Communicating climate change in a manner that spurs engagement and motivates actions among the public is a challenging task, due to its complex nature with many uncertainties. The same problem is evident when communicating climate adaptation where there often are trade-offs made between different needs. Information and communication technology is an area that has been highlighted as a possible form to communicate climate change, especially to youth due to their generally good technological skills. In this study, an application of information and communication technology, a digital serious game, has been studied in the context of communicating and educating about climate adaptation in schools. A total of 96 students and three teachers have been part of the study and the material was analysed using a thematic analysis. The aim of the study was to see how students and teachers reflect on the possibilities and challenges with using games to communicate and educate. In addition, the role of serious gaming in experiential learning was explored, which is a commonly used theory when studying serious games. The results revealed that serious games could play a role in communicating and educating about climate change, where the participants highlighted the game’s focus on local perspectives and solutions. The respondents also found that games could provide a more active learning process allowing the students to make decisions and see the results of their choices, an approach that could open up for discussion and reflection, which are important aspects found in the theory of experiential learning.

Cette thèse a pour objet la formation d’équipes de professionnels de santé aux situations d’urgence vitale. Notre travail se focalise sur des techniques innovantes de simulation pour des équipes interprofessionnelles, et notamment son cœur : le débriefing. Plusieurs travaux ont montré que des débriefings sans instructeur pouvaient être efficaces pour l’apprentissage individuel. Mais aucune étude n’avait exploré le débriefing en équipe sans instructeur pour l’amélioration de la performance d’équipe. Or la prise en charge d’un patient en situation d’urgence vitale est presque systématiquement du ressort d’une équipe. Grâce à l’association de méthodologies de recherche quantitative et qualitative, nous avons évalué l’efficacité et analysé le contenu de l’auto-débriefing en équipe sans instructeur pour améliorer la performance de prise en charge d’urgences vitales par des équipes interprofessionnelles. Ce travail permet d’optimiser la formation des instructeurs et de faciliter la diffusion des formations interprofessionnelles par simulation. / This thesis aims at training healthcare teams in life-threatening emergency situations. Our work focuses on innovative simulation techniques for interprofessional teams, and especially its heart: the debriefing. Several studies have shown that debriefing without instructor could be effective for individual learning. But no study has yet explored team debriefing without instructor as a possible approach to improving team performance. However patient care in emergency life-threatening situations is almost always the responsibility of a team. Combining quantitative and qualitative research methodologies, we evaluated the effectiveness and analyzed the content of within-team debriefing without instructor to improve performance of life-threatening emergencies management by interprofessional teams. This work optimizes instructor training, and facilitates diffusion of simulation-based interprofessional training.

Food studies offers a powerful lens through which to consider the complexity of travel, given the ways in which food can bring multiple perspectives to the table. The merging of food studies with the well-established tradition of study abroad, then, provides a platform for incorporating critical thinking and fresh perspectives into the discourse surrounding study abroad. How does food studies abroad reflect the opportunities and reify the concerns posed by study abroad in general? I explore this topic through a case study of a University of Oregon food studies abroad program, Food and Culture in Italy, looking specifically at students’ motivations, on-site experience, and perceived outcomes. I employ the lenses of identity, consumption, and experiential learning to discuss the trends that emerge from the data and conclude with a series of recommendations for moving thoughtfully and critically forward with food studies abroad programming.

