For example, context-based learning for nurses would involve how to triage patients after a disaster, where actors portray various injuries consistent with that type of event.
Teaching without LectureAn insightful way to teach and train adults outside of the traditional classroom.
“When I give a lecture, I accept that people look at their watches, but what I do nottolerate is when they look at it and raise it to their ear to find out if it stopped.”Marcel Achard, French Playwright, 1899-1974 There has to be a better way to teach! How can we teach and train students so that the knowledge becomes a part of their fabric?
Key things to consider • Do the learning activities foster learning for all students, challenging them at their current ability? • Do the learning activities involve making connections between concepts and opportunities to make meaning? • Do the learning activities involve student creation of evidence of understanding? • Do the learning activities involve metacognitive/self-assessment strategies so students can learn when they have actually learned something, and to what level? • Do the learning activities involve students doing the work of learning? • Do the learning activities give students the opportunity to learn from failure? • Do the learning activities activate, develop, and build upon prior knowledge?Source: http://www.crazyteacherlady.com/7/post/2011/11/no-textbooks-no-lectures-teaching-without-a-safety-net.html
CONTEXT-BASED/PROBLEM-BASED LEARNING• Problem-based learning was formalized by medical educators in the 1950s and 1960s to address the exponential expansion of medical knowledge while better aligning traditional classroom problem-solving approaches with those used in clinical practice. (Allen, Donham and Bernhardt, 2011)
CONTEXT-BASED/PROBLEM-BASED LEARNING• The basis for the development of context-based learning begins with an acknowledgement that true embodiment of the knowledge is not delivered in the classroom.• Instead of lecturing, PBL instructors must find or create good problems based on clear learning goals. (Allen, Donham and Bernhardt, 2011)• Context-based learning can fulfill education needs by situating learning within real, realistic or simulated contexts (Williams, 2008).• Problem-based learning shares the same constructivism model, and the learning can take place in groups.
CONTEXT-BASED/PROBLEM-BASED LEARNING• PBL involves four basic stages: – problem analysis – self-directed learning – brainstorming – Solution testing
EXPERIENTIAL LEARNING• It rightfully implies there is an “experience” piece to the learning.• It has much to offer to those engaged in academic and professional management development, pedagogy, and education (Bevan, Kipka. 2012).• Also referred to as “situational learning”.
EXPERIENTIAL LEARNING• An essential aspect of experiential education is that the learner finds the activities meaningful and worthwhile. (Hawtrey, 2007, p.147)• Features of experiential learning are – Engaging the learner directly in the phenomena related to their studies – Requiring reflection of the experience, analyzing it, and learning from it. (Heden, 2010, p.109)
EXPERIENTIAL LEARNING• Moore (2004) notes the use of internships “expose young people to alternative career paths”.• It is a powerful education tool for special needs students as well. (Phillips and Myers, 2012)
References• Arroio, A. (2010). Context Based Learning: A Role for Cinema in Science Education. Science Education International, 21 (3), p131-143• Baker, A. C., Jensen, P. J., & Kolb, D. A. (2005). Conversation as experiential learning. Management Learning, 36(4), 411-427. Retrieved from http://search.proquest.com/docview/209875875?accountid=13211• Bevan, D., & Kipka, C. (2012). Experiential learning and management education. The Journal of Management Development, 31(3), 193-197. doi: http://dx.doi.org/10.1108/02621711211208943• Darkwah, V., Ross, C., Williams, B., & Madill, H. (2011). Undergraduate nursing student self-efficacy in patient education in a context-based learning program. Journal of Nursing Education, 50(10), 579-82. Retrieved from: http://dx.doi.org/10.3928/01484834-20110630-01• Dolmans, D. H. J. M., Wolfhagen, I. H. A. P., & Ginns, P. (2010). Measuring approaches to learning in a problem based learning context. International Journal of Medical Education, 1, 55-60. Retrieved from http://search.proquest.com/docview/763161580?accountid=13211Hawtrey, K. (2007). Using experiential learning techniques. Journal of Economic Education, 38(2), 143-152. Retrieved from http://search.proquest.com/docview/235244213?accountid=13211• Allen, D. E., Donham, R. S., & Bernhardt, S. A. (2011). Problem-based learning. New Directions For Teaching & Learning, 2011(128), 21-29. doi:10.1002/tl.465• Hedin, N. (2010). Experiential learning Theory and Challenges. Christian Education Journal, 7 (1), 107-117.• Jones, C., & Mason, J. (2012). Experiential learning. Mathematics Teaching, (229), 17-20. Retrieved from http://search.proquest.com/docview/1118654714?accountid=13211• Kayas, A., Kayas, C., Kolb, D. (2005). Experiential Learning in Teams. Simulation Gaming, 36 (3), 330-354.• Lin, J., Liu F., Pu, H., Song, Y. (2011). Adaptive device context-based mobile learning systems. International Journal of Distance Education Technologies. 9 (1), 44. Retrieved from: http://library.pittstate.edu:2143/10.4018/jdet.2011010103• Moore, D. (2004). Experiential learning builds competence. Leadership for Student Activities, 32, (9), 32-33. Retrieved from http://search.proquest.com/docview/234970041?accountid=13211• Phillips, B. K., & Myers, B. E. (2012). Experiential and inquiry-based learning literature search. The Agricultural Education Magazine, 84(6), 9-10. Retrieved from http://search.proquest.com/docview/1024825400?accountid=13211