Latest news with #ELT
The Hindu
7 days ago
- Science
- The Hindu
Experiential learning: how students can learn more effectively
Humans are a learning species. Our very survival depends on our ability to react and adapt to situations. To thrive, students should proactively create and shape their worlds. The sheer scale of learning is unprecedented in today's world. Children can access information at the click of a button. Bots can teach them concepts and clarify doubts. Conventional schools as information disseminators could become redundant in the near future. Yet, schools serve a purpose beyond mere knowledge acquisition. They must learn foundational skills of literacy and numeracy, yes. But they must also develop social, emotional, and cultural skills. They must navigate interpersonal relations, understand different views, and become self-aware. They should also learn how to contribute to society. This is all know-how that comes from the school environment. It should be a microcosm of the world the students will eventually enter. The need for reform At present, schools are found lacking on most counts. Children from government and private schools receive differing quality of education, with the majority struggling with crumbling infrastructure, poorly trained teachers, and an outdated curriculum. There still exists a vast urban-rural divide and therefore, unequal access to resources. Laboratories, functional toilets, potable water, and computers continue to be problem areas in the poorest of schools. However, even when schools get many things right, they remain stuck in a loop of exams, where the value-add is minimal. There is a need to reimagine the present approach to teaching, learning, and testing. Memorisation combined with high-stakes testing has not made children competent; it has merely helped them pass examinations that test a narrow range of abilities. Moreover, children learn and understand in different ways. They have differing aptitudes, as Gardner's theory of multiple intelligences (the idea that intelligence is not a unified ability, but more a collection of distinct and independent intelligences) explains. Some children learn visually, by watching someone and mimicking them; others learn by reading text; and others understand and learn only when they apply it practically by themselves. The brain is capable of reorganising and rewiring itself to keep learning and develop newer skills — a concept called neuroplasticity. Here is where experiential learning becomes useful. It offers a more wholesome approach to teaching and learning. As the term suggests, experience is key. It is 'learning by doing,' focusing on the 'how ' of learning or the process rather than the outcome. Experiential learning is a continuous, lifelong process of knowledge construction, deconstruction, and reconstruction. On experiential learning David Kolb, an educational theorist, first developed the Experiential Learning Theory (ELT), with psychologists such as Kurt Lewin, Jean Piaget, and John Dewey laying the groundwork. The present education system remains exam-centric. Teaching focuses on providing information, and students only cultivate lower-order thinking skills. These are recall and understanding, as per the revised Bloom's taxonomy (Bloom's taxonomy is a hierarchy or classification of cognitive levels and learning objectives constructed by Benjamin Bloom in 1956, and revised by Lorin Anderson and David Krathwohl in 2001). Students must move beyond these basic skills to critical thinking and problem-solving. They must learn to question received information and learn through peer relations. These capabilities parallel higher-order thinking skills such as analysis, evaluation, and creation. These levels could translate to the ability to compare, differentiate, and invent. Experiential learning makes students active and involved learners rather than passive recipients of information. Hands-on experiences engage the students' senses and encourages them to think about and apply concepts to the world they've seen around them. By learning this way, children acquire skills they can apply across contexts. They learn how to learn. Stages of experiential learning Individual-environment interaction is at the core of experiential learning. This is the dialectical tension that creates growth. The student constructs new knowledge by interacting with the environment. These phases progress cyclically as the student learns and re-learns. The stages of Kolb's experiential learning cycle are concrete experience, reflective observation, abstract conceptualisation and active experimentation. These stages are inter-linked, iterative and occurs throughout an individual's lifetime. Each spiral of learning further deepens a student's understanding. Through a concrete experience/phenomenon, the students' sensory-motor faculties are engaged, and they grasp and assimilate information from the environment. In the next stage, that is, reflective observation, students try to understand and interpret the information received via the experience. There may be a difference between their expectations and the experience which would lead to cognitive dissonance. This essentially means that the new information does not fit into their existing mental models. In this process, beliefs do not match the behaviour expected. Moving on to abstract conceptualisation, students rationalise the new information, adding it to their pre-existing mental models. And by doing so, concepts are changed or created with new or conflicting information. In the final stage of active experimentation, the learner acts on the knowledge received, makes decisions, and solves problems. This action leads to new experiences that, in turn, reshapes cognition once again. Implementing the model Experiential learning is a teaching-learning philosophy that comprises many pedagogical approaches. It can be implemented through a wide range of methods. Doing experiments related to a specific topic and facilitating student questions is a form of inquiry-based learning. Teamwork (collaborative learning) on projects and problems helps build a variety of perspectives. Interactive games, group discussions, role-playing, and arts and crafts are also promising. Real-world immersions through outdoor learning and field trips are similarly very engaging for students. Integrating technology and having simulations is also instructive. The 'flipped classroom' is a prime example of an experiential learning setup. Rather than have the teacher lead the class, it places the student front and centre. Students explore a topic at home through reading materials and online resources. Then the student solves the problem together with the teacher and the whole class by discussing concepts together. This kind of pedagogy makes students take responsibility for their learning and creates meaningful interactions and deeper learning. Critiques and challenges Experiential learning can isolate the student process from the classroom context. Factors like peers, family background, and culture also affect learning, which are not considered. Implementation of experiential learning can also be a logistical nightmare. It requires a battalion of resources, be it personnel, materials, or training. This is particularly true in the Indian context, given the size and diversity of students. Student readiness to learn experientially may also be overestimated. For example, are Class VIII students who struggle with grade two English comprehension ready to think critically? A one-size-fits-all solution is not advisable. However, this does not mean that experiential learning requires a wholesale overhaul of the system; it can fit into the existing setup for a more holistic approach. Experiential learning has the potential to empower students of different learning styles. Manaswini Vijayakumar is an intern at The Hindu.
