Browsing by Subject "experiential learning"
Now showing 1 - 4 of 4
- Results Per Page
- Sort Options
Item Designing Immersive Virtual Environments for Cognitive Learning and Spatial Memory Tasks(2019-06) Adigun, ChristianahVirtual reality provides a realistic way to learn at a flexible progression and to develop skills that could be difficult to grasp in the real world. Our hypothesis is that there are certain VR affordances that educators and developers can leverage to build simulated learning experiences that can transform education and training activities. The immersive experience VR provides through real-time interaction, engagement, spatial awareness, visual representations, and media richness is useful for developing experiential learning environments. Watching a dinosaur egg hatch and the development of its complete life cycle in a virtual Jurassic world may provide more visual context than reading a textbook on the life cycle of the same dinosaur. The goal of this study was to better understand which interaction mechanism may be better for the design of immersive virtual learning environments. We investigated the role that natural locomotion and teleportation may have on cognitive and spatial information processing in a virtual environment. The learning space is a virtual cemetery, and it consists of thirteen tombstones with stories about the lives of the residents of spoon river, a fictional town mentioned in Spoon River Anthology by Edgar Lee Masters. We conducted experiments by placing subjects in four different conditions: teleportation across long distances, walking across long distances, teleportation across short distances and walking across short distances. Our hypotheses are that shorter natural walking paths will produce better outcomes on the cognitive assessments and spatial memory assessments we conducted. Teleportation, while beneficial for navigating virtual reality from a small, confined physical space, may not provide enough continuous spatial updating and therefore may be somewhat detrimental for certain learning environments. We analyzed the results and built a linear regression model to find any association between input and output variables. Our data analysis revealed that: • For definite memory recall and proprioception of the spatial layout of a virtual space, it is better to walk than to teleport. • To visually match objects to their spatial positions, a learning space that is logically investigated through shorter distance movements is better than longer paths. • Strong cognitive understanding is achieved if the learning space properly balances exploration of the environment and discovery of information.Item Intercultural Sensitivity Development through Experiential Learning(2018-11) Stone, BarbaraAbstract Much of the extensive literature on the development of intercultural sensitivity focuses on formal education and training. This dissertation research in contrast makes its contribution to the field by trying to understand how experiences (rather than formal educational experiences) and related informal learning may assist in the development of intercultural sensitivity. A case study was conducted of the population of effective refugee service workers in a program in a nonprofit organization in the United States. The purpose of this study is to examine the experiences and related informal learning that help to shape individual’s intercultural sensitivity and to identify those experiential factors that contribute to the cultivation of an interculturally sensitive state of mind. The key research question guiding the study is: “What prior experiences influence the development of intercultural sensitivity?” The overall answer to the research question is that participants unanimously reported that they had experiences of cultural difference. In addition, several themes and sub-themes emerged from the interviews. Specifically participants were reflecting on the differences that they experienced, engaging in meaningful interactions or relationships with people different from themselves confronting ambiguity, developing mindfulness, constructing new ways of viewing the world, better understanding cultural value dimensions, modifying and refining their weltanschaung (worldviews), receiving cultural mentoring, continuously questioning their biases, experiencing culture fatigue, looking alike/but thinking differently, being more aware of visibility/invisibility, and bridging differences. Interviews were conducted to the point of data saturation and revealed two basic findings: 1) the participants’ experiences echoed the intercultural literature despite that they had not had specific training in the intercultural field; 2) it is conceivably possible that interculturally sensitive people may have the ability to break the bonds of a single worldview and apply their skills to breaking the bonds of unfamiliar cultures if they have been able to successfully bridge two or more cultures. The significance of the findings are that selecting refugee service workers who are interculturally sensitive may help refugees feel more welcome in the refugee serving organization and prevent refugees leaving without being served and with hurt feelings. The U.S. Census “estimated the number of foreign born [people] in the United States to be nearly 40 million, or 13 percent of the total population” (United States Department of State, 2018). By the end of 2016, 65.6 million individuals were forcibly displaced worldwide as a result of persecution, conflict, violence, or human rights violations. That was an increase of 300,000 people over the previous year, and the world’s forcibly displaced population remained at a record high. (UNHCR, 2017) “Stanley Tambiah (2000) at Harvard argues that the study of such groups is at the most cutting edge of contemporary social science research” (Fry, 2016). With 65.6 million people displaced worldwide and increasing (UNHCR, 2017), the need for refugee services workers who are interculturally sensitive will also increase dramatically. Service workers in small nonprofit organizations serving refugees are poorly funded and workers receive appalling low wages for long work hours under challenging conditions (such as middle of the night airport pick-ups and assisting clients trying to rid their of homes of bed bugs), often receiving only the legal minimum wage, frequently with no health insurance, retirement or customary benefits other workers are commonly offered. Despite the difficult working conditions, it is noteworthy and surprising that these