design and implementation of a research based pedagogy · research focus research focus on the...

Design and Implementation of a Research Based Pedagogy …

… in support of intercultural learning as a developmental and formative process

with an interculturally sensitive student body as a goal

Gabriele Weber-Bosley, Ph.D SIO/Executive Director, Study Abroad and International Learning

Professor of Global Languages and Cultures

1

WEBINAR OUTLINE

Participants in this webinar will be able to:

• Identify key research-based findings regarding the development of intercultural awareness with and without an intentional, pedagogical intervention curriculum.

• Identify workable approaches within their own settings in

terms of the delivery mode for an intervention curriculum

• Recognize that quantitative and qualitative student assessment must go hand in hand when delivering an intervention pedagogy

• Recognize that the course can be delivered with the student as learner and teacher

2

Source: Frontiers Journal, Amerispan http://www.coursehero.com/blog/2011/09/15/infographic-the-roi-of-studying-abroad/ 4

http://www.coursehero.com/blog/2011/09/15/infographic-the-roi-of-studying-abroad/












RESEARCH

BACKGROUND !

5

ASSESSMENT

• The purpose of this study is to address the internationalization of a university in terms of the development and assessment of intercultural competence via an effective and sustainable intervention pedagogy with assessment of student learning through …..

• Qualitative (extensive student writings over 1 semester)

• Quantitative (pre and post IDI & GPI, plus informal Internal Institutional Impact Study)

6

….“a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts. (J. Bennett, 2008a, p.16)

INTERCULTURAL COMPETENCE

7

RESEARCH QUESTION

“If the impact of internationalization of higher education is measured in part by the level of intercultural competence developed by its graduates, then can a U.S. liberal arts experience over four years develop intercultural competence through a variety of activities and experiences that expose the student to difference via curricular and extracurricular learning abroad, and if it can to what extent can it best be accomplished?”

8

RESEARCH FOCUS

Research focus on the effectiveness of a special intervention curriculum for students engaged in learning abroad with primary emphasis on qualitative assessment.

Analysis of the level of intercultural competence development through pre and post testing vis-à-vis a variety of high impact college experiences,

Quantitative and qualitative research attention on the impact of intercultural course work while abroad.

The pedagogical approach to reflect the current paradigm shift in learning abroad, relying on guided intervention to achieve explicit learning outcomes rather than leaving intercultural learning to chance.

9

RESEARCH METHODS & DATA COLLECTION

My research utilized a randomized experimental, mixed methods approach with a combination of

8 separate longitudinal and cross-sectional studies referencing a total of

16,787 students over 4years via qualitative and quantitative assessment.

Focus was on 3725 students at Bellarmine University in Kentucky, 1812 of these were IDI pre &post tested.

Largest data set of pre & post study abroad impact IDI study undertaken to date.

1812 participants versus 1159 in the last IDI study abroad impact study, the Georgetown Consortium Study of 2003-2005.

10

Learning by Chance

Learning by Design

LEARNING ABROAD PARADIGMS

11

Experiential

Constructivism Relativism

Positivism

Travel & Exposure

100 Years of LEARNING ABROAD

12

A paradigm shift … “is a reconstruction of the field from new fundamentals that changes some of the field’s most elementary theoretical generalizations, as well as many of its methods and applications. . . When the transition is complete, the profession will have changed its view of the field, its methods, and its goals.” (Thomas Kuhn, 1962)

PARADIGM SHIFT

13

“Within this traditional paradigm, learning means acquiring “facts or objects out there that we store in our head” Maturana, H. & Varela, F. (1992)

1920s …… POSITIVISM

Exposure to People and

Places of Privilege

Educator Delivers Content

Educator & Exposure

EDUCATOR LEARNER

14

1960s ….. RELATIVISM

Educator Structures Experience

Increase Duration Improve Language

Proficiency Direct Enrollment Housing with family Maximize Contact w

Locals/buddy systems Enhance with

Internships, Service Learning etc.

Characteristics

EDUCATOR LEARNER

15

EXPERIENTIAL CONSTRUCTIVISM Educator Facilitates Learner’s Reflection and Meaning Making

EDUCATOR LEARNER

Interculturally Trained, Competent Facilitator

Actively Involving Students in the Process of Learning

Providing Prompt and Frequent Feedback

Challenge and Support for the Learner

Making Meaning

16

Connections to ….

