Relevant bibliographies by topics / Learning with experiences

Academic literature on the topic 'Learning with experiences'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Learning with experiences"

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Schmidt, Margaret. "Learning From Teaching Experience: Dewey’s Theory and Preservice Teachers’ Learning." Journal of Research in Music Education 58, no. 2 (June 30, 2010): 131–46. http://dx.doi.org/10.1177/0022429410368723.

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Teachers often claim that they learn more from teaching experience than from course work. In this qualitative study, the author explored the value that six preservice teachers attributed to peer teaching, early field experiences, student teaching, and self-arranged teaching experiences engaged in during their university education. Consistent with Dewey’s theory of experience, as the participants interacted with their teaching experiences, they each created continuity among and derived their own meanings from them. This individualized aspect of learning was enriched as they also experienced the value of learning within a community of educators. Meaningful learning from all types of teaching experience appeared to be fostered by a balance between doing (action) and undergoing (reflection), both individually and in community. Dewey’s theory of experience proved useful in illuminating possible reasons for similarities and differences in the teaching experiences that each participant valued.
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Lestari, Ika, Maman Suryaman, and Nina Puspitaloka. "STUDENTS’ EXPERIENCES ON ENGLISH LEARNING CLASS DURING ONLINE LEARNING: NARRATIVE INQUIRY." PROJECT (Professional Journal of English Education) 5, no. 2 (March 7, 2022): 354. http://dx.doi.org/10.22460/project.v5i2.p354-359.

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This narrative study aims to explore the students' motivational experience of two English education students in Indonesia during the COVID-19 pandemic. The research was conducted by using a qualitative approach and narrative inquiry method. The research participants were two students second and fourth semester at the university of Singaperbangsa Karawang. To collect the data, researchers used were interviews. Drawing on semi-structured interview data, we found the prevalence of online courses affected students' emotions and motivation. Both participants experienced emotions and motivation facing the online courses. The study stresses the students’ experience, emotional experiences during online class, and factors that motivated learning. Keywords: Online learning, English Learning, Students’ Experiences
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Bewtra, Chhanda. "Learning experiences." Lancet 359, no. 9300 (January 2002): 22. http://dx.doi.org/10.1016/s0140-6736(02)07274-4.

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Torkos, Henriette. "RISK MANAGEMENT IN OUTDOOR LEARNING EXPERIENCES." Journal Plus Education 19, no. 1/2018 (2017): 185–98. http://dx.doi.org/10.24250/jpe/1/2018/ht.

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Mitgutsch, Konstantin. "Playful Learning Experiences." International Journal of Gaming and Computer-Mediated Simulations 3, no. 3 (July 2011): 54–68. http://dx.doi.org/10.4018/jgcms.2011070104.

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Players use digital games as playgrounds for their interests, passions, values, and beliefs. Computer games entertain us, please our needs, challenge our abilities, make us engage with other players, and confront us with novel experiences. Today, video games foster learning, but how players connect their learning through playing games to their biographies is a question yet unanswered. This paper outlines basic theoretical assumptions on playful learning experiences and empirical insights into meaningful learning patterns. On this basis it presents the central results of an innovative qualitative study on playful learning biographies undertaken in 2010, and thereby aims to provide a reflected understanding of how today’s generation experiences deep and meaningful learning in their playful biographies. Furthermore, this paper examines the question on how games foster transformative learning and discusses consequences for educational settings and future research.
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Ingram, Gwendolyn. "Enjoyable Learning Experiences." Journal of Continuing Education in Nursing 24, no. 1 (January 1993): 47. http://dx.doi.org/10.3928/0022-0124-19930101-17.

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Collins, Jannette. "Designing Learning Experiences." RadioGraphics 27, no. 5 (September 2007): 1511–17. http://dx.doi.org/10.1148/rg.275065208.

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Smith, Sue, Kath Aspinwall, and Kathryn Winterburn. "Action learning experiences." Action Learning: Research and Practice 12, no. 3 (September 2, 2015): 314–16. http://dx.doi.org/10.1080/14767333.2015.1094628.

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Hall, Elaine. "Enhancing learning experiences." Veterinary Record 179, no. 22 (December 1, 2016): i—ii. http://dx.doi.org/10.1136/vr.i6448.

