This blog post is a bit different because it includes a call for collaboration at the end. But first, I’ll give some context what this is all about.
This academic year I have moved into a new role: I’m the new Experiential Learning Lead at the School in Psychology and Neuroscience at the University of Glasgow. In this role, I will be reviewing and creating opportunities for students to obtain practical, hands-on experiences during their studies that can help them develop crucial employability skills and explore future career avenues. The new Learning and Teaching Strategy 2036 at the University of Glasgow specifically highlights experiential learning as one strategic pillar in their vision statement: “Our vision is for all our students to have a high-quality, research grounded, educational experience that is futures focused, experiential and globally oriented” with “work-related elements will be built into all programmes” (Learning & Teaching Strategy 2036).
Indeed, involving students in experiential, work-based learning opportunities contribute positively to affective learning outcomes such as motivation, engagement, and confidence, but also enhances socio-communication skills (1). For example, I have taught a service-learning course for many years now where students learn about effective learning strategies and then design ‘How-To-Study’ workshops that they deliver to pupils in local schools in and around Glasgow (2). Teaching that course is one of the…
Source: The Learning Scientists — Read the full article on the original site ↗