EDUCATOR LEARNER

Intercultural Relations International Relations Experiential Learning Neuroscience Anthropology Psychology Sociology Developmental Models

in Teaching and Learning

Learning “from the inside out”: Acting on our awareness of our own and others’ meaning-making

17

.

Concrete Experience Direct interaction with host nationals

Self-Awareness

Abstract

Conceptualization Discussion & analysis

Cataloguing / schematizing of

cultural values & assumptions

Active Experimentation Developing empathy

Trying new ways of interaction

Reflective Observation Neutral recording of events

Kolb’s Learning Cycle as adapted to the study abroad context by Lilli Engle

18

Slide Available Online:http://www.coe.int/T/E/North-South_Centre/Programmes/3_Global_Education/c_GENE/GENE%20Web-page%20-%20(3)%20Hesse%20article.asp

THE STRUCTURE OF THE KNOWER:

19

Structure of the Knower: Intercultural Development Continuum

55-70 70-85 85-100 100-115 115-130 130-145

20

Research on Intercultural Development: Pre-Post IDI Gains (95 Point Range)

Program Interventions Post IDI Gains

No study abroad On campus 0 points

Georgetown Consortium Study Unfacilitated + 1.27 points

Georgetown Consortium Study Facilitated with cultural mentoring on site + 5.00 points

University of Minnesota, Twin Cities (Maximizing Study Abroad)

Online course with limited cultural mentoring + 4.50 points

Willamette and Bellarmine (2008) Online course (with intercultural facilitation by instructor) + 8.20 points

CIEE: Seminar on Living and Learning Abroad

Comprehensive on site intercultural instruction + 9.00 points

UM Duluth (Psychology Dept.) Comprehensive on site intercultural facilitation (one year) + 12.00 points

American University Center of Provence: Comprehensive

On site Intercultural facilitation (Coursework, cultural mentoring, structured cultural immersion)

+ 12.50 points

University of the Pacific School for International Studies

Bookend with 3 credit pre-departure and reentry courses, What’s Up with Culture on line support, Semester long study abroad, Intercultural embedded in the Global Studies curriculum

+ 17.50 points

Bellarmine University Online Course with Intercultural Facilitation by Instructor (2008-2012) compared to FF Year.

+ 18.64 points

Intercultural Learning Abroad

12.47

9.22 8.91 5.26

1.28

Ecuador

n ia

Finland

apan

Argentina

England

ran e U raine

Sweden

Chile

outh ri a

ew ealand

China

Int’l Students in the US

22

1 credit hr pre-departure course, mandatory for all long term study abroad students during semester prior to study abroad

IDI Pre-Assessment

Classroom face to face pre-departure group experience with qualitative assessment

Student has cultural immersion experience abroad

Meta level culture learning via on line course through interaction with ALL classmates in multiple cultures around the globe, plus international students in course on home campus

Intercultural Research Project

DURING Intercultural Experience

IDI Post-Assessment

Classroom face to face re-entry group experience & research presentation

Individual re-entry interview with facilitator plus qualitative assessment

"Cultures in Motion" a Community based K-12 Re-Entry Service Project

POST

Intercultural

Experience

PRE

Intercultural

Experience

FRAMEWORK FOR REFLECTIVE

INTERVENTION IN LEARNING

ABROAD (FRILA) ©

23

81.65

80.83

81.66

82.93

80.00

80.50

81.00

81.50

82.00

82.50

83.00

83.50

FF Fall 2008(N=248)

FF Fall 2009(N=257)

FF Fall 2010(N=331)

FF Fall 2011(N=389)

Bellarmine Freshmen IDI Developmental Orientation 2008/2009 - 2011/2012

N=1225

Research on Intercultural Development: Control Group

24

81.51 80.83

81.66

82.93

84.85 84.98

86.26

90.38

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

2008/2009Freshmen: N 248

Seniors: N 99

2009/2010Freshmen: N 257

Seniors: N 110

2010/2011Freshmen: N 331

Seniors: N 139

2011/2012Freshmen: N 389

Seniors: N 169

IDI - QEP Effectiveness Data BU Freshmen to Seniors Cohort

4-year Linear Comparison

Freshmen

Seniors

BU 2008 Cohort - 8.87 Gain vs. 1.27 Gain in the

Georgetown Consortium Study

Research on Intercultural Development: Pre-Post IDI Gains

25


81.89

87.18

100.37

80

92

104

Freshman Average

2008-2012

(N=1225)

All Seniors

2008-2012

(N=517)

IDC 301

2008-2012 (N=60)

IDI Developmental Orientation Comparison

BU Freshmen - Seniors - IDC 301

2008/2009 - 2011/2012

N=1802

IDC Facilitated

Learning Gain

over

FF Year Av. is

18.48 pts

vs.

