[:en]Experiential Learning and The 7Cs [:cy]Dysgu Drwy Brofiad a’r ‘7 nodwedd'[:]

[:en]Professor Richard Owen, from the Hilary Rodham Clinton School of Law, recently presented a great  ‘7 Characteristics of a Good University Teacher’ seminar at SALT.

In this very enjoyable and well-attended session, Richard explained how and why he has taken an ‘experiential learning’ approach in his teaching and what its benefits have been. His initiatives speak strongly to Chickering and Gamson’s ‘Seven Principles of Good Undergraduate Education’ which Richard illustrated through several examples of his own teaching practice.

What is Experiential Learning ?

Richard drew on Felicia’s (2011) definition,

experiential learning is the process of learning through experience, and is more specifically defined as learning through reflection on doing

Higher education teachers may also be familiar with Kolb’s ‘experiential learning cycle’,  which is typically represented by a four-stage learning cycle, in which the learner ‘touches all the bases’ from concrete experience, on to reflective observation, abstract conceptualisation and active experimentation.

Richard also quoted that the words of the ‘grandfather of experiential learning’, John Dewey, which remind us of the value of direct experience.

Such happiness as life is capable of comes from the full participation in the endeavor to wrest from each changing situation of experience its own full and unique meaning.

Or in Richard’s words,

Learning comes to life when you have some way of relating it to your own experience

What are the main drivers of experiential learning ?

Richard discussed six influences,  among many current drivers.

Main drivers of experiential learning are employability, smooth transition from higher education to work, engaging students in high level research and practice, soft skills, citizenship and major social problems, creativity, millenials like to make a difference.

Richard also spoke of how experiential learning allows teachers to move into the affective domain, which is important as one in three lawyers report the experience of mental health issues linked to their work.

Experiential learning opportunities help prepare students for the challenging nature of the legal profession, raising self-awareness of the emotional challenges. The soft and interpersonal skills that are vital in professional practice can be learned in practical, creative, engaging and effective ways, with reflection and staged progress.

What aspects of Richard’s teaching are experiential ?

Richard is the Director of  The Swansea Law Clinic. His approach to learning and teaching includes:

  • simulated activities
  • real client experience
  • community engagement

Clinical legal education includes simulated activities, mooting, simulated negotiations, simulated interviews, real advice and assistance, miscarriage of justice project, prison law, legal aid exceptional case funding, one stop shops, casework, community legal education and street law.

Inspired by practice-led teaching in Australia and the USA, Richard feels it is important to focus on preparing students for professional practice at an early stage of their legal education. Upon his appointment as Swansea Law Clinic Director, he introduced projects such as ‘Miscarriage of Justice’, which was the first Clinic project to start in 2017. It works with clients who have exhausted all avenues of the criminal justice system, but doubts remain over their conviction.

Louise Shortner from ‘Inside Justice’ said that the project brings a

real hands on approach to students’ learning and supports students by working in collaboration with legal and forensics that really empowers them

  • The Swansea Law Clinic’s Annual Report 2017/18 features more on this and other projects in its first year of operation.
  • Richard himself was a finalist in the UK’s Law Teacher of the Year, a prestigious national award, sponsored by Oxford University Press.

How do these experiential learning opportunities demonstrate the ‘7Cs’ ?

Richard structured the middle section of his talk around the way in which the Swansea Law Clinic’s teaching and learning projects demonstrate all seven of Chickering and Gamson’s characteristics or principles.

Seven principles of Good Practice in Undergraduate Education. Encourage contact between students and faculty, Develop reciprocity and cooperation among students. Encourage active learning. Communicate high expectations. Respect diverse talents and ways of learning. Emphasis time on task. Give prompt feedback. Chickering and Gamson 1987/91).

You can find out more by watching the full recording of the session on this link to SALT TV 

Richard closed his session by considering forms of experiential learning in disciplines other than law, which prompted some really interesting questions and discussion after the filming had finished.

This event was a great opportunity for the ‘cross-fertilisation’ of ideas across different colleges and schools at Swansea University.  If you’re a Swansea University teacher who, after watching the recording, has questions of your own, please do get in touch via me at SALT !

Perhaps your own practice could even be featured in the ‘7Cs’ programme!

Contact Rhian

Phone 01792 604302

Email r.e.ellis@swansea.ac.uk

Follow me on twitter Rhian Ellis @rhianellis3


References/Further Reading


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Yn ddiweddar, cyflwynodd yr Athro Richard Owen Ysgol y Gyfraith Hillary Rodham Clinton seminar ‘7 Nodwedd Athro Prifysgol Da’ yn Academi Dysgu ac Addysgu Abertawe (SALT).

Yn y sesiwn ddymunol hon, esboniodd Richard sut a pham y cymerodd ymagwedd ‘dysgu drwy brofiad’ at ei addysgu a’r manteision a gafwyd o ganlyniad. Mae ei fentrau’n cyfeirio’n gryf at ‘Saith Egwyddor Addysg Dda i Israddedigion’, a amlygwyd gan Richard drwy sawl enghraifft o’i arfer addysgu ei hun.

Beth yw Dysgu Drwy Brofiad ?

Tynnodd Richard ar ddiffiniad Felicia (2011) bod,

dysgu drwy brofiad yn broses o ddysgu drwy brofiadau, a chaiff ei ddiffinio’n benodol drwy ddysgu drwy fyfyrio ar wneud

Efallai y bydd athrawon addysg uwch hefyd yn gyfarwydd â ‘Chylch Dysgu Arbrofol’ Kolb, a gaiff ei gynrychioli fel arfer gan gylch dysgu pedwar cam lle mae’r dysgwr yn ‘cyffwrdd â’r holl seiliau’, o brofiad pendant i arsylwi’n fyfyriol, cydsyniadoli haniaethol ac arbrofi rhagweithiol.

