Add to ORKGHow spontaneous or structured should be the debriefing of an experiential exercise? An adequate response to the question is manageable only in relation to the facilitator’s awareness of desired learning outcomes and the structural properties of the exercise. A position is herein advocated that the more structural debriefing form, emphasizing serialized theory development, is appropriate when (a) the exercise goals are to promote team development and learning of group dynamics more so than intrapersonal awareness and (b) the exercise requires work on a specific task, ideally one that involves object manipulation with differentiated member roles, that can be repeated (or serialized) several times
Debriefing is the most important part of a simulation. That is why this is a key chapter in this bo...
Debriefings are crucial for learning during simulationbased training (SBT). Although the quality of ...
Previous research has shown that games need debriefing to cater for learning, although the research ...
In this article, we review the debriefing literature and point to the dilemma that although debriefi...
When the learning goal is to provide a lively, interesting, and meaningful learning experience that ...
The debriefing or feedback segment of the experiential exercise is a very critical part of that exer...
We suggest that narrative techniques can be used in conjunction with debriefing tools to aid in the ...
Debriefing is a process involving the active participation of learners, guided by a facilitator or i...
The design of an experiential exercise is comprised of three key characters: the instructor, the fac...
Debriefs are an effective tool for increasing learning and performance within organizations. They ar...
Debriefs are a type of work meeting in which teams discuss, interpret, and learn from recent events ...
Debriefing is a powerful tool used in team training and quality improvement to promote learning and ...
International audienceWe focussed on understanding the moment in teaching sequences when teachers st...
model have two assumptions: that concepts have defining attributes and that those concepts can be an...
(2) Methodology, with three sub-themes: concept of debriefing, techniques of questioning, and additi...
Debriefing is the most important part of a simulation. That is why this is a key chapter in this bo...
Debriefings are crucial for learning during simulationbased training (SBT). Although the quality of ...
Previous research has shown that games need debriefing to cater for learning, although the research ...
In this article, we review the debriefing literature and point to the dilemma that although debriefi...
When the learning goal is to provide a lively, interesting, and meaningful learning experience that ...
The debriefing or feedback segment of the experiential exercise is a very critical part of that exer...
We suggest that narrative techniques can be used in conjunction with debriefing tools to aid in the ...
Debriefing is a process involving the active participation of learners, guided by a facilitator or i...
The design of an experiential exercise is comprised of three key characters: the instructor, the fac...
Debriefs are an effective tool for increasing learning and performance within organizations. They ar...
Debriefs are a type of work meeting in which teams discuss, interpret, and learn from recent events ...
Debriefing is a powerful tool used in team training and quality improvement to promote learning and ...
International audienceWe focussed on understanding the moment in teaching sequences when teachers st...
model have two assumptions: that concepts have defining attributes and that those concepts can be an...
(2) Methodology, with three sub-themes: concept of debriefing, techniques of questioning, and additi...
Debriefing is the most important part of a simulation. That is why this is a key chapter in this bo...
Debriefings are crucial for learning during simulationbased training (SBT). Although the quality of ...
Previous research has shown that games need debriefing to cater for learning, although the research ...