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Transcript of UWE Bristol, UK An experiential learning simulation: a bridge between higher education and the...
UWE Bristol, UK
An experiential learning simulation: a bridge between higher education and the workplace?
Dr Olivia BillinghamEducation Innovation Centre
SIMITA for tutors
• Monitor progress
• Give Advice
• Add complications
• Identify mistakes
• Flexibility
• Richer learning
What did I want to find out?
Does SIMITA help students bridge the gap between learning at higher education level and the workplace?
Results: workplace relevance
Workplace relevance 1not at all true
2 3 4somewhat
true
5 6 7very true
I have learned case handling skills that will be transferable to a legal work place
3 1 2 3
I have learned skills on this module that will be transferable to any workplace
3 2 1 3
The case work activities have real world relevance 2 4 1 2
Results: learning cycle 1
not at all true2 3 4
somewhat true
5 6 7very true
Experiential LearningI have developed case handling skills on this module 1 1 2 1 4I am learning about legal process on this module through my experience of handling the case work
3 2 1 3
I have learned about legal process through mistakes that I have made while handling the case work
2 1 2 4
I have learned about legal process through mistakes that other people have made while handling the case work
2 1 2 4
Reflection
I reflected on the choices and decisions I made throughout the civil case
3 1 1 4
I learned from the choices and decisions that I made throughout the civil case
2 3 4
Abstract Conceptualisation
SIMITA helps me to connect information and ideas when considering the legal process module
1 2 3 4 1 3 3
Using SIMITA helps me to put classroom theory into practise
3 4 4 4 1 2
Conclusions
What did I want to find out? Does SIMITA help students bridge the gap between learning at higher education level and the workplace?
•Respondents perceived that using SIMITA was an experiential learning experience.
•Respondents agreed that the skills they were developing had real world relevance
Future directions
• Increase number of participants • Revise research plan • Address abstract conceptualisation stage of learning cycle
Researching in a similar area?I would be interested to hear from any groups working on similar
projects who would be interested in research collaboration.
Acknowledgments & References
This research was funded by an Early Career Researcher Starter Grant from the University of the West of England, UK.
Thanks to Manuel Frutos-Perez, Technology Enhanced Learning Development Unit, UWE for collecting the system statistics, teaching staff on the module and the participants for taking part in the study.
Ryan, R.M. and Deci, E.L., (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25, pp. 54-67.