologies to further student learning. While technological trends are increasing the demand for Geography graduates with GIS, modelling, or programming skills, Geography lecturers should remain open to using other technological advances as teaching tools. Using an example of low-cost environmental sensors, this paper demonstrates how technologically-focused exercises can effectively solidify a range of geographical skills through experiential learning. Using Kolb’s Experiential Learning Model to identify the key learning processes, we compare low-cost environmental sensor training to the UK’s current Quality Assurance Agency for Higher Education’s (QAA) Geography benchmarks. We also consider the practical applications of this technology as a learning tool for Physical Geography. In comparison with a student evaluation, this paper provides an initial basis to support additional qualitative investigations into the learning outcomes of independent, technology-based learning activities.
Anatomical education has a long and colourful history, ranging from the anatomical theatre and artistic flourish of the renaissance period to modern-day virtual reality. Over the centuries, the body has been taken apart and mapped in exquisite detail. We are now able to access virtual models of the body anywhere, anytime, which allow for unlimited dissection and manipulation. Despite this progress, the majority of anatomical educators continue to deliver anatomy in a laboratory setting, using hands-on learning approaches such as dissection of cadaveric material. These methods are robustly supported by educational theories, such as information processing theory and experiential learning but require students to be present in a dissection room with access to human cadaveric material. The 2020 COVID-19 pandemic forced anatomy educators out of familiar dissection laboratories and into unfamiliar and uncomfortable virtual environments. When moving online during the pandemic, active learning theories, which form the basis of face-to-face classes, were used to construct interactive anatomy webinars to replace the on-campus practical laboratory-based teaching. The focus of these webinars was on student interactivity, and visual content with drawing activities, breakout groups, virtual three-dimensional models, and identifying activities being integrated into each session. Student feedback showed an appreciation of the interactive nature of these sessions, and staff were surprised at how well the webinars delivered engaging and interactive teaching at a time of limited social contact. This approach was not only useful during the restrictions of a pandemic but could offer a complementary approach to delivering practical anatomy teaching as we return to blended and on-campus learning again.
An entrepreneurial mindset is a special attitude or cognitive pattern enabling people to recognize opportunities in changes, and act in uncertain environments and without regard to the resources that are currently under their control. People with an entrepreneurial mindset actively shape their own future and our society. Fostering an entrepreneurial mindset is therefore not only relevant for the education of future founders; it is the key to harnessing the opportunities of technological development in such a way that we change our society for the better. This chapter discusses the significance, antecedents, and elements of an entrepreneurial mindset, and explores which didactic methods can be used to promote it in higher education. The authors describe their own experiences with the method of challenge-based learning, a further permutation of experiential learning that supports the development of an entrepreneurial mindset. The benefits of the approach will be discussed in the context of related educational theory and educational psychology to show that challenge-based learning can lead to innovative formats and can also be integrated into traditional settings, including courses that are not related to entrepreneurship at all.
The HELMeTO Conference aims at bringing together researchers and practitioners working in Higher Distance Education Institutions or studying Online Learning Methodologies to present and share their research in a multidisciplinary context. The conference provides a forum for the discussion of new research directions and applications in these fields, where different disciplines could effectively meet.
Every year more than 900 million tonnes of food is wasted, contributing to almost 10% of total greenhouse gas emissions. Reducing food waste has been identified as essential to tackle the current climate crisis, and links to several UN’s sustainable development goals. This is especially critical for energy and resource-intensive food products like meat, whose consumption is predicted to reach an historical maximum by 2030. Whilst wastage occurs at all stages of the supply chain, tractable data about the journey of food from production to consumer remains largely hidden or unrecorded. Powered by the latest advances in sensing like smart food packaging and digital technologies such as Big Data and IoT, Digital Twins offer a valuable opportunity to monitor and control meat products and processes across the whole supply chain, enabling food waste to be reduced and by-products reintegrated into the supply chain. This paper proposes a new framework for a Digital Twin that integrates key technological enablers across different areas of the meat supply chain towards with the goal of a “zero-waste”, circular meat supply chain.
