The benefits of embedding experiential learning in the education of planners

Rosier, Johanna; Slade, Christine; Perkins, Timothy J; Baldwin, Claudia; Coiacetto, Eddo John; Budge, Trevor; Harwood, Andrew

doi:10.1080/02697459.2016.1229899

Cited by 26 publications

(19 citation statements)

References 22 publications

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“…Simulated problems activate past experiences and assumptions resulting in learning through 'corporate practising' and 'intensive reflection' (Salas et al 2009;Schulz 2005, p453). Rosier, Slade, Perkins et al (2016) fully endorse this form of experiential learning with reference to their own recent study in the education of planners. Figure 2…”

Section: Learning Frameworkmentioning

confidence: 92%

When ‘knowing what’ is not enough: Role of organised simulations for developing effective practice

Lee‐Kelley

2018

International Journal of Project Management

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A decade on from the Rethinking Project Management (PM) network, concerns about the relevance gap continue with a number of multinationals looking explicitly to alternative strategies and forms of PM staff development. The literature is light on how project simulations can help the development of experienced managers as reflective experts. Few have examined the link between intended learning outcomes and real-time performance. Posing the question of "how easily is knowledge developed in the classroom transformed into effective practice?" the paper presents a chronological account of a 3-day simulated project by 25 experienced managers. Despite their prior experience and learning from shared problem-solving and structured reflections, participants struggled to deliver their projects as planned. Analysis referencing the knowledge epistemology and ambidexterity literatures yielded a number of design improvement opportunities and that closing the knowing-doing gap requires courses to incorporate the 'soft' perceptual and attitudinal aspects underlying why people fail to convert their learning into effective practice.

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Section: Learning Frameworkmentioning

confidence: 92%

When ‘knowing what’ is not enough: Role of organised simulations for developing effective practice

Lee‐Kelley

2018

International Journal of Project Management

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“…Tahap 'Concrete Experience' dan 'Forming Abstract Concept' merupakan input informasi baik dari pengalaman maupun dari abstraksi sedangkan dua tahap lainnya 'Observation and Reflection' dan 'Active Experimentation' membutuhkan refleksi pada pengalaman, bersama dengan saran untuk tindakan di masa depan. berdasarkan hasil refleksi (Rosier et al, 2016).…”

Section: Integrasi Experiential Learning Dalam Pendidikan Lingkunganunclassified

“…Dalam pendidikan lingkungan ini, pengetahuan lingkungan akan dilengkapi dengan pengalaman berinteraksi dengan alam. Experiential learning memungkinkan siswa untuk membuat hubungan antara teori dan dunia nyata (Rosier et al, 2016). Siswa berinteraksi dengan lingkungan, dengannya mendapatkan pengalaman tentang lingkungan, sehingga merangsang motivasi mereka untuk belajar tentang lingkungan.…”

Section: Integrasi Experiential Learning Dalam Pendidikan Lingkunganunclassified

“…Siswa berinteraksi dengan lingkungan, dengannya mendapatkan pengalaman tentang lingkungan, sehingga merangsang motivasi mereka untuk belajar tentang lingkungan. Dalam experiential learning siswa diperkenalkan dengan peran perencana dalam proses pembuatan rencana (Rosier et al, 2016), sehingga pendidikan lingkungan dengan pendekatan ini akan memberikan bekal bagi siswa untuk dapat merancang tindakan prolingkungan atau menyusun solusi permasalahan lingkungan.…”

Section: Integrasi Experiential Learning Dalam Pendidikan Lingkunganunclassified

“…Hasil interaksi siswa dengan permasalahan lingkungan akan membantu menumbuhkan kesadaran akan pentingnya lingkungan. Kotval (2003) dalam (Rosier et al, 2016) menyampaikan bahwa experiential learning juga mampu mengembangkan ketrampilan penting, seperti seni komunikasi, penyajian, pembelajaran mandiri, bekerja dengan orang lain dan pemecahan masalah.…”

Section: Gambar 1 Siklus Experiential Learning Kolb (Rosier Et Al unclassified

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Pendidikan lingkungan berbasis experiential learning untuk meningkatkan literasi lingkungan

Hayati

2020

hum

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Damage to the ecosystem and decline in the amount of biodiversity continues. Ecosystem damage due to human activities has become a global problem. This destructive activity reflects the low of the community’s environmental literacy. Environmental education can be a solution to improve community’s environmental literacy. The objectives of environmental education are (1) awareness; (2) knowledge; (3) attitude; (4) skills; and (5) participation. One effective method in environmental education is based on experiential learning. This article aims to explain the concept of environmental education based on experiential learning which can be an alternative integration of environmental education in schools. This article discusses the urgency of environmental literacy, how environmental education can improve environmental literacy, and detailed concepts of how to implement environmental education based on experiential learning in schools. Experiential learning-based environmental education means instilling Kolb’s learning cycle in learning and environmental education programs. The Kolb cycle consists of: (1) Concrete Experience; (2) Observation and Reflection; (3) Forming Abstract Concept; (4) Testing in New Situation. Experiential learning based environmental education will provide provisions for students to be able to design pro-environment actions or participate in providing solutions to environmental problems.

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Embedding experiential learning in undergraduate health promotion curriculum

Chong

Anderson

Mackenzie-Stewart

et al. 2022

Health Prom J of Aust

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Issue addressed: The experiential teaching method draws on research-based principles of adult education. The integration of academic learning and practice provides students opportunities to increase their knowledge while developing capabilities to meet the International Union for Health Promotion and Education (IUHPE) Core Competencies and Professional Standards. Methods: Community Health Promotion is a second-year subject offered in the Bachelor of Health Sciences at La Trobe University. The project-based curriculum, delivered over 12 weeks, consists of theoretical material which students apply through hands-on project planning, implementation and evaluation; projects are carried out on campus. To bridge academic content and project practicalities the Victorian government's Integrated Health Promotion Resource Kit is used as a foundational teaching resource. Students are supported by teaching staff and a project sponsor throughout the project cycle. Assessment tasks comprised of problem definition and priority setting, project planning and critical reflection on project implementation.Discussion: The experiential learning approach enables students, in a self-directed yet collaborative manner, to develop skills aligned with health promotion competencies. Students were able to safely "experiment" and apply health promotion theory while actively developing project management and partnerships skills, reflecting on their practice and communicating project findings. Students consistently provide feedback articulating the value they place on the purposeful and scaffolded transition of classroom learning to real-life environments which they recognised as building their competencies and enhancing their employability skills. Conclusion:Experiential learning through small-group projects prepares students for the health promotion workforce in a low-risk, high-impact educational setting while contributing to promoting the ethos of a health-promoting university.So what?: The authentic assessments provide students with the opportunity to develop competency within several domains of the IUHPE Core Competencies and Professional Standards.

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The benefits of embedding experiential learning in the education of planners

Cited by 26 publications

References 22 publications

When ‘knowing what’ is not enough: Role of organised simulations for developing effective practice

When ‘knowing what’ is not enough: Role of organised simulations for developing effective practice

Pendidikan lingkungan berbasis experiential learning untuk meningkatkan literasi lingkungan

Embedding experiential learning in undergraduate health promotion curriculum

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