This thesis examines the relationship between textile craft practice and Kolb's Theory of Experiential Learning. The nature of craft practice has been described as 'Intelligent Making'. The aims were to investigate the term 'Intelligent Making' and construct a framework of the learning experience, on which to base the critical context for future textile practice. A review was made of textile craft practice, investigating models of experiential and reflective learning theories. Experiential Learning Theory and 'Intelligent Making' in textile practice were found to be similar, although the main difference was in relation to reflective observation. The textile making process was examined at under-graduate, post graduate and practitioner levels with self-observation, through a reflective journal, based upon my own hat-making process. Reflexivity was used to explicate the embodied knowledge, made visible through materials and methods of making. This research demonstrates that an extended understanding is based on the fact that reflexivity is the methodological approach embedded within textile practice. The critical capacity of textiles was demonstrated through reflective observation, analysis and evaluation. Shared reflection describes the nature of the process and may enable each maker to restructure their own practice. One advantage of this research is the enhancement of a shared language for textile makers and an evolving reflexive textile vocabulary. This investigation results in a newly proposed visualisation of the making process creating an extended framework to previous models, to advance the future critical context of textile practice. Both volumes of this thesis are combined sequentially into the attached file.

Made available in DSpace on 2014-06-11T19:31:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-06-30Bitstream added on 2014-06-13T21:03:04Z : No. of bitstreams: 1 munozalbarracin_lm_dr_bauru.pdf: 2863216 bytes, checksum: da145805bebed60dbf41126b595aac30 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Uma problemática bastante conhecida, mas pouco estudada pela pesquisa em educação em ciências, é a falta de consideração de aspectos históricos, filosóficos e sociológicos na formação inicial de professores de Ciências, fato que pode criar uma visão distorcida das ciências entre os futuros professores. Argumentamos que uma abordagem que forneça estes subsídios seria importante para atingir os objetivos do Ensino de Ciências que atenda os anseios de uma sociedade contemporânea. Desta forma, esta pesquisa defende que a população deve saber ciência e saber sobre a ciência, com a finalidade de estar capacitada para tomar decisões informadas sobre assunto de política, tecnologia e ambiente. Assim, compreende-se que ensinar ciências significa, primeiramente, elaborar um sistema de representações estruturadas, interpresetadas e modeladas pelo professor, dependendo de como ele entende a ciência, suas teorias e modelos, para interpretar e recriar os fenômenos científicos, recorrendo ao saber disciplinar e ao saber disciplinar e ao saber pedagógico do conteúdo. Com estes pressupostos foi elaborada e desenvolvida uma proposta de ensino que procurou construir o saber e o saber fazer de professores em formação inicial de Química da Universidade Distrital (Bogotá-Colômbia), mediantea vivência de uma experiência docente em sala de aula em uma escola pública da cidade de Bogotá. Foram analisados os discursos dos futuros professores para compreender como os domínios e as manifestações do conhecimento lhes permitiram trabalhar as suas representações científicas, ou seja, transformar o conhecimento científico em representações e ações pedagógicas e desenvolver habilidades como pensar, atuar e comunicar a ciência, ao mesmo tempo procurando promover atitudes e valores nos estudantes durante os processos... / A question sufficiently know but little studied by the science education researchers is the lack of consideration of historical philosophical and sociological aspects in the scientific practice and education in the teachers' initial education, which could create a distorted vision of the sciences among the future teachers. An approach taking into consideration these subsidies would be important to reach the aims of science education for the society. In this sense, this research stands up that the population is able in taking decisions informed on subjects of politics, technology and environment, which depends on the kind of scientific education is received by the citizens. In this way, it is understood that teaching sciences means, first of all to elaborate a system of representations that are structured, interpreted and shaped for the teachers, depending on how they understand science, their theories and models, to interpret and to recreate scientific phenomena appealing to the disciplinary knowledge and the pedagogical knowledge content. With these pressuppositions it was elaborated and developed a proposal of teachers education that aimed to construct the knowledge and the knowledge making for Chemistry teachers initial education at the District University (Bogota-Colombia), by means of a teaching experience in the classroom at public schools in Bogota City. The future teachers discourses were analyzed in order to undestand how their domains and knowledge manifestations allowed them to work their scientific representations, in order to turn the scientific knowledge in pedagogical representations and actions and to develop abilities as to think, to act and to communicate science, and, at the same time, to look for promoting attitudes and values in the students during the processes of teaching and learning Chemistry. The... (Complete abstract click electronic access below)