interview participants had never been observed to have been become bitter, cynical or angry in their relationships with their refugee clients. However, they may have moved on to different types of work more quickly than people doing less challenging work with better compensation packages. Improved compensation and working conditions may be a policy consideration as a means to improve the longevity of services workers tenure as they develop knowledge of social services and cultures and are therefore better able to provide higher quality services to new immigrant and refugee communities. It is essential to make each interaction between service worker and newcomer an effective and meaningful one, so that refugees do not simply leave an agency without receiving the beneficial or effective services guaranteed to them by governmental regulations. Refugees often arrive from refugee camps with a single bag of belongings and a debt for their airfare to the United States. Although some refugees are doctors, nurses, pharmacists and teachers, it is not easy to become re-licensed for professional work in the United States. Some refugees were farmers back home and most are resettled into cities. These difficulties to resume their profession make it important, at least during the first years, to have support from family, friends or refugee service workers. To provide the highest quality and most effective services it is important that refugee services workers not only have social service skills in their given profession, but also have intercultural sensitivity. It is nice to feel understood, but it is essential to be treated in a culturally respectful way and receive culturally appropriate (Khalifa, Gooden, & Davis, 2016) services. Perhaps this study can illuminate some of the qualities that employers might consider when selecting people to work with people from many different cultures. Refugee services administrators should make it a priority to provide culturally sensitive services. To do so, part of their selection protocol might include selecting refugee service workers who are interculturally sensitive. Optimistically, doing so will make relationships between incoming and receiving communities more effective and more harmonious. It is imperative to provide culturally-sensitive and appropriate high quality services to our growing immigrant communities (including refugees). Hopefully this research in a small way will provide some useful (Lindblom & Cohen, 1979; Ravetz, 1987) empirical data and related insights to facilitate and inform attainment of this lofty goal. Keywords: intercultural sensitivity, experiential learning, cultural mentoring, refugeesItem Preparing the Future Nutrition Professional: Exploring the Pedagogical Benefits of Active Learning(2024-05) Kelley, MelissaThe education and training of future food and nutrition professionals plays a vital role in preparation for managing complex food and nutrition problems. Within food systems, food and nutrition professionals provide nutrition education to individuals and families and work to ensure access to nutritious and culturally significant foods. Food and nutrition professionals work collaboratively across a range of sectors and disciplines to advance the cause of healthy dietary practices. Their efforts are aimed at mitigating the prevalence of diet-related illnesses, addressing malnutrition concerns, combating the rising rates of overweight and obesity, and ensuring equitable access to food. Through interdisciplinary partnerships and the implementation of diverse strategies, they aim to develop sustainable solutions that contribute to the health and well-being of individuals and communities. However, current higher education students enrolled in the Didactic Program in Dietetics (DPD) to become registered dietitians may not be receiving the education and training necessary to work effectively in the food system before they enter the workforce. Traditional teaching and learning pedagogies are rich in technical knowledge but may lack opportunities for practical application of nutrition knowledge and transferable skill development. The purpose of this doctoral research was to provide internal and external active learning opportunities in upper-division nutrition courses and assess perceptions of strengths and recommendations for improvement provided by students and professionals external to the University of Minnesota. The studies were conducted in my work as a graduate teaching assistant under the direction of the instructor on record. The three separate reports included in this dissertation utilized data collected at the end of each program to evaluate the aims of each study. Each of the three research studies were underpinned by Participatory Action Research (PAR). In iterative cycles of action, observation, and reflection, undergraduate students and external stakeholders collaborated with the researchers in the design and implementation of active learning methodologies. The first project was the evaluation of three undergraduate food service and management redesigned courses. Prior to the redesign, the courses were taught using lecture-based passive learning methods. Following the redesign, the courses utilized project-based learning in a flipped classroom model. Over the course of an academic year, junior and senior nutrition and dietetics students enrolled in the courses developed and implemented projects related to food systems challenges. Data collected from students based on modified NGT sessions were used to evaluate the redesigned courses regarding strengths and recommendations for improvement. The data were aggregated with themes and relevant quotes identified that supported the findings. The greatest strength of the redesigned courses was the overall project-based framework of the course. The course framework empowered students with autonomy over developing and managing a project. Students also appreciated the opportunity to work on projects aligned with their interests and valued the connections formed with instructors and peers. On the other hand, students felt a gap in food service content, particularly concerning topics relevant to the registered dietitian exam. Their recommendation involved an increased allocation of in-class time towards formal lectures, to comprehensively cover topics related to food service and food service management. Although students valued student-instructors rapport, they expressed a desire for increased project group check-ins and communication from instructors. The second project evaluated a