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What is Learning Experiences

Chapter 20
Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts, Case Studies, and Practical Implementation
Any experience, planned or unplanned, in any number of settings and contexts that transforms learner insights, supports emotional growth, and builds knowledge, skills, and dispositions.
Published in Chapter:
Universal Design for Learning for Clinical Educators: Design Thinking in Clinical Settings
Diana J. LaRocco (Goodwin University, USA) and Lisa L. Fanelli (University of Saint Joseph, USA)
Copyright: © 2021 |Pages: 23
DOI: 10.4018/978-1-7998-7106-4.ch020
Abstract
As the diversity of students continues to increase in institutions of higher education, so does the need for faculty to provide equitable learning experiences for all students. Clinical practice experiences are an integral component of healthcare education programs' curricula. Credentialed practitioners in the clinical settings become extensions of didactic faculty and serve a crucial role in building students' competency in practical skills and translating didactic learning to clinical reasoning. In this chapter, the authors describe how to leverage the universal design for learning (UDL) framework as a tool for designing clinical experiences in ways that address student diversity and the continuum of student variability in motivation, knowledge, resourcefulness, and self-direction. Steps in a UDL-aligned design thinking cycle will be presented and applied to analyze three clinical educator-student vignettes. Within each, examples of common barriers to learning will be identified and UDL-based solutions will be proposed.
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Chapter 12
Leading P-12 Transformative Initiatives in Personalized Learning: Empowering Teachers and Students to Assert Agency in Their Own Development
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Chapter 2
STEM-Related Career Development of Immigrant and International College Students at an Historically Black University
Are defined as social persuasion, vicarious learning, physiological arousal, and performance accomplishments (Lent et al., 1994, 2000).
Published in Chapter: STEM-Related Career Development of Immigrant and International College Students at an Historically Black University; From: Examining the Career Development Practices and Experiences of Immigrants
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Chapter 13
Using Technology in Pedagogically Responsive Ways to Support Literacy Learners
The activities planned by teachers and enacted by students in classroom environments. These are carefully designed to meet a specific rationale, learning objective or outcome.
Published in Chapter: Using Technology in Pedagogically Responsive Ways to Support Literacy Learners; From: Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges
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Chapter 6
What Can College Teachers Learn From Students' Experiential Narratives in Hybrid Courses?: A Text Mining Method of Longitudinal Data
A term that is used to define any traditional or non-traditional educational interactions or other experiences as a result of students’ learning process in either traditional academic or non-traditional (e.g., technology-enhanced) settings inside a classroom or in an outside-of-school locations.
Published in Chapter: What Can College Teachers Learn From Students' Experiential Narratives in Hybrid Courses?: A Text Mining Method of Longitudinal Data; From: Theoretical and Practical Approaches to Innovation in Higher Education
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