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Downing, Joyce Anderson, Vicky G. Spencer, and Richard T. Boon. "Influencing Learning Experiences." Intervention in School and Clinic 41, no. 4 (March 2006): 244–48. http://dx.doi.org/10.1177/10534512060410040801.

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Dissertations / Theses on the topic "Learning with experiences"

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Bergström, Emil. "Exploring User Experience designers experiences working with Machine Learning." Thesis, Högskolan i Halmstad, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44633.

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The user experience (UX) design practice (c.m.p interaction design practice) has started to make profound changes in designing intelligent digital services using Machine Learning (ML) to enhance the UX. ML has the capability to enhance the user’s experience, for example, facilitating more accurate decisions or improving efficiency in achieving one's goals. However, research suggests that ML is a challenging design material in design practice, such as not envisioning the best-suited solution because of not comprehending data dependency when prototyping or the lack of tools and methods for evaluating the solution. Without a doubt, ML opens new doors for UX designers to be creative in their practice. However, research indicates that lack of knowledge transfer into UX design practice may hamper this potential. This paper explores how UX designers experience ML. The findings resulted in 5 experiences: 1) Absence of competence, 2) Lack of incentive for competence development, 3) Challenging articulating design criteria, 4) Mature vs. Immature customers, 5) Lack of support for ethical concerns. I discuss the implications of these findings and propose how we can understand UX design practice and opportunities for additional design research to support designers working with ML.
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Barden, Stephen. "Top leaders’ experiences of learning." Thesis, Middlesex University, 2015. http://eprints.mdx.ac.uk/14682/.

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This qualitative grounded theory study explores how ten top leaders experienced their learning, whether there were any commonalities in their learning and how that learning could be applied to leadership development and coaching. Four military generals, three corporate chief executives and three academic leaders were interviewed on learning experiences that they judged as being influential. These interviews were transcribed and analysed according to social constructivist grounded theory through a process of initial, focused and clustered coding followed by individual theme development and common theme construction. A tentative theory emerged from the data. At each stage findings were referred back to the ten research participants for their validation. Finally a ‘reflective conversation’ was held with each leader, during which they were asked to rate the level of their identification with 11 characteristics and tools that were identified from the common themes. The results showed considerable common identification and use across the entire sample. Findings indicate that, very early in their lives, these top leaders developed a navigational stance based on their exploration of early relationships (Bowlby, 1988), which assumes a ‘partnering’ relationship with their world. This navigational stance is strengthened by the consistent and compound application of a navigation template consisting of 11 identified tools and characteristics. These are: navigation (finding a way through), pragmatism (doing the best possible), three-way challenges, socialised decision-making, no attachment to failure (but to holding accountable), an acute sense of reality (no wishful thinking), holism (seeing linkages within and between contexts), alertness to constituents, a sense of direction (with no dogma), use of mentors and the use of the tools as a composite template. Three innovative insights emerge: a) that the individuals in this research who go on to be successful organisational heads, experience their relationship with their world as a manageable partnership at an early age, b) that because this partnership relationship is perceived to be effective, they reinforce and refine it by the consistent application of a navigation template, and c) that the consistent application of the navigation template may cause these leaders to be in default transformative learning mode. The developing theory and model is articulated and applied to leadership coaching.
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Zakaria, Mohd Hafiz. "E-learning 2.0 experiences within higher education : theorising students' and teachers' experiences in Web 2.0 learning." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61958/1/Mohd%20Hafiz_Zakaria_Thesis.pdf.

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This study explores and evaluates students’ and teachers’ experiences when using a range of Web 2.0 tools in Higher Education teaching and learning. It contributes to our understanding of how Web 2.0 learning communities are constructed, experienced and the nature of the participation therein. This research extends our knowledge and understanding of the Web 2.0 phenomena, and provides a framework that can assist with improving future Web 2.0 implementation.
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Draper, Christijan D. "Ships Passing in the Night? E-Learning Designers' Experiences with User Experience." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5487.

