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Learning Exercise (learning + exercise)
Selected AbstractsA European methodology for sustainable development strategy reviewsENVIRONMENTAL POLICY AND GOVERNANCE, Issue 2 2010Joachim H. Spangenberg Abstract In 2005 the EU Environment Directorate initiated the production of a guidebook for peer reviews of national sustainable development strategies (NSDSs), which was published in 2006. Its objective is to support EU member states planning to evaluate their respective NSDS, supporting and stimulating all potential participants. It describes how to initiate, start, lead and conclude an evaluation process, and suggests, based on European experiences, a spectrum of methods available for this purpose. During a Commission-sponsored trial period, 2006/2007, the Netherlands was the only country to make use of this offer. However, the renewed EU Sustainable Development Strategy (EUSDS) calls for regular (peer) reviews of NSDS. Using this specific review instrument is recommended as part of a mutual learning exercise, which might stimulate a self-organized convergence of NSDSs, and better vertical integration, without establishing new competences and mechanisms on the EU level. Two new elements are suggested, a simple ,pressure,policy matrix' (PPM), supporting comprehensiveness control, and the possibility of patchwork evaluations, based on the systematique of the matrix. Copyright © 2010 John Wiley & Sons, Ltd and ERP Environment. [source] Stimulating Simulations: Making the European Union a Classroom RealityINTERNATIONAL STUDIES PERSPECTIVES, Issue 2 2000Gretchen J. Van Dyke This article examines the organization and development of the Mid-Atlantic European Union Simulation Consortium (MEUSC), with special emphasis on linking theory to practice within its simulation program. The MEUSC program, initiated in 1993, brings fifteen colleges and universities to Washington, D.C., each December for an intercollegiate experiential learning exercise on the European Union. During the simulation, students meet with professional diplomats from both the United States and Europe, and they engage in consensus-building activities that mirror the decision-making processes of the EU Commission, Parliament, Council of Ministers, and the European Council. As a result, participants are able to refine and enhance a range of academic and practical skills that are keys for success in today's political and business worlds. The authors of this article make special use of a survey that was undertaken to gauge the impact of the simulation on its participants and, thus, its success as an educational venture. [source] Is multidisciplinary learning effective among those caring for people with diabetes?DIABETIC MEDICINE, Issue 10 2002N. Munro Abstract The role of multi-professional learning for those providing clinical services to people with diabetes has yet to be defined. Several assumptions are generally made about education in the context of multi-professional settings. It is argued that different professions learning together could potentially improve professional relationships, collaborative working practices and ultimately standards of care. Greater respect and honesty may emerge from a team approach to learning with a commensurate reduction in professional antagonism. Personal and professional confidence is reportedly enhanced through close contact with other professionals during team-based learning exercises. We have examined current evidence to support multidisciplinary learning in the context of medical education generally as well as in diabetes education. Previous investigation of available literature by Cochrane reviewers, aimed at identifying studies of interprofessional education interventions, yielded a total of 1042 articles, none of which met the stated inclusion criteria. Searches involving more recent publications failed to reveal more robust evidence. Despite a large body of literature on the evaluation of interprofessional education, studies generally lacked the methodological rigour needed to understand the impact of interprofessional education on professional practice and/or health care outcomes. Nevertheless, planners continue to advocate, and endorse, joint training between different groups of workers (including nurses, doctors and those in professions allied to medicine) with the objective of producing an integrated workforce of multidisciplinary teams. Whilst the concept of multi-professional learning has strong appeal, it is necessary for those responsible for educating health care professionals to demonstrate its superiority over separate learning experiences. [source] Active versus passive teaching styles: An empirical study of student learning outcomesHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 4 2009Norbert Michel This study compares the impact of an active teaching approach and a traditional (or passive) teaching style on student cognitive outcomes. Across two sections of an introductory business course, one class was taught in an active or "nontraditional" manner, with a variety of active learning exercises. The second class was taught in a passive or "traditional" manner, emphasizing daily lectures. Although the active learning approach does not appear to have improved overall mastery of the subject, we did find evidence that active learning can lead to improved cognitive outcomes in class-specific materials. The discussion emphasizes the role of delivery style on learning outcomes. [source] | ||||||||||