The Applicability of Experiential Learning Theory to Complex Work-based Learning Situations

@#Introduction: The objective of the study was to explore the aspects of work-based learning environments and to identify the factors that stimulate or inhibit learning based on the theoretical framework of experiential learning. Utilizing Kolb’s learning cycle, the authors aimed to describe, compare and analyze two learning situations in undergraduate medical education, and to consolidate recommendations based on the theoretical principles. Methods: Data collection was done through a qualitative approach by interviews and observations at two institutes for 4th year undergraduate medical students in a tertiary hospital in Malaysia and in Singapore. Results: Kolb’s learning cycle stages can be linked to the learning situations. Both institutions had the problem of high student to educator ratios. There was limited opportunity for the students to examine and present patients. Time limitation was another constraint as not all students could perform physical examinations. These inadequate opportunities to apply knowledge and active participation limited the “concrete experience”. As discussion and feedback sessions were insufficient, the “reflective observation” and “conceptualization” stages were also compromised. Educators had difficulty determining if students made sense of the cases and if their learning was adequate. “Active experimentation” was also limited to end-of-posting examination only. Conclusion: Kolb’s learning cycle from the experiential learning theory can be used in these learning contexts to identify methods to improve students’ knowledge and skills acquisition, as well as to encourage reflection and applied learning.

Alfabetización digital: Una perspectiva sociológica

a presente revisión pretende realizar un ejercicio reflexivo sobre las implicaciones epistemológicas del surgimiento de las Tecnologías de la Información y Comunicación (TIC) y su inclusión en el currículo educativo. Para esto se revisan distintos conceptos de educación a través del contexto histórico, así como el fin mismo de la educación considerando la perspectiva de distintas personas pensadoras y expertas desde sus teorías socioeducativas. Finalmente se examinan algunas teorías de aprendizaje que, a consideración de la autora y los autores, respaldan la nueva concepción de un proceso de aprendizaje que debe incluir el uso de las herramientas tecnológicas y, en consecuencia, establecer las pautas para la alfabetización digital de docentes y estudiantes

he present review aims to perform a reflexive exercise on the epistemological implications of the emergence of Information and Communication Technologies (ICT), and their inclusion in the educational curriculum. For this propuse, the paper reviews the different concepts of education through the historical context, as well as the very purpose of education considering the perspective of different thinkers and experts from their socio-educational theories. Finally, it examines few learning theories that, on consideration of the authors, support the new conception of a learning process that must include the use of technological tools, and, consequently, establish guidelines for the digital literacy of teachers and students.

Abordagens pedagógicas e sua relação com as teorias de aprendizagem / Pedagogical approaches and their relationship with the learning theories

A prática docente demanda o conhecimento de como o indivíduo aprende, como se origina e se desenvolve o aprendizado e como se transforma em experiência significativa de aprendizagem. O objetivo deste artigo é apresentar as concepções teóricas sobre o processo de aprendizagem dos indivíduos e sua relação com as abordagens pedagógicas adotadas nos modelos de cursos de graduação. Nesse sentido, os modelos pedagógicos foram agrupados de forma sintetizada, em modelos que se distinguem por estarem centrados no professor; no estudante; no saber; no meio de comunicação ou na técnica; no contexto social e na interação. Foram apresentadas algumas das principais vertentes discutidas na área da Psicologia do Desenvolvimento Humano, que influenciaram as tendências pedagógicas, como a Inatista, a Ambientalista/Behaviorista, e as Interacionistas. Discute a necessidade das práticas educativas serem conceitualmente fundamentadas.

Abstract: The teaching practice requires the knowledge of how individuals learn, how the learning originates and develops and becomes as meaningful learning experience. The objective of this paper is to present the theoretical conceptions of the learning process of individuals and their relationship to pedagogical approaches adopted in the models of undergraduate courses. In this sense, the pedagogical models were grouped in a synthesized form, in models that are distinguished by being centered on theteacher; on the student; in the know; on medium of communication or technique; the social context and interaction. Were presented some of the principal aspects discussed in the Psychology Human Development, influencing teaching trends, as Innate, the Environmentalist / Behaviorist, and Interactionist. Discusses the need of educational practices be substantiate conceptually.