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This qualitative study investigated the extent to which a diverse sub-set of e-learning designers were aware of UX principles and practices, where their e-learning design practices overlapped with established UX practices, and where UX principles might benefit e-learning designers. E-learning has grown dramatically as an area of focus in instructional design within the last decade and a half. This growth suggests a need for a better understanding of design tools, concepts and principles that can guide an e-learning designer to design better and more effective instruction. One field of design that has potentially had an impact on e-learning design recently is user experience (UX) design. Both fields of UX and e-learning are concerned with designing interactions with technology, but while there are some shared ideas and terms between the two, there has been no research into the perceptions and understanding of UX tools by practicing instructional designers. Nine professional e-learning designers were interviewed to understand their perspective and experience.The findings of this study resulted in four themes and several subthemes. In general the participants of the study were not familiar with the formal practices of UX design. Many were also not familiar with several of the seminal works of the UX design field. The emergent themes suggest there are similar concerns between UX design and e-learning design. There were varying perceptions of the role of an e-learning designer as well as a broad spectrum of perception of what qualifies as good e-learning design. Participants reported the e-learning design field has numerous practitioners who lack formal training in instructional design principles in addition to limited training in other design disciplines. Participants also discussed constraints that could impact their ability to embrace UX practices. Findings suggest e-learning design practitioners and students of the field would likely benefit from a greater awareness of, or even formal training in UX practices. Additional research into the shared practices of UX and e-learning design could also likely open new opportunities to advance the practice of e-learning design.
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Yang, Ziying. "Learning experiences and misconceptions of vision." Connect to resource, 2007. http://hdl.handle.net/1811/24821.

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Thesis (Honors)--Ohio State University, 2007.
Title from first page of PDF file. Document formatted into pages: contains 20 p.; also includes graphics. Includes bibliographical references (p. 19-20). Available online via Ohio State University's Knowledge Bank.
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Martin, Christopher James. "Designing engaging learning experiences in programming." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/069f0e46-ae52-450d-84e1-1ff5c3fed38f.

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This thesis describes research into supporting the creation of engaging learning experiences with programming. A review of relevant research that could contribute to the design of engaging learning experiences informed the construction of four pieces of fieldwork. These fieldwork studies were conducted to explore the framing of learning programming in tasks that motivate and are of value to the learner. Findings resulted in the design of a set of eight Learning Dimensions. These Learning Dimensions are proposed to address three key areas: (1) design and delivery of learning task, (2) rhythm or tempo of the learning experience and (3) practicalities. The Learning Dimensions provide educators with insights to support key design decisions for the creation of engaging programming learning experiences. Finally, a web-based tool was designed to make the Learning Dimensions accessible to educators. This tool has been used to evaluate one further workshop. This thesis consolidates several threads of research into a learner-centred approach to learning to program. The Learning Dimensions identify important areas of decision-making to be considered when designing a learning experience. They support the assertion that factors outwith the content can significantly affect success in programming. The complex interplay between different skills associated with computer programming will remain a challenge to learners. When placed in a rich context that fits the learner well and supports the learning aims, many of these difficulties can be overcome. The Learning Dimensions draw together positive features of a learning experience that are key to ensuring learners have the best possible opportunity to engage with and succeed with computer programming.
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Jurkowski, Kelly. "Teachers Experiences with Learning Through Making." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6725.

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Experts describe maker education as activities relating to the construction of artifacts that encourage learning through teamwork, problem-solving, and innovation. Teachers in recent years have been turning to maker-centered learning strategies to develop 21st century skills along with emphasizing strong content knowledge focusing on creation and creativity. Previous maker-based learning research focused primarily on the technology and tools associated with these activities; however, little research exists on the teachers'€™ involvement with these learning strategies. The purpose of this phenomenological study was to explore the experiences of teachers currently using maker-centered learning strategies as an instructional practice in grade 5-12 classrooms. Based on the idea of constructing knowledge through active learning, the conceptual framework for this research encompasses multiple learning theories including constructionism, constructivism, experiential learning, and cooperative learning. The research examined the motivation of teachers' using maker-centered learning strategies and the challenges and benefits they have experienced. Data were collected using semistructured interviews and written lived experience descriptions from seven teachers currently using maker-based learning in their classrooms and analyzed using InVivo coding. The participants described their experiences as facilitators in student-centered classrooms that focus on collaboration and learning through failure. Time and assessment are common challenges while increased student engagement and student social and academic growth are common benefits. Experts maintain that maker-centered learning improves 21st century skills and prepares students for success in college, careers, and lifelong learning opportunities.
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Farmer, Tim. "Understanding the learning experiences of university students with learning disabilities." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6062.

