Bridging the Gap Between Interpreting Classrooms and Real-World Interpreting:

Developing students’ interpreting competence requires not only systematic training of interpreting skills but also sufficient authentic and deliberate practice, as well as acquisition of professional interpreting strategies and norms. To this end, students need to be encouraged to do more autonomous, situated, and self-reflective learning in addition to classroom learning. This article reports on an interpreting-corpus-based blended-learning project of interpreter training, which, by complementing in-class instruction with out-of-class online practice, was designed to enhance students’ awareness of interpreting strategies and to develop their professional competence. The design, implementation and effectiveness of the project are described and an experiential learning model with an “Experiencing – Observation – Reflection – Discussion” cycle proposed

Integrating a professional apprenticeship model with clinical simulation for psychiatric nursing students

In this article, we present a theory-based application of clinical simulation in psychiatric-mental health nursing education. As described by Benner, Sutphen, Leonard, and Day, a three-pronged apprenticeship that integrates intellectual, practical, and ethical aspects of the professional role is critical in the development of practical reasoning in nursing education and training. Clinical encounters are often fraught with ambiguity and uncertainty. Therefore, educating for a practice discipline requires experiential and situated learning. Using the three-pronged experiential model in simulated psychiatric-mental health nursing practice supports the development of critical nursing skills, ethics, and theoretical concepts. A clinical scenario is presented that demonstrates the application of this model of professional apprenticeship in psychiatric-mental health education. Applications of the concept presented may be used in training nurses new to the practice of psychiatric-mental health nursing

Public health law competency model: Version 1.0

CDC\ue2\u20ac\u2122s Public Health Law Program (PHLP) created the Public Health Law Competency Model (PHLCM), Version 1.0, to provide a framework for the knowledge, skills, and abilities expected of entry-level, supervisory, and executive-level public health practitioners in public health law. Competencies are the building blocks upon which assessments of professional development are based. A competency model is a list of statements, often organized into groupings or domains, attributable to satisfactory or exceptional employee performance.Currently, the types of institutions offering these public health law training and educational programs vary, and their programs differ in the objectives, quality, and outcomes expected of participants. As the number of organizations offering public health law training grows, and as the breadth of law-related curricula continues to increase, PHLP is uniquely situated to engage with stakeholders across the public health law field. PHLP has led the development of a competency model based on understanding law as a tool to advance public health and as the foundation of public health practice.phlcm-v1.pd

Context dependent learning: its value and impact for workplace education

Purpose – The purpose of this paper is to describe how a management development programme based on situated learning theory resulted in change for individuals, organisational culture and performance. The case study illustrates how new understandings about learning in the workplace and in higher education points towards the need to take account of the context in which learners utilise their knowledge and skills. Design/methodology/approach – Quantitative and qualitative strategies were used to provide an evaluation of the impact of a management development programme in a group of companies. A questionnaire, focus groups and semi-structured interviews were used to collect data on three cohorts of supervisors and middle managers at different stages of the programme. A triangulated approach was adopted towards data analysis that illuminated a broad and deep change process. Findings – Positive cultural change was a significant benefit to the host organisation from the training programme. It was apparent that training can move beyond individual development to bring about organisational gains. Research limitations/implications – Future research might adopt a longitudinal design and facilitate a co-researcher approach using students’ learning logs of workplace experiences. Practical implications – Situated approaches to learning in higher education and the workplace need to be developed further to enhance workplace performance. A proposal is made for “learning consultants” to move between the two environments and facilitate knowledge exchange and improve understanding of the variety of learning contexts in business and educational settings.</p

Fostering reflection in the training of speech-receptive action

Dieser Aufsatz erörtert Möglichkeiten und Probleme der Förderung kommunikativer Fertigkeiten durch die Unterstützung der Reflexion eigenen sprachrezeptiven Handelns und des Einsatzes von computerunterstützten Lernumgebungen für dessen Förderung. Kommunikationstrainings widmen sich meistens der Förderung des beobachtbaren sprachproduktiven Handelns (Sprechen). Die individuellen kognitiven Prozesse, die dem sprachrezeptiven Handeln (Hören und Verstehen) zugrunde liegen, werden häufig vernachlässigt. Dies wird dadurch begründet, dass sprachrezeptives Handeln in einer kommunikativen Situation nur schwer zugänglich und die Förderung der individuellen Prozesse sprachrezeptiven Handelns sehr zeitaufwändig ist. Das zentrale Lernprinzip - die Reflexion des eigenen sprachlich-kommunikativen Handelns - wird aus verschiedenen Perspektiven diskutiert. Vor dem Hintergrund der Reflexionsmodelle wird die computerunterstützte Lernumgebung CaiMan© vorgestellt und beschrieben. Daran anschließend werden sieben Erfolgsfaktoren aus der empirischen Forschung zur Lernumgebung CaiMan© abgeleitet. Der Artikel endet mit der Vorstellung von zwei empirischen Studien, die Möglichkeiten der Reflexionsunterstützung untersucheThis article discusses the training of communicative skills by fostering the reflection of speech-receptive action and the opportunities for using software for this purpose. Most frameworks for the training of communicative behavior focus on fostering the observable speech-productive action (i.e. speaking); the individual cognitive processes underlying speech-receptive action (hearing and understanding utterances) are often neglected. Computer-supported learning environments employed as cognitive tools can help to foster speech-receptive action. Seven success factors for the integration of software into the training of soft skills have been derived from empirical research. The computer-supported learning environment CaiMan© based on these ideas is presented. One central learning principle in this learning environment reflection of one's own action will be discussed from different perspectives. The article concludes with two empirical studies examining opportunities to foster reflecti