Applying the learning theories to medical education: A commentary

Medical education of today continues to evolve to meet the challenges of the stakeholders. Medical professionals today are expected to play multiple roles besides being experts. Thus, the curriculum has to be developed in a manner that facilitates learners to achieve the intended goal of becoming a medical professional with multiple competencies. The understanding of learning theories will be helpful in designing and delivering the curriculum to meet the demands of producing a medical professional who would meet the CanMEDS model. This commentary explores and reflects on the learning theories of behaviorism, cognitivism and constructivism as they have evolved over time and the application of these learning theories in medical education, particularly in the context of medical education in Malaysia. The authors are convinced that these three theories are not mutually exclusive but should be operationalized contextually and throughout the different stages of learning in the MBBS curriculum. Understanding these theories and their application will enhance the learning experience of students.

Aprendizagem colaborativa: atividades de grupo como núcleo e uso do computador como contexto / Collaborative learning: group activities as nucleus and computer support as context

Discutem-se algumas teorias de aprendizagem que contribuem para o melhor entendimento da Aprendizagem Colaborativa centrada nas atividades de grupo em seus processos de interação e interatividade virtual. Destaca-se a importância de ambientes de aprendizagem que ensejem uma perspectiva que acolha à mediação de dispositivos culturais nas atividades de grupo e na aprendizagem, pelo diálogo. O uso do computador como contexto preferencial das ações das pessoas e dos grupos que correspondam às suas motivações, objetivos e interesses, sabendo-se que o pensamento e o raciocínio estão sempre imbuídos do que ocorre no plano social. Os participantes são marcados pela mediação de seus instrumentos culturais, o que os torna mais flexíveis para testar e comunicar suas idéias, organizando suas atividades e os conseqüentes resultados de aprendizagem. As mediações são interdependentes, mas podem ser analisadas em diferentes níveis, as condições concretas, o refinamento das idéias ao contrastar as suas com as dos outros em face das experiências vividas, alterando seus pressupostos e visões de mundo. Defende-se que o mero uso do computador ou da Internet com seus múltiplos equipamentos não se constituem, por si, numa mudança teórica sobre o que é aprender, pode ser mera repetição de antigas concepções e teorias de aprendizagem revestidas pelo charme do impacto dos recursos de multimídia. Questiona-se o conhecimento sobre como ocorrem as mediações sociais e culturais nos processos de aprendizagem em diferentes estruturas de participação e de como os instrumentos culturais tornam-se mediadores da cognição e das atividades de grupo, sugerindo-se que isso pode vir a ser uma agenda para futuras pesquisas

heories of learning that contribute to the meaning of Collaborative Learning as the center of group activitiesin its interaction and virtual interativity are revised and discussed. The importance of learning environmentsplanning, inside a perspective of acceptance of cultural artifacts as mediators for learning through activity inits criative dialogue are pointed out. The computer support as a preferential context for people and groupactions, according to its motivations, aims e purposes are discussed, enlightened by the notion that cognitionand reasoning have their origin in social contexts. Participants are heavily dependent on the materialmediation of cultural tools, which enable them to be more flexible to test their ideas and to communicatewith each other to organize their activities and the learning outcomes as well. There are interdependenciesof mediation, though it can be analized in different levels, the concrete conditions, the refinement of ideasbased on the inputs of others, connecting them with the lived experiences, altering previous assumptions andworld views. However, the simple use of computer support to impart knowledge doesn ́t change by itselfthe theoretical understanding of what is learning, it might be a repetition of the old theories dressed up withthe charming of multimedia impact. How cultural tools mediate cognition and group activities by socialinteractions under different structures of participation are questionned, as possible agend for the advance-ment of research