Structured Learning Activities Research Articles

The SGS Regional Producer Network: a successful application of interactive participation

The Regional Producer Network (RPN) functioned across southern Australia as the primary delivery mechanism of the Sustainable Grazing Systems (SGS) Program for 5 years (1996–2001) and the Harvest Year (2001–2002). It consisted of a network of Producer Committees that provided on-ground organisation to coordinate extension activities in the 11 SGS regions. The operation of the RPN was modelled on a participation mode called Interactive Participation. The main objective was to support the adoption of a large-scale practice change in the high rainfall zone towards more productive, profitable and sustainable grazing systems. Strong producer leadership developed and information exchange improved to achieve a high level of impact on management skills among those producers motivated to improve their grazing operations. The characteristics of Interactive Participation were incorporated into the processes and operation of the RPN. Defined and structured methodologies were used for collective and context-specific learning within the framework of a producer network that encouraged interaction. The strength of Interactive Participation was that producers saw participation as a right and not just a means to achieve the program goal. Each region took control over local decisions including the allocation of available resources. The process engaged all sectors of the program (producers, researchers, management and funders). The experiential extension procedures used systematic and structured learning activities to support producers who were committed to learning, on-farm change and improvement to grazing management. In developing a coordinated approach to their operation, the Producer Committees engaged grazing industry researchers, public and private extension practitioners and community groups. This collaboration strengthened local organisations and developed community confidence in the grazing industries.

The Building Partnerships Program: An Approach to Community-Based Learning for Medical Students in Australia

The Building Partnerships Program at the University of Queensland, Australia seeks to address the dual challenge of preparing doctors who are responsive to the community while providing a meaningful context for social sciences learning. Through partnerships with a diverse range of community agencies, the program offers students opportunities to gain non-clinical perspectives on health and illness through structured learning activities including: family visits; community agency visits and attachments; and interview training. Students learn first-hand about psychosocial influences on health and how people manage health problems on a day-to-day basis. They also gain insights into the work of community agencies and how they as future doctors might work in partnership with them to enhance patient care. We outline the main components of the program, identify challenges and successes from student and community agency perspectives, and consider areas that invite further development.

Designing effective instruction

We have usedDesigning Effective Instruction in introductory ID courses and experienced its use from both the instructors' and the learners' perspective. Our overall conclusion is that it is highly usable and accessible to beginning ID students, including those whose first language may not be English. The ID model presented is clear and the focus on the learner throughout is appropriate and in line with current research emphases and trends. The inclusion of Microsoft Project tm makes a clear and concrete statement that ID can benefit from technology, not only in the delivery of instruction, but in the planning of structured learning activities and in managing instructional development efforts.

Agriculture Teachers And Students: In Concert Or Conflict?

The purpose of the study was to describe the learning preferences of secondary teachers and students of agricultural education. The Individual Learning Preference Checklist (ILP) was administered to first and second year secondary agriculture teachers (N= 37) and their students (n = 1507). A majority of the teachers leaned toward the Extraversion, Intuition, Thinking, and Judgement learning preferences, indicating a preference for active learning and exercises that stimulated thought. A majority of the students preferred the Introversion, Sensation, Feeling, and Judgement learning preferences, indicating a need for a quiet learning environment, structured learning activities, and "real-life" illustrations to better learn the concepts being taught. The learning preferences of the teachers and students differed, indicating a need for teachers to be cognizant of the learning differences between them and their students.

Structuring Learning Activities

SUMMARY Examination of different learning activities can give an insight into their effectiveness for the learning process. The present paper seeks to identify basic structural features of learning activities through their analysis, comparison and evaluation. The paper suggests a structural framework for describing learning activities based on an exploratory study carried out within the Hong Kong Polytechnic. A total of 41 activities from six courses in three departments were involved. The activities were evaluated through participant observation, feedback questionnaire and semi‐structured interviews with students participating in the courses. A factor analysis of evaluation data on activities of each course extracted several factors which served as a basis for creating a classification system of structural features. The structural framework divides activities into four phases: introduction, preparation, presentation and debriefing. The factor analysis has suggested the need to incorporate both the size a...

From Student to Scientist

This article provides a rationale for exploring ways in which science educators can structure learning activities that more accurately reflect the scientific inquiry processes used by practicing research scientists. Science learning activities based on the experiential model are better able to promote student construction of scientific knowledge and provoke students into making the transition from naive to higher-order, scientific ways of thinking. The conclusion is drawn that experiential education strategies will strengthen school science performance, particularly among students from underrepresented groups, and create an increased pool of scientific and technical workers.

Planning your total career and life portfolio – part II: a group process experience for developing personal and career focus – a case study

Provides a case study of a group process experience for personal growth and career development. A small group of adults meets under the supervision of their leader and co‐leader for the purpose of improving their interpersonal communication, personal growth, and career development perspective. This personal growth adult group completes several structured readiness, interviewing, and learning activities to assist its members to achieve their individual contract goals. Members prepare a detailed autobiography to target their original life scripts and themes. Scripts are then revised using a number of self‐assessment and group psychotherapy interventions. In a non‐threatening, open atmosphere, each member is encouraged to reach for greater personal growth or career development. Presents evaluative comments and format suggestions from an outside observer′s perspective.

Planning Your Total Career and Life Portfolio

Provides a case study of a group process experience for personal growth and career development. A small group of adults meets under the supervision of their leader and co‐leader for the purpose of improving their interpersonal communication, personal growth, and career development perspective. This personal growth adult group completes several structured readiness, interviewing, and learning activities to assist its members to achieve their individual contract goals. Members prepare a detailed autobiography to target their original life scripts and themes. Scripts are then revised using a number of self‐assessment and group psychotherapy interventions. In a non‐threatening, open atmosphere, each member is encouraged to reach for greater personal growth or career development. Presents evaluative comments and format suggestions from an outside observer′s perspective.

A Vocational Readiness and Independent Living Skills Program for Psychiatrically Impaired Adolescents

The opportunity for learning vocational and inde- pendent living skills is limi~ed for psychiatrically impaired adolescents. Few resources exist in local public education s stems to (Y meet their unique needs. A vocational readiness and in ependent living skills (VRIL) training program has been developed to address the needs of clients aged 12 to 18 years who are enrolled in a combination long term residential treatment and specialized education program. The VRIL's program is based on systems theory which integrates structured learning activities with the client's daily living and treatment regime. A case study illustrates the VRIL's program effectiveness with one chronically psychiatrically impaired adolescent in ,the development and maintenance of vocational readiness and independent living skills.