Acumen: An interactive multimedia simulation based on situated learning theory

This paper describes the development and evaluation of a multimedia simulation for teaching research skills to business students. Graphics, sound and video are used to create semi- realistic ' microworlds' which students explore in order to solve a relatively unstructured problem, a process quite different to learning from textbooks, lectures or videos. One advantage of microworlds is that students construct meaning by actively and selectively working through a variety of information sources, a process which mimics real-world learning and enhances higher- order learning outcomes. We describe the theoretical principles used in designing the simulation, particularly situated learning theory which claims a number of advantages for teaching that is 'situated' in the context of real world problems. There is also evidence that the 'immersive' quality of microworlds may be more motivating than other teaching/ learning modes, at least to some students. As the technology for creating media- rich simulations is still new, we discuss the issue of how realistic simulations should be. Our multimedia package can be related to a long tradition of teaching methods in business that attempt to put theoretical principles into life-like contexts, via case studies, experiential learning, internships, or real-world projects. The advantages and disadvantages of computer microworlds over such methods are explored

The use of Virtual Reality in Enhancing Interdisciplinary Research and Education

Virtual Reality (VR) is increasingly being recognized for its educational potential and as an effective way to convey new knowledge to people, it supports interactive and collaborative activities. Affordable VR powered by mobile technologies is opening a new world of opportunities that can transform the ways in which we learn and engage with others. This paper reports our study regarding the application of VR in stimulating interdisciplinary communication. It investigates the promises of VR in interdisciplinary education and research. The main contributions of this study are (i) literature review of theories of learning underlying the justification of the use of VR systems in education, (ii) taxonomy of the various types and implementations of VR systems and their application in supporting education and research (iii) evaluation of educational applications of VR from a broad range of disciplines, (iv) investigation of how the learning process and learning outcomes are affected by VR systems, and (v) comparative analysis of VR and traditional methods of teaching in terms of quality of learning. This study seeks to inspire and inform interdisciplinary researchers and learners about the ways in which VR might support them and also VR software developers to push the limits of their craft.Comment: 6 Page

ICT, cultural knowledge, and teacher education in\ud Africa

In this paper, we make a case for the need to carry out more culturally\ud appropriate research on ICT and teacher education in Africa generally and in\ud Uganda more specifically. We begin by examining the promise of ICTs and digital\ud literacies, and highlight the importance ascribed to ICTs for national development\ud and educational change. While agreeing that ICTs may have transformative\ud potential in developing countries, we argue that the much-hyped potential may not\ud be realized if the major focus of promoting ICTs in a developing country like\ud Uganda is merely to provide greater access to global information, rather than\ud encouraging local knowledge production for wealth creation. We frame our\ud argument with reference to the New Literacy Studies perspective of viewing\ud literacy as a social practice situated in a specific sociocultural context

Illuminating Undergraduate Experiential and Situated Learning in Podiatry Clinical Placement Provision at a UK School of Podiatric Medicine

Purpose Situated and experiential learning methodologies are largely under researched in relation to student experience and satisfaction. This research aimed to illuminate the perspectives of students studying on a BSc (Hons) Podiatry degree programme to establish perceptions of their experience in practice. Design/Methodology/Approach Using an Interpretivist methodological framework, Free Association Narrative Interviewing (FANI) was used to provide an insight into the perceived impact that experiential learning in clinical placements had on undergraduate podiatry students. Findings Students perceived that what could not be taught but what could be experienced, contributed much to the confidence that students had gained during their training and which they anticipated would be further developed during the initial years of their training in practice, particularly in the context of the NHS. Research Limitations/Implications This is a study from which it is acknowledged that within the underpinning research design and methodology there is no scope for generalisability. Practical Implications The study highlights an appreciation for the implication and recognition of ‘tacit’ knowledge, currently recognised in medical curricula as an asset which can aid a move towards higher order critical thinking skills. Social Implications Student acknowledgement of the need for emphasis on ‘soft skills’ can be posited, in the context of this small scale study as an appreciation for affective domain learning in the context of podiatric academic and clinical curricula. Originality/Value Limited information from the extant literature is available in relation to the illumination of podiatry student placement experiences, so this research contributes to an effectively under-researched field

From profiles to rich tasks : the situated nature of \u27authenticity\u27 in the context of reforming curriculum and assessment practices

Outcome based education that has dominated Australian education in the 1990s is under review in the early years of the twenty first century. The available historical \u27texts\u27 produced during the first half of the 1990s, which include the national Statements and Profiles, and the state Curriculum and Standards Frameworks, provide us with documents that we can engage with not simply for \u27history\u27s sake\u27, but with an opportunity to, in the words of the feminist author Dorothy Smith, \u27displace[s] the analysis from the text as originating in writer or thinker, to the discourse itself as an ongoing intertextual process\u27 bringing into view the social relations in which texts are embedded and which they organise\u27 (1990, p. 161-2). Most Australian states and territories have now commenced significant situated, local curriculum renewal and reform. This renewed interest in curriculum offers insights into the character of recent assessment practices in Australia, recognising the tensions inherent in assessment practices and authentic assessment models. This paper explores, by way of an overview of the broad curriculum and assessment practices adopted in Australia over the past twenty-five years, the situated nature of \u27authenticity\u27 in the context of curriculum and assessment practices and how as teacher educators we are responding through our everyday work. <br /