Teimlodd Richard hefyd fod geiriau ‘taid dysgu drwy brofiad’, John Davey, yn ysgogydd pwerus.

Such happiness as life is capable of comes from the full participation in the endeavor to wrest from each changing situation of experience its own full and unique meaning.

Neu, yng ngeiriau Richard,

mae dysgu’n dod yn fyw pan fydd gennych ryw ffordd o’i gysylltu â’ch profiad chi

Beth yw’r prif ysgogwyr o ddysgu drwy brofiad ?

Trafododd Richard chwe dylanwad, ymhlith llawer o ysgogwyr cyfredol.

Main drivers of experiential learning are employability, smooth transition from higher education to work, engaging students in high level research and practice, soft skills, citizenship and major social problems, creativity, millenials like to make a difference.

Siaradodd hefyd am sut mae dysgu drwy brofiad yn galluogi athrawon i symud i’r maes affeithiol, sy’n bwysig gan fod un ym mhob tri o gyfreithwyr yn adrodd am broblemau iechyd meddwl sy’n gysylltiedig â’u gwaith.

Mae cyfleoedd dysgu drwy brofiad yn helpu i baratoi myfyrwyr ar gyfer natur heriol y proffesiwn cyfreithiol, gan gynyddu hunan-ymwybyddiaeth o heriau emosiynol. Gellir dysgu’r ‘sgiliau meddal’ a sgiliau rhyngbersonol sy’n hanfodol mewn arfer proffesiynol mewn ffyrdd ymarferol, creadigol, diddorol ac effeithiol, gyda myfyrio a chynnydd mewn camau.

Pa agwedd o ddysgu Richard sy’n ‘arbrofol’ ?

Richard yw Cyfarwyddwr Clinig y Gyfraith Abertawe. Mae ei ymagwedd at ddysgu ac addysgu yn cynnwys:

  • gweithgareddau efelychiadol
  • profiad go iawn cleientiaid
  • ymgysylltu â’r gymuned

Clinical legal education includes simulated activities, mooting, simulated negotiations, simulated interviews, real advice and assistance, miscarriage of justice project, prison law, legal aid exceptional case funding, one stop shops, casework, community legal education and street law.

Wedi’i ysbrydoli gan ddysgu a arweinir gan ymarfer yn Awstralia ac yn UDA, teimla Richard ei bod yn bwysig canolbwyntio ar baratoi myfyrwyr ar gyfer arferion proffesiynol yn gynnar iawn yn eu haddysg gyfreithiol. Pan gafodd ei benodi’n Gyfarwyddwr Clinig Gyfraith Abertawe, cyflwynodd prosiectau megis ‘Camwedd Cyfreithiol’, sef prosiect cyntaf y clinig i ddechrau yn 2017. Mae’n gweithio gyda chleientiaid sydd wedi dihysbyddu pob rhan o’r system cyfiawnder troseddol ond mae amheuon yn parhau ynghylch eu heuogfarn.

Meddai Louise Shortner o ‘Inside Justice’ fod y prosiect yn dod ag

ymagwedd ymarferol go iawn i ddysg myfyrwyr ac mae’n cefnogi myfyrwyr drwy gydweithio â maes cyfreithiol a fforensig sydd wir yn eu grymuso nhw

  • Mae Adroddiad Blynyddol 2017/18 Clinig y Gyfraith Abertawe yn cynnwys mwy am hyn a phrosiectau eraill yn ei flwyddyn gyntaf o weithredu
  • Cyrhaeddodd Richard ei hun rownd derfynol Athro’r Gyfraith y Flwyddyn, sy’n wobr genedlaethol urddasol a noddir gan Wasg Prifysgol Rhydychen

I ba raddau mae’r cyfleoedd dysgu drwy brofiad yn dangos y ‘7 nodwedd’ ?

Strwythurodd Richard ran ganol ei sgwrs o amgylch y ffordd y mae prosiectau dysgu ac addysgu Clinig y Gyfraith Abertawe yn dangos pob un o saith egwyddor neu nodwedd Chickering a Gamson.

Seven principles of Good Practice in Undergraduate Education. Encourage contact between students and faculty, Develop reciprocity and cooperation among students. Encourage active learning. Communicate high expectations. Respect diverse talents and ways of learning. Emphasis time on task. Give prompt feedback. Chickering and Gamson 1987/91).

Gallwch gael rhagor o wybodaeth drwy wylio recordiad o sgwrs Richard drwy glicio ar y ddolen hon i SALT TV 

Gorffennodd Richard ei sesiwn drwy ystyried ffurfiau ar ddysgu arbrofol mewn disgyblaethau ar wahân i’r Gyfraith, a fu’n sbardun am gwestiynau a thrafodaeth hynod ddiddorol ar ôl i’r ffilmio ddod i ben.

Bu’r digwyddiad yn gyfle gwych ar gyfer ‘croesffrwythlonni’ syniadau ar draws colegau ac ysgolion gwahanol ym Mhrifysgol Abertawe. Os ydych chi’n athro ym Mhrifysgol Abertawe ac mae gennych chi gwestiynau ar ôl gwylio’r recordiad, cysylltwch â ni yn SALT !

Efallai y bydd eich ymarfer chi’n cael ei gyflwyno yn y rhaglen ‘7 Nodwedd’.

Contact Rhian

Ffoniwch ar 01792 604302

E-bostiwch r.e.ellis@abertawe.ac.uk

Neu dilynwch fi ar Twitter Rhian Ellis @rhianellis3


Cyfeiriadau / Darllen pellach


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