NZ Herald
23-05-2025
- Politics
- NZ Herald
Jevon McSkimming ‘strongly denies' acting inappropriately in firearms licences vetting process
A statement from the office of Police Commissioner Richard Chambers said police were 'aware of the allegation to which you refer'. 'It is being looked into as part of a wider investigation into concerns that have been raised. That is still under way. 'The police commissioner was first made aware of those concerns in March and directed the investigation occur. This is a separate issue to the criminal investigation into Jevon McSkimming.' In response to questions from RNZ, McSkimming released a statement through his lawyer. 'Mr McSkimming strongly denies any allegation he acted in any way inappropriately in relation to the vetting process for firearms licences. 'As the overall operational lead on firearms, at one time Mr McSkimming raised issues about how the vetting process was being applied. He took those concerns to the executive leadership team and, following discussion at the ELT, the process was subsequently modified.' In response to questions from RNZ, Mitchell said in a statement he was aware 'some concerns have been brought forward'. He said the police commissioner was 'looking into the matter'. There were no timeframes for the various investigations at this time. The firearms regulator was established after the Christchurch Mosque attacks in 2019. According to its website, it has three main functions, including implementing the firearms licensing system, managing the Firearms Registry and educating people to enable compliance and promote the safe use of firearms. RNZ revealed last week pornography found on McSkimming's work computer is being investigated as alleged objectionable material. He declined to comment on the allegations through his lawyer. Last Friday evening, his lawyer Linda Clark was granted a rare 'superinjunction' by Justice Karen Grau that prohibited reporting that disclosed the nature of the allegedly objectionable material, as well as the existence of the injunction itself, until 2.15pm on Monday. On Monday, Justice Cheryl Gwyn held a teleconference from the High Court at Wellington to discuss the injunction with Clark, the police, and legal counsel for RNZ, Stuff and NZME. After that conference, the order prohibiting publication of the nature of the allegedly objectionable material was continued – but the order prohibiting the existence of the injunction was not continued, meaning RNZ can now report the fact of McSkimming's application and the interim result. Chambers said in a statement last week that he appreciated the resignation of McSkimming raised questions, but said the criminal investigation couldn't be 'compromised by commenting on the circumstances of it at this point'. 'However, I can say that I have always made it very clear that trust and confidence in police is a top priority for me as commissioner,' Chambers said. 'I take very seriously anything that puts trust and confidence and the reputation of police at risk and will act to address it. 'I have high expectations of all police staff and will address it if those standards are not met, irrespective of rank or role.' In announcing McSkimming's resignation last week, Mitchell said McSkimming resigned before he could be dismissed. 'I instructed the Public Service Commission to commence the process to remove Mr McSkimming from office after allegations of a very serious nature recently came to light, separate to the investigation that led to him being suspended.' He did not say what the allegations were. Mitchell said the Policing Act was 'very clear'. 'A deputy commissioner of police must be a 'fit and proper' person. They are rightly held to the highest standards of conduct and this new information called into serious question Mr McSkimming's fitness for office. 'When Mr McSkimming was invited to respond to these allegations he chose to resign. Mr McSkimming's resignation has confirmed my view that his continuation in the role was untenable.' Police advised Mitchell that their investigations into McSkimming would continue, notwithstanding his resignation.
