Real-life Learning Experiences Research Articles

Creating Inclusive Schools for Autistic Students: A Scoping Review on Elements Contributing to Strengths-Based Approaches

Strengths-based approaches leveraging the strengths and interests of autistic students are increasingly recognised as important to meeting their school-related needs. A scoping review exploring elements contributing to strengths-based approaches for autistic students in schools was undertaken. Eighteen articles were identified, with results conceptualised according to the Bioecological Model of Development. One personal (strengths and interests), six microsystem (specialised instructions, curriculum integration, curriculum differentiation, common interests with peers, reciprocal roles and adult involvement), three mesosystem (matching resources and activities, real-life learning experiences and benefiting all students), and three exosystem (cost-effective and timesaving, collaboration with colleagues and parents and teachers’ attitude and knowledge) elements were identified. Findings highlight the interrelatedness of the elements contributing to strengths-based approaches for autistic students, which can be used to aid in the development of more inclusive school environments.

Beyond simulation — Extracurricular volunteering in nursing education: A focus group

BackgroundA reduction in clinical placement hours has seen alternative teaching methods being explored in nursing education in Australia. The use of simulated patients in academic laboratories is highly utilised, however, may still be limiting learning opportunities. ObjectiveThe objective of this research was to describe the learning experiences of nursing students who participated in supervised extracurricular, volunteering opportunities during their nursing studies. DesignA descriptive qualitative design was used to discover and understand learning experiences of a volunteering encounter, described from the nursing student perspective. SettingThe Pit Stop men’s health check program is a collaboration of local health organisations, volunteering their time to provide free health checks at a farming Field Day event in regional Victoria, Australia. ParticipantsTwelve second year undergraduate nursing students volunteered at the 2019 Pit Stop event, over a four day period and outside their normal study requirements. Seven volunteers then participated in post event research, sharing experiences and providing feedback. MethodsOne semi-structured focus group interview was conducted at University campus, using reflective and open ended questioning. Interviews were audio recorded and transcribed. Thematic analysis identified common themes. ResultsStudents unanimously recommended the real life learning experiences and reported an increased confidence and competence in basic communication and clinical skills, not always provided in the simulated environment of the academic laboratory. Their motivation to attend was driven by wanting more real life contact with patients, having time to practice skills and experience diversity within their practice. Students also recommended future volunteering ideas that would potentially provide additional learning opportunities. ConclusionsExperiential learning such as simulation is highly valued in current nursing education, however, students still crave the real life learning experiences from working with human patients. With limited clinical exposure currently offered to students within nursing education programs, additional opportunities such as supervised volunteering may be worth considering when preparing confident and competent nurse graduates.

Student Independent Investigations for Authentic Learning

Including opportunities for students to conduct independent investigations is a mainstay of gifted education programs and services. When carefully designed and skillfully facilitated, students’ interest-based, independent study experiences result in increased intrinsic motivation, growth in 21st-century critical and creativity skills, greater self-efficacy toward research and creative productivity, and authentic learning experiences. Successful and meaningful investigations occur when teachers guide students through four stages of the independent study process: interest focusing, problem focusing, product focusing, and audience focusing. Progression through these stages leads to real-life learning experiences with lasting effects for students.

A technological pedagogical content knowledge based instructional design model: a third version implementation study in a technology integration course

This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that incorporates the distinctive, transformative, and integrative views of TPACK into a comprehensive actionable framework. Strategies of relating TPACK domains to real-life learning experiences, role-playing, and teachers as designers were developed based on the three views and integrated into the third version of the model. The model was then applied in a teacher education undergraduate course on technology integration. A case study approach was used. Data were collected from the participants’ discussion worksheets, lesson designs, and the researchers’ field observation notes. Data analysis results suggest that the strategies integrated into the model helped the participants deepen their understanding of student-centered technology applications and practice TPACK. Findings, implications, and future research possibilities are discussed.