abstract: The impact of peer-leadership programs on undergraduate students has been studied since the inception of higher education. Programs such as peer-mentoring, peer-counseling, and peer-advising are regularly used within the college environment as there are proven benefits to both student leaders and mentees. However, there is limited content on students who plan to pursue higher education careers and experiential programs that prepare them for the field. Thus, this action research study is designed to examine the influence of a peer-advising program on participants who have identified their interest in various careers in the college setting. Employing a mixed-method approach to inquiry, the study connects Kolb’s (2005) Experiential Learning theory, and Chickering’s (1964) Vectors of Student Development to a hands-on learning experience designed to improve participants’ competency and clarity in their potential career choice. This study was conducted with the purpose of illustrating the role of experiential learning opportunities in higher education, particularly with a unique focus on undergraduate students desiring careers in the higher education field. Four senior students were positioned as peer-advisors assisting fellow students with academic related matters over one semester as a means of gaining competency and clarity in their pathway toward working in higher education. The results of the study indicate that peer-advising participants attributed program participation to increased career competency and clarity. There were also 64 student-advisee participants who found the program to be beneficial to their overall advising needs, as well as one professional advisor who found the program to be effective in decreasing her advising load during the study. The results of this study align with outcomes of pinnacle research and scholarship on experiential learning, and support the growing acknowledgment of the importance of applied learning experiences in higher education. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2017

abstract: The prison classroom offers a transformative educational opportunity for incarcerated and non-incarcerated students alike. The current study uses place-conscious educational theories and the intergroup contact theory to examine how a prison education program can offer deeply impactful experiences for students. Using a pre/post-intervention survey design, this thesis analyzes differences in attitudes, beliefs, and perceptions about crime and criminal justice between and within groups of incarcerated (n=24) and university (n=20) students participating in two semester-long prison-based criminal justice courses in Arizona. Results show that prior to participating in the Inside-Out Prison Exchange programs, inside students had less favorable views about the criminal justice system compared to outside students, and outside students had less favorable attitudes about people who are incarcerated. Throughout the course, positive attitudes toward the criminal justice system increased for inside students and positive attitudes about incarcerated people increased among outside students, such that at the end of the course, the differences in attitudes between the two groups were no longer significant. Additionally, outside students’ punitive attitudes decreased throughout their participation in the course. Overall, the magnitude of the changes experienced by each student group were different, such that outside students experienced more significant changes in attitudes and beliefs about crime and criminal justice than did inside students. / Dissertation/Thesis / Masters Thesis Criminology and Criminal Justice 2018

Thesis (MTech (Construction Management))--Cape Peninsula University of Technology, 2005. / Cooperative education is practiced in many fields of industry. The South African construction industry has shown a preference for cooperative construction management education. Cooperative construction management education is practiced worldwide, but the majority of these programmes do not have compulsory credit bearing experiential learning as part of its programmes. This study examined the experiential leaning experience as well as the relevance and adequacy of preparation of subject areas taught in UT construction management programmes from the perspective of all the stakeholders. The study had four main objectives namely (I) To measure the extent of the perceived relevance by industry stakeholders, students and academics of the topics and content of construction management programmes at UT; (2) To establish the level of inadequacy, as perceived by industry stakeholders and academic staff of the preparation of UT construction management graduates to perform construction management functions: (3) To determine the level of dissatisfaction, if it existed with the experiential learning of construction management students; and (4) To establish the preparedness of construction industry stakeholders to mentor construction management experiential learning students; and to use the findings of the study to inform development of construction management programmes. Literature was reviewed relative to experiential learning and its general and specific application to construction management education. Self- administered questionnaires were completed by I" year as well as senior students registered for the National Diploma: Building as well as the B. Tech. degrees in Construction Management and Quantity Surveying. The study suggests that although the experiential learning experience IS relevant and generally well accepted by all role-players, there is a mismatch between the needs of industry and what is being produced by the UT. The topics that form the programme are relevant, but a level of dissatisfaction exists with the preparation of construction management graduates to perform construction management functions do exist.

