Mõnikord tundub, et õppimine (nii nagu ka näiteks juhtimine või lugemine) on midagi iseenesestmõistetavat; midagi sellist, mida kõik oskavad. Mis sellest ikka rääkida! Ometi on sellises mõttekäigus põhjust kahelda ja õppimise-omandamise erinevate tehnikate kasutamisega võib igaüks kiiresti ise vastuseni jõuda. Ja kui veel liikuda edasi eeldades, et õpime millegi kohta, siis …
Nii ongi õppimise õppimine ehk üks arukamaid ajaveetmise viise. 🙂
Konteksti avamisel märgitakse:
it has been argued that, in order to be successful in the complex, globalized and technology dependent 21st century, public affairs practitioners need to display abilities such as learn on the job, apply knowledge and critical thinking skills to problem-solving, use a problem-solving oriented approach as a platform for creativity, and communicate effectively in complex situations (Rosenbaum, 2006; Van der Wal, 2017)
… ja aktiivõppest sissejuhatuseks:
As some literature public administration has claimed, in order to acquire key contemporary practical skills for public sector practice, public affairs students need to be at the center of the learning process (Moreno, 2015; Rubaii, 2016), something that active learning, understood as a set of manifold practices that allow self-reflection and focus on practice (Ambrose et al., 2010), has claimed to do effectively. Hence, if active learning is an effective tool for developing practical skills through teaching strategies such as retrieval practice, spacing, or interleaving (Brown et al., 2014), using participant-centered practices could be a frequent practice in public affairs schools as prominent actors of governance education (Dufour, 2012; Rosenbaum, 2014).
the purpose of this work is to identify the state of the art of active learning practices in leading public affairs schools and, then, to explore whether those practices can be effectively adapted and used in a school of public affairs in a developing country. Our unit of analysis is the school of public affairs. […] This work aims to serve both research and educational purposes.
According to the previous definitions, we argue that one key goal of active learning is to create a learning community in the classroom, putting the student as a central, active, key agent of the process (Oros, 2007). Eison (2010) defines active learning activities as those that include engaging students in thinking critically or creatively, speaking with fellow students in small groups or the whole class, expressing ideas through writing, and reflecting upon the learning process. Thus, we will use in this article the term active learning in order to refer to those practices that put the student as the protagonist of the learning process. A process that entails several classroom activities such as case studies, teamwork, simulations, role playing, acting, debating, questioning, among others.
we found that the teaching of public affairs in core courses at top international schools appears to be frequently materialized in basic active learning approaches (e.g. active class preparation and class participation). […] other active learning strategies such as case studies, PBL, teamwork, capstones, simulations and practicums have started to appear to be frequently used […] the evidence shows that most active learning practices appear to be easily adapted in the context of the case analyzed […] the results of this work open the avenue for further study of the factors that promote effective innovation in public affairs education through active learning
Careaga-Tagüeña, M., & Sanabria-Pulido, P. (2021). Use of active learning strategies in public affairs education: Advances and lessons from the scholarship and the practice. Teaching Public Administration. https://doi.org/10.1177/01447394211004992