Context Of Experiential Learning Research Articles

Role Conflicts of BSW Students and Instructors in Experiential Learning: Lessons From a Case Study

Experiential learning is an important component of social work education. However, experiential learning contexts often place both students and instructors into multiple, conflicting roles. This paper uses a case study methodology to explore role conflicts experienced by BSW students and an instructor involved in a community change effort on behalf of minority residents in a rural Midwest town. This case suggests that, despite some risks, role conflicts in experiential learning make a positive contribution to social work education. Rather than avoiding or minimizing role conflicts, educators should incorporate these conflicts intentionally but cautiously into the learning experience.

Calculating Risks: Fine’s Mathematical Formula 30 Years Later

Abstract Calculating risks, in the sense of giving the risk some objective measure, in an outdoor program may be a highly desirable activity to assist in the process of prioritising the allocation of resources to risk management, however most risk management models, while recommending the assessment or evaluation of risks, do not provide a mechanism to do so. This article draws on a model developed 30 years ago and seeks to demonstrate its potential use in calculating risks in an outdoor and experiential learning environment. The formula is applied to several outdoor scenarios as an example of its use with suggestions of possible actions that may be implemented to minimise the risks. While suggesting a process of risk calculation may imply that risk identification and assessment is an objective process, it is argued here that risk management, even with a mathematical formula, remains a subjective process based upon human judgment. Introduction One of the many challenges facing program managers in outdoor and experiential learning is the issue of risk management. A variety of approaches may be implemented to manage risks, these include strategies suggested by the Australian and New Zealand Standard on Risk Management (AS/NZS 4360:1999), as well as a range of articles, books and resources that focus upon risk management in the outdoors (Brown, 1998; Cockrell, 1991; Haddock, 1993; Priest and Gass, 1997; Tasmanian Outdoor Leadership Council, 1996). One may infer from many of the writings on risk management that the process of analysing risks is a simple, almost mathematical process, with terms such as analysis, evaluation and flow charts used freely. However, this inference may not fully reflect the intricacies of the risk management process. This desire to calculate or effectively quantify risks is not new. In 1971, William Fine, the then chief of the Safety Department at the Naval Ordinance Laboratory in Silver Spring Maryland, USA wrote an article that attempted to provide a mathematical evaluation for controlling hazards (Fine, 1971). This article seeks to summarise the key points of Fine's method and then makes suggestions as to the benefits and limitations of its application for outdoor and experiential learning. What is Risk and Risk Management? Risk, within the context of outdoor and experiential learning, is frequently defined using Priest and Baillie's definition (originally published in 1987): "the potential to lose something of value" (Brown, 1998; Haddock, 1993; Priest and Baillie, 1995, 309; Priest and Gass, 1997). This definition further suggests that in "the case of a negative adventure experience, this loss may take the form of a physical, mental, or social injury" (Priest and Baillie, 1995, 309). The focus of this definition may not fully address the breadth of the term, risk, nor does it necessarily concur with the meaning used in the broader community. A standard on risk management, designed to be applicable to all industries and economic sectors, presents a much broader definition of risk: "the chance of something happening that will have an impact upon objectives. It is measured in terms of consequences and likelihood" (Standards Australia and Standards New Zealand, 1999, 3). It may be implied that the "objectives" referred to in the standard could be relevant to the individual, the group, the program as well as the organisation. Risk management is not unique to outdoor and experiential learning; its origins are in insurance and engineering (Cross et al., 2000). Within the outdoor context, it is suggested that risk management is about reducing the risks to acceptable levels (Haddock, 1993). AS/NZS 4360 defines risk management as "the culture, processes and structures that are directed towards the effective management of potential opportunities and adverse effects" (Standards Australia and Standards New Zealand, 1999, 4). The standard outlines risk management as a process that includes: establishing the context, identifying the risks, analysing the risks, evaluating the risks, treating the risks, within an environment of continuous monitoring and reviewing, and communicating and consultation (Standards Australia and Standards New Zealand, 1999). …

In Search of the Meaning of Life: A Study of the Ideas of Senior Compulsory School Pupils on Life and its Meaning in an Experiential Learning Context

The author discusses personal philosophies of life and an educational experiment carried out in the upper secondary school in Sweden. Data on older secondary school pupils’ views on the meaning of life was collected during lessons in which the researcher acted as teacher, and then carried out an analysis. The ideas of the pupils can themselves form part of religious education as well as having potential to provide links between the experience of pupils and material from the world's religious traditions.

Surfing the Crime Net: Restorative Justice

Up until this point, Surfing the Crime Net has directed its attention towards the prevalence and quality of World Wide Web sites on specific criminal justice questions in terms of research interest for academics and practitioners. This edition of Crime Net shifts its perspective to consider some of the issues involved in using the Web as an educational resource and tool, particularly its value for distance and professional learning. There is still a substantive topic discussed, that of restorative justice resources available over the Web, but they will be presented in terms of seeking to consider forms of electronic delivery for learners. Within this context, we will be assessing the justification for employing computer-based learning techniques at a pedagogical level, as well as some of the theoretical and practical considerations involved in structuring electronic delivery in a distance learning format. The overarching theme involves understanding Web-based learning not as an automatic solution to the distance learning question, but as a process or methodology which, when employed appropriately, has the potential to provide learners with a rich, contextual and authentic learning experience about restorative justice.

Gendered Evaluation Responses to Experiential Learning as an Adjunct to a Basic Communication Skills Course

The author examined gendered evaluation responses to experiential learning in terms of how students rated the overall experience, responded to experiential learning, and responded to experiential learning facilitators. An analysis of evaluation forms indicated no difference in the overall rating of the experience. In responses to the experiential learning context, females noted receiving encouragement and claimed communication apprehension reduction. Regarding experiential learning facilitators, males focused on instructional competence and individual practices while females noted facilitators’ knowledge and their easy-going natures. The facilitator’ s sex did not influence responses. The findings underscore the importance of personnel in creating gender-sensitive experiential learning contexts that offer a “warm climate” for both men and women.

Community Service Projects in Interior Design Curricula

This paper discusses the role of community service projects in interior design curricula, describes the theoretical context and benefits of experiential learning, and explores the relationship of community service projects to objectives of interior design curricula accredited by the Foundation for Interior Design Education Research (FIDER). In addition, the paper identifies and discusses problems and benefits related to including community service projects in interior design curricula, as well as project management, implementation, and evaluation issues. A case study of a successful community service project involving the rehabilitation of a multistory building into women's transitional housing is included to illustrate the theoretical, curricular, evaluative, and logistical issues related to community service projects.

Reflections on the AF Managerial Assessment Exercise

This article responds to Andre's AF Managerial Assessment Excercise. The ethics of using deception in an experiential-learning context are explored, and people's susceptibility to and the effects of deception are discussed in the context of situational ethics in the classroom.

Using Role-play with Physiotherapy Students: Part 1: Background and Rationale

Summary This is the first part of an article on role-play as an instructional medium of relevance to physiotherapy education. As such, it provides a broad background to the technique which is then extended in a more practical and applied way in the second part. More specifically, part 1 locates role-play within the context of experiential learning and the enhancement of the interpersonal competence of students. The concept of role is examined together with the origins of role-play. A rationale is developed for its utilisation in the preparation of physiotherapists by outlining a range of appropriate educational objectives. These have implications for the selection of role-play procedures to implement and some of the major variants of the technique are accordingly described and evaluated.