GCS Study

Abroad

Gain of 1.27

26

63%

35%

2%

47% 49%

4%

13%

68%

18%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Denial/Defense/Polarization

Minimization Acceptance/Adaptation

IDI Distribution Comparison BU Freshmen - Seniors - IDC 301

2008/2009 - 2011/2012 N=1802

Freshmen 2008-2012 (N=1225)

Seniors 2008-2012 (N=517)

IDC 301 2008-2012 (N=60)

Research on Intercultural Development: Pre-Post IDI Gains (BELLARMINE)

27

81.89

85.59 87.18

89.72 91.63

100.37

80.00

85.00

90.00

95.00

100.00

105.00

Freshman

Average

2008-2012

(N=1225)

Seniors who

did not study

abroad (N=381)

Seniors

2008-2012

(N=517)

Study Abroad

Seniors only -

no Intervention

Course (N=109)

All Study

Abroad Seniors

(incl. Seniors in

Intervention

Course)

(N=136)

Students in

IDC 301

Intervention

Course

(N=60)

Cross-Sectional Study: IDI Developmental Orientation

Comparison

Seniors with Sub-Group Breakdowns

2008/2009 - 2011/2012

N=517


28

79.91151

87.56659

81.7428

101.55527

82.78374

91.29328

87.45667

100.10973

75

80

85

90

95

100

105

Fresh

N=1210

M=355

F=855

SR No Inv

N=100

M=32

F=68

SR No StA

N=364

M=97

F=267

StA w Inv

N=60

M=11

F=49

Cross-Sectional Research Study 2008-2012

Male (N=500) vs. Female (N=1260)

(N=1760)

Male

Female


29

81.65 81.99 83.77

89.61

80

82

84

86

88

90

92

Freshmen YearFall 2008N = 248

Sophomore YearFall 2009

N = 96

Junior YearSpring 2011

N = 55

Senior YearSpring 2012

N = 51

IDI Developmental Orienation Bellarmine FF 2008 to 2012 SR

COHORT N =248

+1.78

+ 0.34


30

Research on Intercultural Development: Pre-Post IDI Gains (95

Point Range)

80.57 82.79 77.13 76.59 78.40

89.61 89.04 90.49 86.57

99.62

0.00

20.00

40.00

60.00

80.00

100.00

120.00

2008 CohortN=51

2008 CohortNo StudyAbroadN=31

2008 CohortAll StudyAbroadN=20

2008 CohortStudy Abroad

withoutintervention

N=14

2008 CohortIDC 301

InterventionCourse

N=6

2008 -2012 Cross-Sectional Study: Freshmen to Seniors COHORT IDI

Development N=51

FreshmanAverage

SeniorAverage

+ 9.04

+ 6.35 + 13.31 + 9.98 The GCS gain is 1.27

+ 21.22


31


81.73

87.18

99.36

91.63 89.72

85.59

75

80

85

90

95

100

105

FreshmanAverage

2008-2012(N=1225)

Seniors Average2008-2012

(N=517)

Seniors inInterventionCourse Only

(N=27)

All StudyAbroad Seniors(incl. studentsin Intervention

Course)(N=136)

Study AbroadSeniors Only -

No InterventionCourse(N=109)

Seniors who didnot Study

Abroad(N=381)

IDI Developmental Score Comparison Bellarmine Seniors

2008/2009 - 2011/2012

32

81.51

90.38

103.63

93.04 90.06 89.53

75

80

85

90

95

100

105

110

FreshmanAverage

2008/2009(N=248)

Seniors Average2011/2012

(N=169)

Seniors inInterventionCourse Only

(N=9)

All Study AbroadSeniors

(incl. students inIntervention

Course)(N=41)