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The increased interest in identifying effective interventions to facilitate learning disabled students in their academic pursuits necessitates a better understanding of the personal struggles of these students. This study is a preliminary attempt to focus on adult university students who have only recently been identified as having a learning disability. It used a social constructivist approach in an attempt to identify cognitive and metacognitive strategies employed by these students in the past and present, and those they might employ in future. Cognitive dissonance emerged as a major factor as regards the self-concept and self-esteem of these adult students. The dissonance surrounding their self-concept emanated from educational experiences and conflicting judgements about their intelligence. Their narratives identified anxiety as another major factor related to their learning experiences and this was consistent with several empirical studies that have found higher levels of anxiety among students with learning disabilities than the average student population. The narratives within this study have linked the students' cognitive dissonance with their anxiety and their attempts to establish consonance in their self-concept and what they perceived as acceptable levels of self-esteem. This study has resulted in significant insights into the use of myths by these four individuals as a means of coping with their dissonance and anxiety. It explores to what degree this myth-making was effective in assisting these four participants in mediating and self-regulating their learning. The methodology for this study included three 90-minute interviews over one- to three-week periods (Seidman 1998). The interviewer made use of the results of empirical tests that had previously been administered to these students to identify their learning disability. The test results helped to augment the students' exploration of their cognitive struggles and strategies. It is hoped that this study will lead to a richer understanding of the struggles of students with undiagnosed learning disabilities. Further, it is hoped that this study will enhance the use of narratives and a social constructivist approach to further research more effective mediations and self-regulation by this population.
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Toll, Debora K. "The transfer of learning: Employees' lived experiences." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29178.

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The employees' ability to continuously and collectively learn, and to apply their learning are critical to their own and their organization's performance. This study, therefore, sought to understand employees' perceptions of and experiences with the application of or, transfer of their learning. It also sought to understand the interplay between the three primary transfer sources. The overarching research question that guided this study was what were employees' lived experiences with transfer? The subquestions were how do employees transfer their learning, when did transfer enter their learning experiences, and why did they believe that transfer occurred? A hermeneutic phenomenological research design was employed. The participants' lived experiences were examined, described and interpreted. By allowing the participants' voices to resonate throughout the text, the depth, richness and meaning of their experiences were captured. Seven federal government employees, at the administrative, professional and managerial levels, comprised the purposeful sample. The participants engaged in a formal audiotaped interview, an informal interview and a focus group session. Eight main themes emerged from the data analysis. Two themes, related to the individuals' characteristics, were the desire to learn and how transfer occurred. Four themes, related to the training program's design and development features, were discourse, application of the learning to life's situations, learning by doing and when transfer entered the learners' learning experience. The last two themes, related to the organizational climate characteristics, were an open and supportive culture, and the major challenges to transfer. The transfer research, comprised of the individuals' characteristics, training program features and organizational climate characteristics, provided one lens through which the findings were interpreted. Three adult learning theories, self-directed, situated cognition and transformational learning, provided the second lens. The transfer and adult learning literatures were quite complimentary. The learning theories however, brought a broader and more comprehensive understanding to many of the participants' transfer experiences. The theories, by illuminating the interplay between the primary transfer sources, integrated the quantitative transfer research findings into a more coherent body of knowledge. This research also contributed to a more fullsome understanding of the learning theories and the difficulties in measuring transfer. Adult education principles and practices appear to be well positioned to enhance employees' transfer efforts as transfer does indeed appear to be a key concept in adult learning. This study advances our understanding of transfer from the perspective of the employees' "lived" experiences, and of the complexities of transfer. The findings are relevant to adult education practices, and to organizations and employees in better understanding and facilitating transfer.
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Barty, Karin, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Students' experiences of e-learning at school." Deakin University. School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.145900.

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The dissertation describes the experiences of senior secondary students taking an online course for the first time to further their language education. The experiences are presented from the perspective of students, of supervising teachers and the 'virtual' teacher. Issues of importance with younger learners are identified and discussed and guidelines for the conduct of online courses at school level developed. It is proposed that online courses may have a worthwhile place in school education if specific learning needs can be met using this medium.
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Books on the topic "Learning with experiences"

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Macdonald, C. A. School-based learning experiences. Pretoria: Human Sciences Research Council, 1990.

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Creating Significant Learning Experiences. New York: John Wiley & Sons, Ltd., 2003.

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Zaphiris, Panayiotis, and Andri Ioannou, eds. Learning and Collaboration Technologies. Designing Learning Experiences. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21814-0.