Humanising the curriculum: The role of a Virtual World

Objective : Technology has changed our world; changed the way we communicate, the way we do business and the way education is delivered. As a result, undergraduate student cohorts come to university equipped with new technology, and educators need to transform the delivery of the curricula to satisfy a variety of learning styles. Nursing education, in particular, is developing and transforming to incorporate technology into the learning environment. Clinical placement opportunities are often sparse and alternative experiences need to be considered. Across nursing curricula, it has been recognised that technology has the capacity to provide real-life learning experiences that promote student engagement and meet the learning needs of a diverse student cohort. Methods : This paper will discuss the development of a “Virtual World” in an undergraduate nursing program in Western Australia. The Virtual World initiative is designed to support students to understand the holistic, health-centred intent of the curriculum. Results : Initial results have shown that the Virtual World and humanising the curriculum, has increased learner engagement, improved critical thinking and decision-making. It has enhanced and maintained a high level of student satisfaction and self-efficacy as well as assisting the development of graduate nurses who perceive themselves as health advocates, problem-solvers and organisers of care. Research will continue to follow the use of the Virtual World model, incorporating a virtual family and its integration into the undergraduate nursing curriculum. Conclusions : In the current climate of nurse education and due to a reduction in availability of clinical placements, alternative authentic experiences need to be offered. The development of the Virtual World has enabled meaningful participation in a safe and supportive learning environment.

The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school

This article draws on an inquiry into the design and implementation of the curriculum in a case study urban primary school in the north of England. In response to the introduction of the revised National Curriculum in September 2014, teachers and the school head engaged in a critical discourse around their perceptions of students’ attainment and engagement across the curriculum, and explored alternative curriculum design and pedagogies. Supported by ‘academic partners’, teachers were introduced to the ‘Storyline’ approach and encouraged to consider a shift from a rigid and functional curriculum towards more flexible approaches which emphasise problem solving, critical literacy and communication in multiple form. The argument presented here is twofold: first, it is suggested that moving towards more ‘open architectures’ improves students’ engagement with learning by reducing teaching to the test and creating more socially responsive and real-life learning experiences; this is then contrasted with current ‘top-down’ models of prescriptive curriculum design tied to a raft of high-stakes standardised tests which constrains teachers’ efforts to engage in this process.

Evolving Global Business Trends and India's Challenges

Purpose: The present paper examined the approaches and strategies that are needed to tackle future global businesses. Design/Methodology/Approach: The paper used a number of real life learning experiences that have happened in the global and in Indian contexts. Findings: Globalization is creating a major influence on culture, and slowly, a global culture is emerging, which reflects merging of tastes and preferences across the globe. Future global businesses require a non-traditional style and creative approach and accordingly orient strategic decisions of businesses. Firms need to possess the ability to foresee future trends and have the ability to initiate actions in advance keeping in mind the emerging trends of customers' preferences and by working along with them or co-creating with them. IT is a major tool used to get a competitive advantage. Subsequent to liberalization of trade in India in 1990-91, India's international trade has grown many folds, and the product range has also got diversified. It is not that only exports have improved, but even the volume of imports has increased, which indicates that India as a nation is developing. India as an economy has moved far away from the mercantilism theory days. India has now realized the importance of the free trade environment for the country's economic growth. Government policies also were designed to incentivize international trade. Of course, in recent years, there has been an impact on our trade on account of domestic inflation and recession at the global level. Nevertheless, emerging economies like China and India have been able to sustain their momentum better than others, but they have their own unique challenges to overcome. This article attempted to interpret the export performance of India in the last few years and identify the factors that help in improving performance or act as impediments.

Opening the Web of Learning: Students, Professors, and Community Partners Co-Creating Real-Life Learning Experiences

This article documents an example of a successful learning partnership for an activity called the Leadership Challenge (LC), an experiential learning design used by Royal Roads University (RRU) in its Master of Arts in Leadership Program. The LC is based on a co-learning model in which professors create the conditions for students’ learning; community-based organizations bring an authentic challenge as a scenario for learning to the students; and organizations, professors, and students all learn from one another throughout the process. We believe this experience is an example of how genuine partnerships between universities and community organizations can be created in which community partners are squarely placed in the center of the academic experience, rather than being treated as peripheral. Written from the perspective of representatives from both the university and the community service organization, this article also documents the limitations of this activity based on the short time frame allowed.

Uma Reflexão sobre Didática na Educação Básica: o apostilamento no 4.º ano

Este trabalho descreve como a lógica adultocêntrica, que há muito rege as relações escolares, pode comprometer a didática e suas metodologias, em especial o apostilamento. O aporte teórico se baseia no pragmatismo de Dewey e Peirce, fundamentando as análises das linguagens que se interpenetram na elaboração dos conteúdos. Abordam-se exercícios de uma apostila do 4.º ano do ensino fundamental, vendida em nível nacional, relativos às disciplinas de geografia e matemática. As asserções obtidas revelam que a experiência infantil foi pouco considerada, o que explica em parte o desinteresse das crianças pelos discursos pedagógico-científicos, tais como aparecem nas apostilas. Como resposta possível ao problema, propõe-se o encontro entre as subjetividades docente e discente.

