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Learning by Doing
Learning from doing or Experiential learning is the process of making meaning from direct experience. A person remembers 90% of what they do, as opposed to as little as 10% of what they hear, making experiential activities among some of the most powerful teaching and learning tools out there (The evidence for learning by doing Adapted from E. Dale, Audiovisual Methods in Teaching, 1969, NY: Dryden Press). By taking this approach to learning, at EDF Energy we hope to improve our performance by delivering training that’s faster, more thorough and more relevant.
Most trainers understand the importance of emotion and feelings in learning from experience, and it’s been recognised as an important part of experiential learning. The individual needs to involve themselves in the experience directly, before reflecting on their experiences using analytic skills. That way, they’ll not only gain a better understanding of the new knowledge, but retain the information for longer.
In flipped learning, students begin by studying the topic themselves using video lessons prepared by a trainer. Once in class, the students then apply that new knowledge to problem solving and practical work. Only when a student becomes stuck will the trainer provide help and advice, meaning that students learn by asking questions and working together. It’s an approach that allows teachers to offer hands-on support to individuals or groups of students throughout the session
Serious games are simulations of real-world events, processes designed to solve a problem, or learning and development programmes. Aimed at audiences outside of education, serious games can be entertaining, but their main purpose is to train or educate users.
From Nuclear Plant Control room simulations, to trainers making test phone calls in the classroom, Campus is supporting the full simulations spectrum as part of Experiential learning.
The act of simulating something first requires that a model be developed – a model that represents the key characteristics or behaviours of the selected physical or abstract system or process. The model represents the system itself, whereas the simulation represents the operation of the system over time.
Simulation is used in many contexts, such as simulation of technology for performance optimisation, safety engineering, testing, training, education, and video games. It is also used with scientific modelling of natural or human systems to gain insight into the way they function, to show the real effects of alternative conditions and courses of action or when the real system cannot be engaged.