体验学习视域下的社区教育方式研究

社区教育的发展告诉我们,社区教育的活力在于学习方式的不断变革和创新。近年来,体验学习方式在社区教育的尝试和应用,引发了我们对社区教育方式的新思考。体验学习方式坚持以学习者为中心,强调学习过程的反思性、开放性和合作性,对于改进社区教育方式具有积极意义。因此,把体验学习方式应用于社区教育,有助于进一步体现社区教育的取向、提升社区教育的品质、激发社区教育的活力、完善社区教育的载体。为此,我们需要用体验学习的理念指导社区教育工作,开展多维度的体验学习方式实践,探索基于网络环境的互动体验方式、基于实践基地的社会体验方式以及基于实训基地的培训体验方式,从而寻求社区教育的新途径和新方法。     

体验式学习理论及其对成人教育的启示

"体验式学习"是指在设定学习目标的前提下,学习者在真实或者模拟的环境中.进行切实的实践或体验,然后通过反思、感悟分享,实现自身知识、能力以及态度的提升与重构的一种学习方式.它以学习者为中心,注重体验和反思,强调体验和反思之间的平衡.它一般可以分为:制定目标、具体体验、反思观察、抽象概括、行动应用等环节,具有学员主体性、情境性、行动性、反思性等特征.本文论述了体验式学习的定义、理论发展、特点及其对成人教育的启示.     

Implementing Peer Assessment in a Post-Secondary (16–18) Physics Classroom

This study explores the implementation of peer assessment with a group of students studying physics at Advanced level in a post-secondary school in Malta. The study that draws on action research methodology looks at how the views of students regarding peer assessment evolve as they engage with peer assessment. The research involved the actual implementation of an apprenticeship model of peer assessment and looked at the issues faced by the students. The results of the study show that students were very much immersed in a traditional assessment culture and needed to be trained to develop peer assessment skills. Student concerns related to fairness, regarding their abilities as assessors and dependence on the teacher as ‘expert’ remained unchanged as the students engaged with peer assessment. Successful implementation of peer assessment therefore requires a re-examination of the role of student and teachers as assessors within a safe learning environment.     

Practice in planning and planning in practice: re‐assessing and clarifying action research in a multi‐national context

This paper responds to a call seeking presenters for an action‐research event for elementary‐school science teachers in Venezuela. The authors planned on the assumption that the participants would wish to leave with plans for introducing action‐research approaches into their practice. In previous writing on action research, the various protocols for action‐research planning and practice emphasize norms and regularities rather more than their opposites. This paper shows, however, that planning is transformed by multiple views of teaching and learning to create a multi‐level, multi‐faceted event within a particular context. The activity of planning parallels the pedagogy enacted in the event. The interactions of presenters and participants, of their purposes and actions, create the complex reality that is action research, where the learning and the events are often asynchronous.     

我国城市社区教育的行动研究

我国提出了要在2010年基本建立终身教育体系的奋斗目标。社区教育是终身教育的切人点,终身教育体系的构建有赖于社区教育的普遍开展。文章从城市社区教育着手,瞄准我国正在开展的社区教育实验工作,在对我国城市社区教育进行理论和现状分析的基础上,提出了我国城市社区教育的行动构想。     

Civic service through schools: an international perspective

Civic service, which refers to activities that seek to improve the local, national or international community either through community service or service learning, is widespread in secondary schools around the world. Despite this pervasive presence, there are few studies that approach the subject from a cross‐comparison perspective. This article addresses this gap by providing a comprehensive review of the international literature on civic service in terms of history, theory, research and practice. In terms of history and theory, the article brings together the work of several key proponents of civic service who, despite working in different countries and continents, placed civic service high in their educational agenda. In terms of research, it presents the most up‐to‐date research on the potential benefits and pitfalls of civic service. In terms of practice, it lists various limitations related to its implementation and presents possibilities for overcoming these. This section stresses the importance of establishing a respectful and honest relationship with intended beneficiaries to avoid fostering unhealthy social patterns, a key problem of many civic service programs. The article ends with areas for future research.     

“It has very good intentions but it’s not quite there yet”: Graduates’ feedback of experiential learning in an MPharm programme Part 2 (TELL Project)

There is a paucity of studies assessing graduates’ perceptions of experiential learning and its effectiveness in preparing them for practice. This information would be important in informing changes to the experiential learning component of pharmacy education. We present Part 2 of a mixed-methods study involving graduates to obtain feedback on their experiential learning experience. Online survey responses and qualitative interviews provided suggestions on improving the experiential learning,which included adopting block placements which would allow for a better placement experience. Having a pre-registration trainee present was beneficial, highlighting the possible value of adopting a tiered-teaching model. Given the poor experience at certain placement sites, quality assurance measures should be adopted to ensure tutors and sites are suited and able to train students for the real-world. The majority wanted feedback from tutors, and indeed this should be formalised as it is a key component in the experiential learning cycle.     

Enhancing preservice teachers’ professional competence through experiential learning

This report introduces a way of engaging preservice teachers in experiential learning activities to enrich their pedagogical content knowledge and skills. The framework suggested can be applied to instruction in a wide range of disciplines in different contexts. It calls on teacher educators to work on similar experiential learning initiatives to equip novice teachers with the necessary pedagogies and competence for their future careers.     

Building Bridges: Experiential and Integrative Learning in a Canadian Women’s Prison

ABSTRACT

This article reports on a study of student experiences of a Walls to Bridges (W2B) class taught by Faculty of Social Work instructors in a Canadian women’s prison. The Walls to Bridges (W2B) program is based on the U. S. Inside-Out Prison Exchange Program and brings students from the university together with students from the prison to study for a semester long course in correctional settings. The article reports on how the program pedagogy of experiential learning and Talking Circle processes impacted student’s awareness of privilege, marginalization and stereotypes, commitment to social change and action.     

Transforming practice in Design and Technology: evidence from a classroom-based research study of students' responses to an intervention on inclusive design

This article offers evidence from a classroom-based research study in English secondary schools which developed an innovative approach to teaching in Design and Technology based on inclusive design (also known as universal design). The research evidence highlights how creative, problem-solving approaches in Design and Technology can be used to provide authentic, engaging learning experiences for students. This study, entitled ‘Designing our Tomorrows', introduced secondary school teachers and students to the principles and practices of inclusive design through an intervention using specially designed resources. In this article, findings from the study's qualitative pre- and post-intervention interviews are presented to illustrate how this type of approach can stimulate students' creativity and understanding of design.