Study AbroadSeniors Only -

No InterventionCourse(N=32)

Seniors who didnot Study

Abroad(N=381)

IDI Developmental Score Comparison 2012 Spring Bellarmine Seniors vs 2008 Freshmen

N= 880


22.12 pts SR Gain versus FF score

33

86.95

73.46

86.64 84.75

93.68 88.09

92.87 92.82 90.48 86.67

91.14 92.89 93.69

82.96 88.74 87.03

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

CCSA London,Ireland (N=2)

Pre & PostIDI Scores

KIIS France,Spain (N=2)Pre & PostIDI Scores

South Africa(N=4)


Peru FieldSchool (N=5)Pre & PostIDI Scores

Guatemala(N=19)


DominicanRepublic(N=18)


Linkoping(N=5)


Quito (N=5)Pre & PostIDI Scores

Bellarmine University Short Term Faculty-Led Programming

N=60 (N=47 without Intervention & N=13 with Intervention)


34

91.58

88.73

80.00

82.00

84.00

86.00

88.00

90.00

92.00

94.00

Service Total (N=47)Pre & PostIDI Scores

Bellarmine University Short Term Faculty-Led Service Programming

with No Intervention N=47

Loss of

– 2.85


35

83.93

91.02

80

82

84

86

88

90

92

Faculty Led Total (N=13)Pre & Post IDI Scores

Bellarmine University Short Term Faculty-Led Service Programming with

Minimal Intervention


36

Research on GLOBAL PERSPECTIVES: Pre-Post GPI Gains

37

3.69

3.85 4.05 3.89 3.90

3.83

3.29

3.43

3.97

3.68 3.64

3.39

3.55 3.61

4.06

3.80

3.84

3.50

3.71

3.67

4.16

3.87

3.73

3.57

3.00

3.20

3.40

3.60

3.80

4.00

4.20

4.40

CognitiveKnowing

CognitiveKnowledge

IntrapersonalIdentity

IntrapersonalAffect

InterpersonalSocial

Interaction

InterpersonalSocial

Responsibility

Intervention Pedagogy Reflected in GPI Results

N=8116

Post Study AbroadIDC 301Intervention CourseN=7

BU FreshmenAverageN=1213

BU Seniors AverageN=360

National SeniorsAverageN=6536

Research on GLOBAL PERSPECTIVES: Pre-Post GPI Gains

38

IDC 301 Focus Group Fall 2012 (10)

91.76

98.41

80.00

85.00

90.00

95.00

100.00

105.00

IDC 301 Pre Average IDC 301 Post Average

IDC 301 Focus Group Fall 2012

IDI Scores (with outliers)

N=10

Gain

+ 6.65

39

IDC 301 Focus Group 2012 (8)

86.60

101.68

80.00

85.00

90.00

95.00

100.00

105.00

IDC 301 Pre Average IDC 301 Post Average

IDC 301 Focus Group Fall 2012

IDI Scores (without outliers)

N=8

Gain

+ 15.08

40

CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS

This research strongly supports the effectiveness of …. the Paradigm Shift to Experiential Constructivism! the Developmental Model of Intercultural Sensitivity (DMIS) Theory by M. Bennett/1987 ! the ITIM (Intentional Targeted Intervention Model) within the intervention pedagogy framework of Reflective Intervention in Learning Abroad(FRILA): PRE – DURING - POST ! the use of the IDI as a teaching tool. stu ents’ self directed, reflective learning.

41


The implications of this research for the field of international education, (i.e. the development of GLOBALLY READY GRADUATES ) are such, that in order for real transformation to occur during learning abroa …………..

it is imperative that universities give students access to a guided curriculum with emphasis on engagement and reflection, balancing the fine line between CHALLENGE AND SUPPORT.

42


Research on whether or not the evidenced cultural development is enduring with longitudinal impact.

Examination of predispositions and orientations that lead a student to the decision to engage in learning abroad and opening themselves up to the “other”.

Further research into the development potential of reflection and meaning making in SHORT TERM faculty led programming and its assessment.

Research into effective practices of "training the trainer".

Application of these findings into the IaH scenarios on university campuses and the wider local communities vis-à-vis the exposure to and interaction with DIFFERENCE for the reduction of Ethnocentrism.