Morocco World
13-05-2025
- Business
- Morocco World
English Studies in Morocco: Soft Skills At The Core
As Morocco's job market continues to evolve, higher education institutes and universities are being called to prepare students not only with academic knowledge but also with the soft skills needed to succeed in dynamic workplaces. In English studies departments, this challenge is particularly pressing, as graduates often pursue careers in education, communication, or business fields where interpersonal and professional competencies are essential. 'Nowadays, English studies' relevance, prominence, and worthiness reside in promoting Morocco's job market,' says Sana Sakale, ELT expert and professor at Ibn Tofail University. 'One big favorable side of soft skills' integration is to foster self-engagement and help students gain more grounded knowledge, which may, in turn, empower them to boost the job market.' According to the Moroccan expert, soft skills like interpersonal communication – both verbal and written – alongside collaboration, critical thinking, and adaptability, are increasingly vital. 'These skills give students a sense of direction and help them integrate within their university community,' she adds. 'Problem solving, prioritizing tasks, managing time efficiently, and adapting to diverse work environments are all part of the essential skills Moroccan students must develop.' However, building these competencies within the framework of a traditional academic system is not without challenges. 'Some of the obstacles may be linked to curriculum constraints,' she explains. 'There's limited space for soft skills development, and traditional teaching and assessment methods still dominate, focusing more on theoretical knowledge rather than its practical application.' Sakale also points to a lack of resources and funding as a key barrier. Despite these hurdles, efforts are being made to help students develop the needed skills. At Ibn Tofail University, the English department offers project-based courses and hands-on workshops that emphasize teamwork, communication, and leadership. 'Our department includes project-based learning to develop problem-solving skills,' the professor notes. 'We also support extracurricular activities like debating clubs, cultural events, and volunteering opportunities that foster soft skills.' The role of professors themselves is central to this transformation. 'They orchestrate and model soft skills by demonstrating them in their own teaching practices,' Sakale says. 'They lead by example, provide constructive feedback, and encourage participation in activities that go beyond the classroom.' As someone who has attended numerous student-led panels and witnessed debates and presentations in different Moroccan universities, I can attest to a growing enthusiasm among both students and faculty to close the gap between theory and practice. Students are no longer just consumers of knowledge; they are becoming active participants in shaping their educational experience. Looking ahead, professor Sakale recommends structural reforms that embed soft skills more deeply into the curriculum. 'We need to make soft skills development an integral part of English studies,' she says. 'That means project-based learning, industrial and commercial partnerships, and regular workshops that offer practical, real-world experiences.' By embracing these strategies, Moroccan universities can ensure that English studies graduates are not only articulate and analytical, but also adaptable, confident, and ready to thrive in the modern workforce.
Otago Daily Times
12-05-2025
- Business
- Otago Daily Times
Fewer top staff sign of ‘disrespect'
Kevin Gilbert. PHOTOS: SUPPLIED The absence of senior staff from Dunedin's long-term plan hearings showed a lack of respect for submitters and a "thumbing of the nose" towards elected members, a councillor says. Three councillors have raised concerns about fewer members of the executive leadership team (ELT) being at last week's long-term plan hearing than in previous years. The long-term plan (LTP) will set the direction for the next nine years of council services, activities and spending and includes a proposed capital budget of $1.89 billion, with rates rises of about 10% forecast for the first three years. The four-day hearing also included submissions on government reform of the future delivery of Three Waters. Cr Kevin Gilbert said the absence of council executives was "appalling", Cr Sophie Barker said it was "challenging" and Cr Andrew Whiley said low attendance was "surprising". However, the council said elected members had been briefed on the situation ahead of time, and while staff did not have a role in the hearing some, including chief executive Sandy Graham, had attended. Crs Steve Walker, David Benson-Pope and Christine Garey all felt the level of attendance from executive leadership was appropriate. Cr Gilbert said the lack of senior staff during all but the closing hours of the final day was "nothing short of an affront to the Dunedin public and a thumbing of the nose to councillors and the process". "As I understand it, while members of the ELT may have wanted to attend, this was a decision made by the CEO and one I cannot fathom without a hefty degree of cynicism." Knowledgeable staff were at the hearings, but he saw great value in the executive hearing from the public, gauging councillors' responses and noting "to-dos". Ms Graham and the ELT showed disrespect to submitters. "This to me was the lowest part of the proceeding," Cr