Industrial robots have been getting a more important role in manufacturing processes during the last decades, due to the flexibility they can provide in terms of reachability, size of working envelope and workfloor footprint. An especially interesting application are material removal processes and specifically machining. Use of robots in machining has opened new pathways for the development of flexible, portable robotic cells for several use cases. However, the peculiarity of such cells compared to traditional machine tools calls for novel approaches in their design and dynamic analysis. To this end, this work proposes an approach that integrates the digital twin of the machining process to set the boundary conditions for the design and dynamic analysis of the robotic cell. Physics-based modelling of milling is coupled with a Multi-Body Simulation of the robotic arm to define the inputs for the design of the cell. The design and dynamic analysis of the robotic cell is performed in a commercial FEA package, taking into account the requirements of the machining process.
In recent years the manufacturing sectors are migrating from mass production to mass customization. To be able to achieve mass customization, manufacturing systems are expected to be more flexible to accommodate the different customizations. The industries which are using the traditional and dedicated manufacturing systems are expensive to realize this transition. One promising approach to achieve flexibility in their production is called Plug & Produce concept which can be realized using multi-agent-based controllers. In multi-agent systems, parts and resources are usually distributed logically, and they communicate with each other and act as autonomous agents to achieve the manufacturing goals. During the manufacturing process, an agent representing a robot can request a path for transportation from one location to another location. To address this transportation facility, this paper presents the result of a futuristic approach for an online path planning algorithm directly implemented as an agent in a multi-agent system. Here, the agent systems can generate collision-free paths automatically and autonomously. The parts and resources can be configured with a multi-agent system in the manufacturing process with minimal human intervention and production downtime, thereby achieving the customization and flexibility in the production process needed.
The classical approach to the creation of assembly work instructions for high value, complex products is time-consuming and prone to error. It requires a process engineer to write the work instructions step-by-step and manually insert specific technical information, using an encompassing document of manufacturing parameters or life cycle management software. The latter offers synchronisation to design changes through updateable parameters, however major design modifications still require significant manual work to modify the text contents and structure of the work instructions. This leaves the work instruction documentation vulnerable to human error, as well as making the process time-consuming to fully synchronise. A methodology was therefore developed to resolve these issues, utilising JavaScript and VBA for Office to create a simple interface for rapid content generation for work instructions including text, MBD extracted parameters, images and formatting. The overall methodology speeds up the creation of assembly work instructions and reduces errors by implementing automatic insertion of parameters from an MBD model. The implementation and effectiveness of the suggested approach is demonstrated on a case study for the assembly of the joined wing configuration of the RACER helicopter, the latest generation of compound helicopters of Airbus Helicopter.
To hand over more than just pick & place tasks to an industrial collaborative robotic arm with a two-jaw gripper, the gripper must first be removed, and a new tool mounted. This tool change requires either human assistance or an expensive tool changer. The tools applied to the end-effector are often highly expensive and software system interfaces between different tools and robots are seldom available. Therefore, a holder was developed that allows the robot to pick up and operate a tool, such as an electric screwdriver, without having to demount the two-jaw gripper. Instead, the gripper’s functionality is used to activate and deactivate the tool fixed to the holder. This paper presents the state-of-the-art of the underlying problem as well as the development process including simulations, the patented design, and the low-cost production of the tool holder. This detachable, low-cost tool holder enables a flexibilization of human-robot processes in manufacturing.
Manufacturing process real-time optimization has been one of the main digital twins’ operations. It is of utmost importance to the processes, since it enables the feedback of a digital twin towards the real world. However, it is quite difficult to be implemented, since it requires modelling of the process, adaptivity of both the model and the process, real-time communication and link to other functionalities. Under the framework of formalizing such activities, the current work attempts to categorize the types of manufacturing process real-time optimization and show their limitations. For the sake of simplicity, generic process models are adopted and then the requirements for the process control are given, driving the aforementioned definitions. Specific numerical examples are used to illustrate the definitions, while the latter presented herein span all categories of real-time optimization as well as all manufacturing performance indicators. Finally, both mathematically and physics-wise, the limitations are discussed.