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Roberts, Glyn C. Learning experiences in sport psychology. Champaign, Ill: Human Kinetics Publishers, 1985.

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1952-, Spink Kevin S., and Pemberton Cynthia L. 1956-, eds. Learning experiences in sport psychology. Champaign, Ill: Human Kinetics Publishers, 1986.

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), Early Childhood Education Advisory Council (Mass. Guidelines for preschool learning experiences. Malden, Mass: Massachusetts Dept. of Education, Early Learning Services, 2003.

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Thailand. Bureau of Higher Education Standards. Thailands's learning experiences on QA. Bangkok, Thailand: Bureau of Higher Education Standards, Ministry of University Affairs, 2002.

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1952-, Spink Kevin S., and Pemberton Cynthia L. 1956-, eds. Learning experiences in sport psychology. 2nd ed. Champaign, IL: Human Kinetics, 1999.

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Creating purpose-driven learning experiences. Bloomington, IN: Solution Tree Press,a division of Solution Tree, 2015.

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Holidays: Learning experiences for children. Palo Alto, Ca: Dale Seymour Publications, 1987.

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Book chapters on the topic "Learning with experiences"

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Eckstein, Grant, Norman W. Evans, K. James Hartshorn, and Benjamin L. McMurry. "Learning Experiences." In Curriculum Development for Intensive English Programs, 174–96. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003306122-9.

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Grocott, Lisa. "Designing Experiences." In Design for Transformative Learning, 177–99. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429429743-15.

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Abbiss, Jane. "Students’ Learning Experiences." In Understanding Teaching and Learning, 67–78. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-864-3_4.

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Pegrum, Mark. "Mobile Learning Experiences." In Mobile Lenses on Learning, 207–48. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-1240-7_6.

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Kalmpourtzis, George. "Designing Learning Experiences." In Educational Game Design Fundamentals, 13–42. Boca Raton, FL : CRC Press, 2018.: A K Peters/CRC Press, 2018. http://dx.doi.org/10.1201/9781315208794-1.

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Johnsen, Susan K., Gail R. Ryser, and Susan G. Assouline. "Differentiated Learning Experiences." In A Teacher's Guide to Using the Common Core State Standards With Mathematically Gifted and Advanced Learners, 48–91. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232636-4.

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Adams, Cheryll M., Alicia Cotabish, and Debbie Dailey. "Differentiated Learning Experiences." In A Teacher's Guide to Using the Next Generation Science Standards With Gifted and Advanced Learners, 44–90. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238522-3.

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Goethe, Ole. "Gamified Learning Experiences." In Human–Computer Interaction Series, 59–69. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11078-9_6.

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Pardo, Abelardo. "Designing Learning Analytics Experiences." In Learning Analytics, 15–38. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-3305-7_2.

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McLinden, Mike, Steve McCall, and Liz Hodges. "Mediating experiences through touch." In Learning through Touch, 165–82. Second edition. | Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429260735-12.

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Conference papers on the topic "Learning with experiences"

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Kremer, S., T. Sies, and U. Lindemann. "Designing meaningful User Experiences: Interactive Learning Experience Model." In 2016 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2016. http://dx.doi.org/10.1109/ieem.2016.7797882.

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Pigg, Stacey, Benjamin Lauren, and Elizabeth J. Keller. "Designing for learning experiences." In SIGDOC '17: The 35th ACM International Conference on the Design of Communication. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3121113.3121127.

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Sampangi, Raghav V., and Angela A. Siegel. "Designing Engaging Learning Experiences." In ITiCSE '19: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3304221.3325563.

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Juszczyk, Marta. "BUSINESS INTELLIGENCE DISTANCE LEARNING EXPERIENCES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1563.

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Quesenberry, Jeria, Randy Weinberg, and Larry Heimann. "Experiences in service-learning pedagogy." In the 50th annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2214091.2214116.

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Davis, H. C., and R. A. Bacon. "Experiences migrating microcosm learning materials." In the fifteenth ACM conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1012807.1012849.

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Rouvrais, Siegfried. "Recognizing non formal learning experiences." In 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201157.

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David, Joe, Andrei Lobov, and Minna Lanz. "Learning Experiences Involving Digital Twins." In IECON 2018 - 44th Annual Conference of the IEEE Industrial Electronics Society. IEEE, 2018. http://dx.doi.org/10.1109/iecon.2018.8591460.

