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- W656248823 abstract "There is an old Chinese proverb, sometimes attributed to Confucius, which states 'I hear and I forget. I see and I remember. I do and I understand', which suggests that experience is the best teacher. There is a close fit here with issues which Kolb (1984:21)) discussed about the Lewinian experiential learning model which hinges progress in learning on the impact of the 'concrete experience'. However, another proverb sometimes attributed to Confucius says 'By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest.' But there is no real dichotomy here, experience can be a bitter teacher – how many students do you know (or even colleagues or perhaps even yourself) who have learned through personal bitter experience the simple lesson of 'Read the question before you start, while you are answering it, and again when you think you have finished'. For a graded summative assessment failing to consider this can be personally disastrous, but it is a lesson remembered (hopefully) by most. But is personal experience the only option? Can we learn 'experientially' from other people’s experience? Dewey ( 1938:69) suggested a model of experiential learning based on observation of the environment (conditions), knowledge of what has happened in similar situations in the past – through personal experience or from information, advice or warnings from those with wider experience , and judgement to blend these into a decision (author’s emphasis). This paper explores areas around experiential learning, case study use, problem based learning and the requirement for students to engage with more complex learning and assessment environments. This requirement is driven by student learning strategies (Lim and Johnson, 2002) and employer perceptions of student competency shortfalls (CBI, 2007). A possible solution used by the author in teaching project management techniques is explored in terms of pedagogy, and student and teacher engagement. The approach offers a rich and varied set of information sources, and provides students with a complex environment to analyse and report on." @default.
- W656248823 created "2016-06-24" @default.
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- W656248823 date "2012-03-01" @default.
- W656248823 modified "2023-09-22" @default.
- W656248823 title "Learning and Teaching in Business through Rich and Varied Information Sources" @default.
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