43

• SELF : Assignment 2 Disc C-Shock • Culture shock is thought of as a profound learning experience that leads to a high degree of self-

awareness and personal growth. Rather than being a disease for which adaptation ture Shock is the cure, culture shock is at the very heart of the cross-cultural learning experience. It is not a singular event, but an ongoing experience in self-understanding and change.

• ele t a parti ular lo ation in your new town that seems espe ially “ oreign” to you an plan a visit to it. There are many possibilities. Your choice/activity might be one of the following:

• Visiting (and participating in) a church/religious ceremony. • Attending a sporting event and sitting in the stands with the home team. • This assignment must encompass 4 conditions: • Your visit should be at least 2-3 hours, i.e. a morning, afternoon or evening. • You should be able to be a participant-observer within the location you choose. Do not arrange a

“gui e tour,” observing rom the “outsi e.” ttempt to involve yoursel ire tly in the a tivities o your chosen site.

• Develop a written re or o your experien es, thoughts, an eelings in this “ oreign” environment. • With your phone’s amera, take approximately 1 min o vi eo o your lo ation/event/surroun ings,

narrating out loud how most or all of your senses are engaged (i.e. seeing, hearing, smelling, feeling etc.) as well as your thinking. How does the act of filming effect your sense of SELF, OTHERS, and the ENVIRONMENT/EVENT?

• Conclude your written writing record with a reflection on weather and how the act of filming effected your sense of self, others and environment/event. Is it easy or difficult to put into words your experience of this place/event?

• Meet with someone else from your group/host university and share what you have written and filmed and discuss the activity as a whole. Include in your final report (no more than 2 pages) conclusions or observations resulting from sharing the written work.

• The idea for this activity was inspired by Indrei Ratiu’s “ imulating Culture ho k,” in Experiential Activities for Intercultural Learning, p.101.

44

INTERVENTION COURSE

• SELF: Assignment 3 Disc Experiential Learning Cycle • The experiential learning cycle goes roughly like this:

• you have an experience,

• you reflect on the experience,

• you reach some conclusions/generalizations about the experience,

• you then apply the new knowledge to everyday life. This application often will result in a new experience and the cycle continues.

• The cycle begins with the development of consciousness and never ends as long as you are conscious of your environment. It follows that the more intense the experience, the more likely that the reflection, generalization and application will result in a more ramati evelopment/improvement in one’s riti al sel -consciousness. This result, however, is highly dependent on the reflection stage of the cycle. The converse is also true. If your experiences hardly vary, there will be less to process through the cycle and therefore there will be a lower degree of personal development.

• Re all the segment on the “Hero y le” rom the pre-departure session. This is essentially the same thing as the experiential learning cycle, only in reference to more extreme forms of experience. Relative to the average person and average daily experience, extended cultural immersion is certainly an extreme form of experience. As such, it represents great opportunity. It also represents great challenge. In this way it is much like the hero cycle. There is a further similarity. When the mythi al hero returns, (s)he omes ba k (the appli ation stage o the y le) to “enlighten” his/her ommunity with the new knowledge. You too will have much new knowledge to share with family and friends, not the least of which will be your more highly developed sense of critical self-consciousness and perspective-taking ability.

• None of this is easy, especially when dealing with the many challenges and trials associated with intense new experiences. The reflection stage is also often difficult, but that is what this course is designed to help you with.

• Write up a list of positive and negative experiences (from arrival until now) that have been particularly intense - emotionally, psychologically, or physically.

• Choose one from your list and apply it to each stage of the experiential learning cycle as described above. (4 pages, quote at least two sources)

45

INTERVENTION COURSE

• OTHER: Assignment 1 Time is of the Essence • A focus on the concept of Time and its role and place in a culture is often very

revealing of the fundamental values upon which a society is built. Consider the many definitions and uses of the word/concept of time in the English language: Time is money; t’s about time; Time out; and so on – there are many, many more.

• As you walk around town and meet and see people, pay attention to the role and place of Time. How physically and conceptually dominant (or not) is it? Record your observations and consider some implications about basic cultural values that result from your findings.

• Consider as well the way Time is represented in the host language. Does the host language have just as many different definitions and uses as English or are there just a few dominant ones? Is there one parti ular e inition that you think really aptures the people’s ( ulture’s) relationship to time? This assignment shoul be no more than 2 pages.