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Eder, Guzman-Mendoza Jose, A. Munoz-Mata Mirna, Cardona-Reyes Hector, and Mejia-Miranda Jezreel. "Design of Gamified Learning Experiences." In 2021 4th International Conference on Inclusive Technology and Education (CONTIE). IEEE, 2021. http://dx.doi.org/10.1109/contie54684.2021.00012.

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Ciochina, Ingrid Cezarina-Elena, and Daniel Mara. "MEDIA LITERACY – ROMANIAN EXPERIENCES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0930.

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Reports on the topic "Learning with experiences"

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Villavicencio, Xuzel, and Caitlin Coflan. Hybrid learning International experiences with multimodal approaches. EdTech Hub, July 2022. http://dx.doi.org/10.53832/edtechhub.0112.

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Sevilla, Almudena, Angus Phimister, Sonya Krutikova, Lucy Kraftman, Christine Farquharson, Monica Costa Dias, Sarah Cattan, and Alison Andrew. Learning during the lockdown: real-time data on children’s experiences during home learning. Institute for Fiscal Studies, May 2020. http://dx.doi.org/10.1920/bn.ifs.2020.bn0288.

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Davis, Cathlyn. Summative Evaluation: UFERN Framework Professional Learning Community. Oregon State University, March 2022. http://dx.doi.org/10.5399/osu/1153.

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The UFERN Framework Professional Learning Community project was funded as a supplement to the existing NSF-funded Undergraduate Field Experiences Research Network (UFERN), which sought to build a vibrant, supportive, and sustainable collaborative network that fostered effective undergraduate field experiences. The goals of the UFERN Framework Professional Learning Community (PLC) supplement were: • To support a small group of field educators in intentional design, implementation and assessment of student-centered undergraduate field experiences in a range of field learning contexts; • To develop effective strategies for supporting undergraduate field educators in using the UFERN Framework as an aid for designing, implementing, and assessing student-centered undergraduate field experience programs; • To assemble vignettes featuring applications of the UFERN Framework in a range of program contexts; and • To expand the community of field educators interested in designing, implementing, and assessing student-centered undergraduate field learning experiences. Sixteen educators participated in the PLC, which targeted participants who taught and facilitated a range of undergraduate field experiences (UFEs) that varied in terms of setting, timing, focus and student population. Due to the COVID pandemic, the originally-planned three-month intensive training took place over nine months (January to October 2021). It consisted of seven video conference sessions (via Zoom) with presentations and homework assignments. It included independent work, as well as guided group discussions with project leaders and other participants, which were supported by online collaborative tools.
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Jenkins, Stephen. Online Learners: A Study of their Advising Attitudes, Experiences, and Learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6541.

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Raj, Deepika, and Jung Ha-Brookshire. The Relationship between Supervisor's Leadership Skills and Student Learning through Internship Experiences. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1521.

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Anderson, Erin. Developing Key Sustainability Competencies through Real-World Learning Experiences: Evaluating Community Environmental Services. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2313.

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Van Cleave, Thomas. Short-Term International Service-Learning: Faculty Perceptions of and Pedagogical Strategies for the Design and Implementation of Successful Learning Experiences. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1055.

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Darling-Hammond, Linda, Marjorie E. Wechsler, Stephanie Levin, Melanie Leung-Gagne, and Steve Tozer. Developing effective principals: What kind of learning matters? Learning Policy Institute, May 2022. http://dx.doi.org/10.54300/641.201.

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This report reviews the research literature since 2000 to understand the elements of high-quality programs and learning experiences that have been associated with positive outcomes ranging from principals’ sense of preparedness, efficacy, and reported practices to staff perceptions of school climate and retention to student achievement. It also examines the extent to which principals have opportunities to participate in learning experiences with those elements and the policies that drive both the development of high-quality programs and access to them.
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Fanning, Ashley. Learning Through Nature: A Study of a Next Generation Science Standards Based Teacher Workshop that Blends Outdoor Learning Experiences with Formal Science. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2727.

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Bliznashka, Lilia, and Katie Sproule. Researcher-implementer partnerships for learning and impact: Lessons from IFPRI's experiences with nutrition-sensitive programming. Washington, DC: International Food Policy Research Institute, 2022. http://dx.doi.org/10.2499/p15738coll2.135853.

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