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2005 / This research study attempted to identify the computer science needs of a rural school and then attempted to see to what extent a higher education institution could meet those needs and to what extent it could not, through a service-Ieaming project. The study also attempted to develop a framework to guide the implementation of a serviceleaming project in computer science for a rural school. The study was set against the literature on the need for higher education to transform and demonstrate greater responsibility and commitment to social and economic development of society in general, and the need for increased participation, collaboration and partnership formation through service-learning projects in particular. The literature on computer use in schools and best practice for service-learning in higher education was also reviewed. Using qualitative approaches and data production methods the school teachers, learners, students and lecturers in a higher education institution were interviewed in order to establish the computer science needs of the school and to find out how the students and lecturers could address those needs through service-learning. The research findings indicated that the rural school in De Doorns has a serious lack of essential computer-related infrastructure such as the computer laboratory, computers, and well-trained staff in using computers. Other computer science-related needs included proposal writing, technical assistance and security personnel. The research findings also revealed that students and lecturers in the departments of Information Technology, Office Management, Human Resource Management and Education could be involved in the training of staff, enhancement of computer skills and proposal writing. From the research findings, it became evident that the two school community needs, Le. the provision of computer laboratories and security services, could not be addressed through service-Ieaming, but through funding proposals and fundraising that involved the Western Cape Education Department and the private sector. The study therefore demonstrates possible partnerships between schools and higher education institutions and calls for collaborative efforts that include government departments and the private sector in order to make education beneficial to the development of school learners, students in higher education and South African communities in general.

Thesis (DTech (Tourism and Hospitality Management))--Cape Technikon, 2003. / Many scholars in the social sciences, especially in the Hospitality industry have seen many changes over the years, based on research conducted in the workplace. Skills seem to be a popular research agenda. The literature is rich on how changes have occurred overtime in the hospitality industry workplace. With such a competitive environment this industry is functioning, it is important that entry level employees or current employees in the workplace possess a variety of non-technical skills. Once attained, these employees, will benefit the Hospitality industry, as happy clients / guests, will return, which will create a profitable workplace. It is vitally important that tertiary institutions pay specific attention to students and graduates, that they obtain non-technical skills, via co-operative education programmes, with a focus on the real employment world outside of education. This will equip them to find a job that could be satisfying and rewarding. Industry on the other hand should identify important non-technical skills and conduct on the job training, inducing such skills. The researcher found that the need for willingness to adapt and eagerness to learn was a consistent theme. The non-technical skills of communication, teamwork, initiative, problem solving and decision making were also highly valued. Respondents were dissatisfied with the quality of entry-level employees beginning their careers, especially graduates who lack non-technical skills. A need was seen for a long-term view of preparation of young people for work, beginning with parents and guardians, who should lay the foundations. Alongside them, educators should be fostering good attitudes and a love for learning, as well as lecturing verbal, numerical and other specific skills. Successful co-operative education programmes often could involve three key role-players, that of employers (managers / supervisors), students / graduates in this context and the tertiary institution they are studying at Technikon’s providing vocationally orientated co-operative education programmes, therefore need to continually examine what skills employers (managers / supervisors) consider to be important with regard to the skills required by students, entering the workplace. This research study revealed that there is a gap between the skills that students acquire in their formal studies and what employers (managers / supervisors) require. If this need is not recognised, the programmes, institution and students will suffer. The study is aimed at making a contribution towards co-operative education programmes in Hospitality and Tourism at technikons by identifying what non-technical skills the Border Technikon is not addressing. It was found that the skills not being adequately addressed fall in the non-technical skills category. The study identifies the non-technical skills required by employers (managers / supervisors) of Border Technikon Hospitality and Tourism students undertaking experiential learning.