The textile industry is one of the oldest and largest industries in the world. The fields of application for textile products are diverse. Although the technologies for manufacturing textiles are extensively researched, the industry is still highly dependent on expert knowledge. To date, manual process- and machine adjustments and quality control are the norms rather than the exception. Heat setting is used in the process chain to dissolve or selectively introduce tensions from the weaving or knitting process and to prepare the products for digital printing. The correct setting of the machine depends on a large number of different materials-, processes- & environmental parameters. For each product, the machine has to be set up again by an experienced textile engineer. To ease the training for new workers and shorten the machine setting process, this study aims to use machine learning to facilitate and objectify the setting of the heat-setting process. Machine parameters are generated using an invertible neural network (INN) based on pre-defined target parameters. The results can be used to identify trends in machine settings and respond accordingly. Thus, a reduction of machine setting time could be realized.
Cloud manufacturing (CMfg) is a service-oriented manufacturing paradigm that distributes resources in an on-demand business model. In the cloud manufacturing environment, scheduling is considered as an effective tool for satisfying customer requirements which has attracted attention from researchers. In this case, quality of service (QoS) in the scheduling plays a vital role in assessing the impacts of the distributed resources in operation on the performance of scheduling functions. In this paper, a queuing system is employed to model the scheduling problem with multiple servers and then scheduling in cloud manufacturing is classified based on various QoS requirements. Moreover, a set of heavy traffic limit theorems is introduced as a new approach to solving this scheduling problem in which different heavy traffic limits are provided for each of QoS-based scheduling classes. Finally, the number of operational resources in the scheduling is determined by considering the results obtained in the numerical analysis of the heavy traffic limit with different queue disciplines. The results show that different numbers of active machines in various QoS requirements classes play a vital role in that the required QoS metrics such as the expected waiting time and the expected completion time which are critical performance indicators of the cloud’s service are intimately related.
Defense and aerospace industries usually possess unique high-mix low-volume production characteristics. This uniqueness generally calls for prohibitive production costs and long production lead-time. One of the major trends in advanced, smart manufacturing is to be more responsive and better readiness while ensuring the same or higher production quality and lower cost. This study reviews the state-of-the-art manufacturing technologies to solve these issues and previews two levels of flexibility, i.e., system and process, that could potentially reduce the costs while increasing the production volume in such a scenario. The main contribution of the work includes an assessment of the current solutions for HMLV scenarios, especially within the defense of aerospace sectors, and a survey of the current and potential future practices focusing on smart production process planning and flexible assembly plan driven by emerging techniques.
Design and modification of human-robot collaboration workspace requires analysis of the safety of systems. Generally, the safety analysis process of a system commences with conducting a risk assessment. There exists a number international standards for design robotics work cells and collaborative shared workspaces. These guidelines expound on principles and measures to identify hazards and reduce risks. Measures of risk reductions include eliminating hazards by design, safeguarding, and providing supplementary protective measures such as user training. This study analyzed the technical feasibility and industrial readiness of Virtual Reality (VR) technology for safety training in manufacturing sector. The test case of a VR-based safety training application is defined in the human-robot collaboration pilot-line of diesel engines. The Analytic Hierarchy Process method was utilized for conducting a quantitative analysis of the survey with ten experts. The participants performed the importance rating with respect to two hierarchy level criteria. Regarding the evaluation of safety training methods in a human-robot collaboration environment, two alternatives of traditional and Virtual Reality -based training are compared. The results indicates that the VR-based training is valued over the traditional method, with a scored proportion of approximately 65 percent over 35 percent.
Robotic bin picking remains a main challenge for the wide enablement of industrial robotic tasks. While AI-enabled picking approaches are encouraging they repeatedly face the problem of data availability. The scope of this paper is to present a method that combines analytical grasp research with the field of synthetic data creation to generate individual training data for use-cases in intralogistics transportation scenarios. Special attention is given to systematic grasp finding for new objects and unknown geometries in transportation bins and to match the generated data to a real two-finger parallel gripper. The presented approach includes a grasping simulation in Pybullet to investigate the general tangibility of objects under uncertainty and combines these findings with a previously reported virtual scene generator in Blender, which generates AI-images of fully packed transport boxes, including depth maps and necessary annotations. This paper, therefore, contributes a synthesizing and cross-topic approach that combines different facets of bin-picking research such as geometric analysis, determination of tangibility of objects, grasping under uncertainty, finding grasps in dynamic and restricted bin-environments, and automation of synthetic data generation. The approach is utilized to generate synthetic grasp training data and to train a grasp-generating convolutional neural network (GG-CNN) and demonstrated on real-world objects.
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