Brace yourself for a shocking statistic: One out of every two post-secondary students experienced at least one instance of sexual harassment during experiential learning.
In one of our recent webinars, Safety Meets Accessibility: Advancing Equity for Students in Experiential Learning, our speakers—Kaila Bingen, experiential education specialist at the University of Wisconsin-Parkside (UW-Parkside), Heidi Strangberg, CEO and owner of Dynamic Training Resources (DTR), and Chris Paxton McMillin, president of D3 Training Solutions— explain how disturbing factoids like that one motivated them to team up to develop an engaging, interactive learning experience to educate students about workplace rights, harassment, and discrimination before they engage in internships and community-based learning.
Students in experiential learning programs are often exposed to aspects of real-world situations they aren’t prepared for. To ensure their safety and success, it’s crucial to provide them with tools that educate and empower them to navigate these environments confidently.
By definition, experiential learning involves stepping outside the traditional classroom setting. This shift means students must adapt to new social and professional dynamics that may be foreign territory. These are the types of situations that aren’t typically covered in their academic curricula. So, the need for accessible training solutions that cater to diverse learning environments and institutional needs is evident. An inclusive approach ensures that all students can benefit from these programs regardless of their background or learning style.
The Role of Experiential Learning in Student Development
Experiential learning is pivotal in shaping a student’s academic and professional journey. It gives them a chance to apply theoretical knowledge in real-world situations, fostering critical skills for their future careers. Programs like internships, community-based learning, and service learning are designed to bridge the gap between academic knowledge and practical application.
The transition from classroom to workplace, however, can be daunting. Students often have to navigate unfamiliar territories where the rules are much more nebulous than those found in a syllabus. This underscores the importance of adequately preparing them through comprehensive training modules that address these real-world challenges. By equipping students with the right tools, educators can ensure that these learning experiences are safe, enriching, and transformative.
Addressing Safety and Appropriate Behavior in Work Environments
Safety and appropriate behavior are foundational elements of any professional environment, yet many students enter their first work experiences without a clear understanding of these critical fundamentals. Training modules that define professional behavior and set appropriate boundaries are essential in bridging this often-overlooked knowledge gap.
Students must be educated about how to spot inappropriate or unsafe behavior. This education isn’t just about protecting the students themselves; it’s also about fostering a respectful and inclusive workplace culture for all involved. By learning how to identify and respond to harassment or discrimination, students become advocates for themselves and their peers, contributing to a safer and more equitable workplace.
The Importance of Proactive Training in Higher Education
Proactive training in higher education is a preventative measure against potential challenges students may face during experiential learning. By addressing issues before they arise, institutions can better prepare their students for the complexities of the professional world.
This approach involves more than just imparting knowledge; it empowers students to make informed decisions and take appropriate actions when confronted with difficult situations. Proactive training equips students with the confidence to advocate for themselves and others, creating a ripple effect that can lead to a more inclusive and respectful society. Higher education institutions have a responsibility to incorporate such training into their curricula to ensure that students are not only career-ready but also life-ready.
Designing Interactive and Inclusive Training Modules
Designing interactive and inclusive training modules requires a nuanced understanding of students’ diverse needs. It’s not enough to provide information; the delivery method must engage and resonate with learners from various backgrounds.
Interactive modules that incorporate branching scenarios and real-life simulations can enhance the learning experience by allowing students to practice decision-making in a safe environment. These modules should be designed with accessibility in mind, ensuring that all students, including those with disabilities, can participate fully. By prioritizing inclusivity, educators can create a learning environment where every student feels valued and supported.
Leveraging Technology for Enhanced Accessibility
Technology plays a crucial role in making educational content accessible to all learners. Tools like Lectora, Vyond, and Rev.com enable the creation of interactive, multimedia-rich training modules that cater to diverse learning preferences and needs.
These technologies make integrating features like closed captioning, screen reader compatibility, and adjustable playback speeds easy, so the content is accessible to students with varying abilities. By leveraging these technological advancements, educators can ensure that their training solutions are effective, practical, and equitable, allowing every student to succeed.
Collaborative Development: Empowering Students with Accessible Learning Tools
The partnership between UW-Parkside, Dynamic Training Resources, and D3 Training Solutions highlights the importance of bringing together expertise from various fields to create comprehensive and effective training modules. By working with instructional designers, accessibility experts, and content specialists, institutions have a framework for how to develop training programs that are informative, engaging, and inclusive.
Implementing and Scaling Training Across Institutions
Successfully implementing training programs across institutions involves careful planning and coordination. It starts with ensuring the training content is adaptable to different institutional contexts and learning environments. This flexibility allows programs to scale to reach a broader audience without losing relevance.
Feedback from both students and faculty is crucial in refining these programs. By continuously assessing and addressing the needs of all stakeholders, institutions can improve their training solutions and ensure they remain effective and impactful. Scaling such initiatives across institutions can create a standardized approach to experiential learning, benefiting students nationwide.
Student and Faculty Feedback: Learning and Improving
Feedback is vital to any educational program, providing insights that drive continuous improvement. To remain relevant and effective, training solutions must evolve based on the experiences and suggestions of its users.
Students provide invaluable perspectives on the practicality and impact of training modules, while faculty offer insights on implementation and curriculum integration. By fostering an open dialogue between these groups, institutions can make informed adjustments that enhance the overall learning experience. This iterative process ensures that training programs continue to meet the evolving needs of students and educators alike, contributing to a culture of continuous improvement and excellence in higher education.
For more details on how the team developed the impactful student learning experience, watch the full webinar (for free) here. To learn more about Lectora, an award-winning eLearning authoring tool, click here.
Disclaimer: The ideas, perspectives, and strategies shared in this article reflect the expertise of our featured speakers, Kaila Bingen, Heidi Strangberg, and Chris Paxton McMillin. To explore more of their insights, be sure to follow them on LinkedIn.
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