46

INTERVENTION COURSE

47

OTHER: Assignment 5 Disc Institutions At the pre-departure session, you received a handout on institutions titled “Analytical Framewor for Global Explorations and Meanings.” This handout is designed to help students examine a society by its fundamental components. Read through the entire handout, taking particular note of the comments on page one regarding cultural relativism and zenocentrism. Select 3 (the institution of EDUCATION, plus 2 institutions of your choice) of the primary societal institutions and investigate/research the answers to the questions listed under your chosen institution. Be are ul not to “over-generalize.” or example, i you are examining the amily as an institution keep in mind that your host family is just one example which may or may not be an accurate indicator. You might find it useful to draw comparisons with what you know about your selected institution in the US. Conclude your assignment by answering the last question in bold type on your handout: What does the institution tell you about the society as a whole? This assignment should be between 4-5 pages.

INTERVENTION COURSE

• SYNTHESIS: Assignment 1 Proverbs • Although we all know a proverb when we hear one, it is difficult to define

the term precisely. One definition is: a short, pithy, epigrammatic statement, which sets forth a general, well-known truth. When viewed as a communicative act, they are vehicles for sending messages about the values, norms, and customs of a people. They serve as witnesses to the social, political, ethical, and religious patterns of thinking and behaving of a cultural group.

• Create a list of HOST country proverbs by asking your HOST country friends/family. For each proverb be sure to ask the person to explain what it means. Analyze what cultural values are being reinforced (you might do well to discuss this first with your host culture counterpart). Try to come up with an English proverb that matches each host culture proverb. Sometimes it will only match in part; other times it might be a closer match.

• Consider the differences and similarities of each pair of proverbs. What assertions can you make about the differences and similarities of the host and US cultures based on your sample of proverbs? This assignment should be no more than 2 pages.

48

INTERVENTION COURSE

• SYNTHESIS: Assignment 5 Disc Institutions • At the pre-departure session, you received a handout on institutions titled

“Analytical Framewor for Global Explorations and Meanings.” This handout is designed to help students examine a society by its fundamental components. Read through the entire handout, taking particular note of the comments on page one regarding cultural relativism and zenocentrism.

• Select 3 (the institution of EDUCATION, plus 2 institutions of your choice) of the primary societal institutions and investigate/research the answers to the questions listed under your chosen institution.

• Be are ul not to “over-generalize.” or example, i you are examining the Family as an institution keep in mind that your host family is just one example which may or may not be an accurate indicator.

• You might find it useful to draw comparisons with what you know about your selected institution in the US.

• Conclude your assignment by answering the last question in bold type on your handout: What does the institution tell you about the society as a whole? This assignment should be between 4-5 pages. 49

INTERVENTION COURSE

Student FEEDBACK – “This course really helped me adjust to the new culture” – “This course really forced me to really move outside my comfort zone” – “The course gave me a reason to critically reflect throughout the entire

semester abroad” – “I have learned that I need to evaluate cultural differences more objectively

instead of reacting emotionally” – “It made me focus more on the issues surrounding me, rather than just

watching them pass by” – “The course assignments forced me to dig deeper into the culture than I

otherwise would have done, while others gave me an opportunity to express my emotions and feelings”

– “I have become more critical of my own culture after having had to analyze in depth my host culture”

– “I understand myself as a product of my own culture, and try to understand the people I meet here as products of their culture”

– “The practice of critical reflection is something I will ta e bac to the States with me and continue to employ.”

– “It helped me evaluate my surroundings and develop my personal reasoning s ills and beliefs”.

– “I now have such a strong desire to now the who, when, where, what and why of other cultures, esp. with regard to our international students on campus.” 50

Provide a context for the student experience

Define vocabulary for discussing culture and cultural theory

Emphasize the pleasure & value in the ability to decipher

cultural tendencies

Create an environment of openness and sharing and

intellectual curiosity

Reveal the existence and legitimacy of other realities

Replace the security of resemblance

with the fascination for difference

Emphasize methodologies instead of explanations

Emphasize process instead of answers

CONCLUSIONS

for Facilitating Experiential Learning

51

QUESTIO S ….. ?

52

THANK YOU ! [email protected]

mailto:[email protected]

design and implementation of a research based pedagogy · research focus research focus on the...

Documents