Professionals in Higher Education pilot program. Within the redesigned food service and food and nutrition management courses, activities to develop transferable skills were embedded in project management activities. The pilot program enlisted professionals external to the university to guide and support student project teams. At the end of the pilot program, semi-structured interviews with the professionals were conducted to identify key transferable skills needed for the college-to-work transition, the primary role of the professionals, and the strengths and recommendations for improvement of the pilot program. Interview data were analyzed using thematic analysis for themes and subthemes. The themes indicated that the most important transferable skills for a successful college-to-work transition are the ability to manage ambiguity, a growth mindset, persistence, failing forward or resiliency, and working in teams. The professionals viewed their role as aiding in refining project goals and objectives and providing support for the students. The professionals perceived the integration of real-world projects into the course as the greatest strength of the course. Suggestions for improvement encompassed increased interaction with students, instructors, and fellow professionals. Additionally, they expressed a desire to engage with the projects earlier in the academic year to maximize their support and guidance. The third project evaluated a community-based experiential learning program from the perspective of students enrolled in the program. The community-based program used a cross-cultural study to prepare students to work with a community partner on food and nutrition and health and wellness goals. The work with partners involved restaurant menu modification and development of a social marketing campaign to promote ancient grain consumption. In bidirectional knowledge sharing, students supported community-identified goals while learning to view health and wellness from a cultural lens. Semi-structured interviews and focus groups were conducted with students to evaluate the impact of a cultural self-study and the strengths and recommendations for improvement of the community-based experience. The greatest motivator for participating in the experience was working on real-world projects with the community. Students felt that the experience helped reinforce person centered care including an expanded view of health and wellness including the importance of culture. Students also perceived peer support as a strength of the experience. Students perceived the greatest challenge was communication barriers which lead to confusion and frustration. While the students thought the cultural self-study was helpful in preparing them to work with community, they would have preferred a shorter time for the self-study so they could work with the community sooner. Students indicated that the experience taught them the importance of communication and patience. In all three studies, data were triangulated using observations, field notes, and dialogue to increase the reliability and validity of the research. Similar themes related to strengths emerged in all three studies. Both students and professionals felt that working on real-world projects was a strength. In particular, the course redesign and the community-based experiential learning program helped students apply nutrition solutions in a real-world context. Additionally, students enrolled in the courses and the experiential learning program reported that they felt supported by the course instructors, their peers, and community collaborators. The themes related to areas of improvement were less consistent across all three studies. In the first study, students expressed a desire for more direct instruction on food service and food service management content through traditional lectures. Students struggled to see the connection between food service management content and the project-based learning format. A similar theme that emerged in both the Professionals in Higher Education pilot program and the community-based experiential learning program was a recommendation for earlier engagement with the projects and stakeholders. A prevalent theme identified in the community-based experiential learning program was the students' perception of inadequate communication as a significant challenge. This lack of communication resulted in confusion and frustration among the students, as reported. The findings from these studies indicate that students and professionals alike perceived the active learning methods implemented in the project-based course redesign and the community-based experiential learning program as beneficial. These approaches provided valuable exposure to real-world projects and community partners, as well as opportunities to develop transferable skills. Across all studies, communication was a challenge. Miscommunication and lack of communication resulted in feelings of confusion and frustration. Nevertheless, students emphasized that establishing a strong rapport with both their peers and instructors helped alleviate the challenges encountered in both the courses and the community-based experiential learning program. Despite acknowledging active learning as a notable strength, they also expressed concerns about the insufficient coverage of food service and food service management content.Item Self-Awareness of Identity for Social Justice: A Case Study of a Pre-medical Study Abroad Program(2015-05) Plager, WendyThis paper explores the relationships students make between their identities, what they learn abroad, and their future career by focusing on 10 pre-medical students participating in a two week study abroad program to South India. Coming from a critical constructivist paradigm, the data for this case study was gathered through interviews before and after their trip. This paper adds new understandings to the existing study abroad literature by examining a unique student population, and to the literature on student identity by investigating this specific program's effects on students' perceptions of themselves and their futures. Findings were broken into three major themes related to students' identity and learning; their experiences, evolving understandings, and expressions of change. Analysis revealed the importance of intentionally reflecting with students about their personal identities and values as it relates to their experiences abroad and in their future careers. Recommendations include providing more structured reflection upon re-entry.