Gilbert said. Andrew Whiley. Cr Whiley was "extremely surprised" at ELT's minimal presence and understood leaders were on retreat for two days, a claim the council has denied. He said in 12 years as a councillor, he had never seen senior staff "missing for the week", especially during hearings on a "contentious" long-term plan. "It would have been beneficial, I think, for some of them to be engaged." Cr Barker said she would have preferred senior staff be at the hearings and it had been challenging without them. "There's a huge amount of information being shared by LTP presenters and I think it's important that senior staff hear that information and public feedback verbatim." Council corporate services general manager Robert West said suggestions the council had lacked respect were wrong. "This stage of the process is a chance for councillors to hear from submitters, before making decisions that staff then implement," he said. Councillors were told in advance about the approach and no concerns had been raised, he said. Last week, ELT members had attended a routine, two-day planning session — "not a retreat", Mr West said. Staff did not have a role beyond offering governance support to the hearing, but some senior staff — including the chief executive — did attend, either in-person or online while continuing other work. Cr Garey said councillors were well supported and live-streaming hearings had changed attendance requirements. "At a time where the volume of work is huge, the approach taken was entirely appropriate. "To suggest anything untoward is simply mischief-making." Cr Walker said senior staff could be contacted by phone and it was "ridiculous" for them to sit in on a week of hearings when other work needed to be done. Cr Benson-Pope said the staff presence was "fine" and when a question could not be answered on the spot, arrangements were made to provide it. — Additional reporting Grant Miller
Time of India
12-05-2025
- Science
- Time of India
World's largest telescope rises in Chile, set to unlock the mysteries of the cosmos
Source: ESO There is magic in gazing at the stars—an ancient human pursuit that inspires us to wonder and ask questions. Now place yourself in the sparsely populated Chilean desert, under one of the planet's best viewing night skies, as a gigantic telescope begins to rise. This is the drama that's unfolding in the Atacama Desert , where the European Southern Observatory (ESO) is building a scientific wonder: the Extremely Large Telescope (ELT). Operation Sindoor 'Our job is to hit target, not to count body bags': Air Marshal Bharti on Op Sindoor Precautionary blackout imposed across parts of Rajasthan, Punjab 'Indian Navy was in position to strike Karachi': Vice Admiral on Operation Sindoor When finished, it will be the world's largest optical telescope , an engineering marvel that will transform our perspective of the universe. An extremely large telescope emerges beneath a starry sky An ethereal photograph recently taken by one of ESO's public live webcams is a dreamlike blend of nature and science. The image shows the ELT worksite illuminated by the Milky Way's bright stripe. A crane cable slices across the frame like a tight fishing line, hanging still as if grasping for the stars themselves. Inside the bony white skeleton of the half-constructed dome, support beams etch what will be an unprecedented scientific instrument. The bulging outlines of the telescope's enormous dome doors, around the center, are taking form. When they are working, those doors will be playing an important role: safeguarding delicate optics from searing dust particles and blasting desert winds without inhibiting the telescope from casting its gaze out into the universe in unparalleled precision. Recorded by ESO's live build webcam, the picture doesn't even suggest the size of this behemoth undertaking. When finished, the ELT dome will rise 80 meters high—about as high as Big Ben without its spire. For reference, construction equipment parked at ground level seems minute compared to the gargantuan structure. But the scale is not just physical—it's astronomical. When it comes online, the ELT will collect more light than any optical telescope currently on the planet, allowing scientists to glimpse the universe in ways previously unimaginable. Its potential will shed light on everything from how the first galaxies gave birth to our cosmos to the atmospheres of exoplanets that could harbor life. How the ELT invites the world to witness its creation What is so easy about this project is the way it is open to the public. With ESO's live webcam facility, anyone, anywhere in the world, can watch the ELT being built as it happens. You can stay at home and watch every bolt screwed, every beam levelled—every milestone reached. It's a once-in-a-lifetime opportunity to witness a giant of science taking shape before your eyes, under the watchful eyes of stars which have stood guard over humankind for thousands of years. The ELT represents more than just a technological leap—it's a symbol of humankind's enduring quest to understand the universe. Set against the backdrop of one of Earth's most pristine night skies, this telescope is a bridge between past and future, Earth and cosmos. As the construction continues, and the dome slowly closes in on completion, we're reminded that even the grandest achievements begin with the quiet placement of steel beams—watched over by the stars. Also Read | Soviet spacecraft Kosmos 482 crashes to Earth after 53 years, raising concerns over space debris