Use of Professional Industry Interaction to Enhance Engineering Education

AbstractThe Architectural Engineering Program at the University of Nebraska–Lincoln has benefitted from forming partnerships with professionals in the building design industry. These relationships have exposed students to industry professionals in various settings through the development of several architectural engineering programs. These programs give students firsthand, real-life learning experiences with the profession that many of them will pursue upon graduation to supplement their classroom instruction. In addition to the programs’ educational benefits, by involving industry in many facets of the academic program, networking experiences occur that benefit students by helping them to find future jobs and benefit employers by helping them to develop an understanding of the abilities of certain students prior to the recruitment process. Industry professionals interact with students in various ways, including providing graduate students with project advice, forming teaching partnerships, and participat...

A vision for optometry in Oman

A vision for optometry in Oman

An Australian Case Study: Working Students and the Decision-Making Process in Real-Life Learning

This study is seeking to gain an enhanced understanding of influences that work is having on full-time students in relation to their ability to problem solve at a higher order using abstract theory, as opposed to relying on concrete experience. The majority of Australian tertiary students works while studying full-time to supplement their finances, but is this coming at a cost to their academic achievement? The case study presented reviews the results of third-year students who completed an events management unit that included real-life learning experiences. Actual learning for the students involved planning and conducting an event.

Green Initiatives: Challenges in Sustainment

This article examines the Green initiatives taken by several environmental agencies and challenges in sustaining these initiatives. It also explores what sort of incentives and penalties the state can think of in creating the awareness and in making the movement sustainable. The paper uses a number of real life learning experiences that have happened in the global context.

F.A.C.E.S. (Faculty Academic Community Education Showcase): Professional Growth Experiences In A Career University

Institutes of higher education exist for the purpose of developing, fostering, nurturing, and stimulating the intellectual growth and development of students. The core values of a college education provide students conceptual and practical educational opportunities that focus on improving their skills and knowledge. These skills and knowledge translate into purposeful, real-life learning experiences. However, in the academic community, learning is not restricted to students. Faculty, too, must be supported and provided opportunities for personal and professional growth and development. Although professional development is not a novel concept in the education profession, schools often take up the gauntlet, but fall short of running with it. A commitment to share the collective skills, teaching strategies, and experiences of colleagues in the university community should be one of the institutions core values. The need today for academic rigor and the emphasis on accountability and evidence of professional development of teachers have become key components in faculty performance evaluations in both teaching and research higher educational institutional settings. This paper examines how a career university addresses professional development by embracing change in its faculty orientation process at the start of the academic year through the implementation of a faculty development program and sustainable model for building a teaching and learning showcase of faculty talent. The orientation program - F.A.C.E.S. (Faculty Academic Community Education Showcase) - provides a series of interactive seminars conducted by and for full-time faculty at the Johnson & Wales University (JWU) Providence, Rhode Island, campus that mirrors their professional expertise, educational best practices, and career experiences within and beyond the JWU academic community. It examines the program goals and objectives, evidence of its evaluation by participants and administration, and the follow-up programs in place to provide further opportunities throughout the academic year that meet faculty needs to learn and engage in a learning environment that translates into and enhances the learning experiences of their students.

The role of training in developing global leaders: A case study at TRW Inc.

One of the first tools human resource managers turn to in meeting the challenge of developing global leaders is formal executive development. TRW, a leading company in automotive, aerospace, and information systems, provides an interesting case study of how a U.S.-based organization has dealt with the challenges of globalizing top managers. In 1996, TRW launched its global leadership program by combining U.S.-based classroom teaching with real life learning experiences from often uncomfortable locations around the world. This article reviews TRW's experience with this program and offers important insights for others contemplating designing and delivering a systematic global leadership development program. © 2000 John Wiley & Sons, Inc.

Academically based practice

A new specialty in a graduate nursing program was the motivating factor in establishing a faculty practice site that demonstrated the philosophy of care the faculty wanted students to learn. Strategic negotiation activities based on mutual benefit to nursing faculty members, physicians, and hospital administrators were implemented to establish a successful nurse clinic for women's health. Terminal and follow-up evaluation concluded that the faculty practice site increased student learning, satisfied patients, and was cost-effective. Faculty also benefited and demonstrated that their health-oriented philosophy of care emphasizing high patient participation was of quality, and contributed to scholarly activities and real-life learning experiences. This experience helped graduates of the program obtain employment that allowed them to establish their own nurse-managed care.