Research and Academic Skills - Essay Example

Introduction to Research and Academic Skills (Experiential Learning (E Learning) within a Practical Hairdressing Conceptual Clarity: a. Research: Research is a focused and systematic enquiry that goes beyond generally available knowledge to acquire specialized and detailed information, providing a basis for analysis and elucidatory comment on the topic of enquiry (Johnson, 1994). Through her definition she has herself drawn the major key issues in research as the research should be focused, not general. It should be systematic- the approach to a problem should be structured and organized. It implies that you add to present knowledge. It is a basis for analysis and elucidatory comments. Thus in nutshell, research incorporates the findings of the things, in a systematic way of presentation. If anyone is doing research on experiment learning within a practical subject i.e Hairdressing, you will look around, compare your initiative with others, compare your facilities, and so on. You might look at specialist, make promotions. In other words, before you bring anything you will collect verification and appraise it before making a final decision. Research is finding out what you don't already know. No one knows everything, but everybody knows something. However, to complicate matters, often what you know, or think you know, is incorrect. There are two basic purposes for research: to learn something, or to gather evidence. The first, to learn something, is for your own benefit. It is almost impossible for a human to stop learning. Research is organized learning, looking for specific things to add to your store of knowledge (Richard, 1996). There are three types of research, pure, original, and secondary. Each type has the goal of finding information and/or understanding something. The difference comes in the strategy employed in achieving the objective. b. Academic Skills: Academic skills are all about helping you learn how to be a more effective learner and develop the research skills that will help you now and in the future (University of Southampton, 2009). The skills are most appropriately viewed as multivariate. In the popular literature, a multivariate view of skills is perhaps best encapsulated in Howard Gardner's (1993) writing about multiple intelligences. He defines seven intelligences: the linguistic and logical-mathematical intelligences that are at such a premium in schools today; musical intelligence; spatial intelligence bodily-kinesthetic intelligence; and two forms of personal intelligence, one directed toward other persons, one directed toward oneself . Thus, academic Skills offer services for students who wish to develop their academic skills in any field. This service aims to help students develop independent learning strategies to maximize their academic performance. The Academic Skills usually run workshops and classes aimed at helping students develop their academic as well as practical skills. It supports the experiential learning to the students for their academic enhancement as well as career upliftment. The academic skills encourage critical thinking right from the start of the studies. It helps to build on the first skills-based assignment. The students tackle the task armed with guidelines, checklists and templates, and can consult the feedback. The academic skills will support to learn the required academic skills and are able to think critically about the issues (Bruton). c. Skills and Career: It is now commonly accepted that changes in work and the workplace are transforming the kinds of knowledge, skills, and attitudes needed for successful work performance. Evidence for new skill needs from employer surveys, for example, suggests that employers are often more concerned about soft skills or attitudes rather than technical knowledge or competencies. Empirical studies of work find that employers and workers also feel generic skills, such as problem solving, communication and the ability to work in teams, are increasingly important for workplace success (Stasz, Ramsey, Eden, Melamid, & Kaganoff, 1996). The feeling that new skills are required for work has motivated some important shifts in thinking about how to best prepare young people for education and work after high school. Educators and school reformers are updating curriculum or redesigning school programs as a way to ensure that young people have opportunities to learn work-related competencies in addition to academics. Despite the interest in supporting students' development of work-related skills and attitudes, the traditional academic curriculum remains the mainstay of high school education, and many school reforms emphasize improvement in academic subjects. The desire to raise academic performance and, at the same time, to provide opportunities for students to acquire other competencies creates substantial challenges for educators. Expanding the curriculum to better meet new skill demands raises some challenging questions: What should the high school curriculum look like How can we teach problem solving and teamwork in English, social studies, and mathematics To what extent can we incorporate demands for new skills without watering down the academic curriculum Should we increase participation in service learning or work-based learning to enhance work-related skill development Answering these questions requires understanding the complex relationships between academic and non-academic skills and work. c. Academic Skills in Practical work: In this respect, an analysis of C. Stasz, D. Brewer yielded several interesting findings: 1. Practical work incorporates a wide variety skill levels, ranging from basic skills to complex skills. 2. Practical work is dominated by a few disciplines or subject areas, while other work may require broad disciplinary knowledge. 3. Practical workers may not discuss academics in the terms typically used in school/college, but in relation to a particular work process or skill and technique application. 4. Practical work-in-use may define work practice and academic skill requirements. Thus, we can say that there is a close relationship between practical works and academic skills. Academic skills contribute to sharpen the practical skills. 2. Learning: Learning is the insatiable curiosity that drives the adolescent boy to absorb everything he can see or hear or read about gasoline engines in order to improve the efficiency and speed of his 'cruiser (Smith, 1999). Smith cited in his article on Learning Theory, there are five main categories of learning: 1. Learning as a quantitative increase in knowledge. Learning is acquiring information or 'knowing a lot'. 2. Learning as memorizing. Learning is storing information that can be reproduced. 3. Learning as acquiring facts, skills, and methods that can be retained and used as necessary. 4. Learning as making sense or abstracting meaning. Learning involves relating parts of the subject matter to each other and to the real world. 5. Learning as interpreting and understanding reality in a different way. Learning involves comprehending the world by reinterpreting knowledge. (quoted in Ramsden 1992: 26) Thus, the word learning is significant, since it emphasizes the learner's perspective, which is crucial to the experiential learning concept. It can be said that different types of learning and development are required for different purposes. To understand the world learning, we must understand the world teaching and training. Conventional teaching and training are mainly based on knowledge/skills transfer, but this does not address individual growth and potential particularly well. Experiential learning is as growing a person from the inside whereas conventional teaching and training is the transfer of capability into a person from the outside. As Martin Thompson illustrated in his article on Concept and Principles of Experiential Learning Activities, differences between experiential learning and conventional training and teaching might be represented simply as: Conventional training Experiential learning training-centred/focused - theoretical learner-centred/focused - really doing it prescribed fixed design and content flexible open possibilities for external needs (organisation, exams, etc) for internal growth and discovery transfers/explains knowledge/skills develops knowledge/skills/emotions via experience fixed structured delivery/facilitation not delivered, minimal facilitation, unstructured timebound measurable components (mostly) not time bound, more difficult to measure suitable for groups and fixed outcomes individually directed, flexible outcomes examples: powerpoint presentations, chalk-and-talk classes, reading, attending lectures, exam study, observation, planning and hypothesising, theoretical work, unreal role-play. examples: learning a physical activity, games and exercises, drama and role-play which becomes real, actually doing the job or task, 'outward bound' activities, teaching others, hobbies, pastimes, passions. 3. Experiential Learning: Human beings are unique among all living organisms in that their primary adoptive specialization lies not in some particular physical form or skill or fit in an ecological niche, but in rather in identification with the process of adaptive itself- in the process of learning. We are thus the learning species, and our survival depends on our ability to adopt not only in the reactive sense of fitting in the physical and social worlds, but in the proactive sense of creating and shaping two words (David,1999). Experiential learning means gaining active, hands-on experience in the real world as part of the academic program. Learning is enhanced when students integrate the formal classroom instructional process with practical experience (Purdue University). David A. Kolb (with Roger Fry) created his famous model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations. He represented these in the famous experiential learning circle: Kolb and Fry (1975) argue that the learning cycle can begin at any one of the four points - and that it should really be approached as a continuous spiral. However, it is suggested that the learning process often begins with a person carrying out a particular action and then seeing the effect of the action in this situation. Following this, the second step is to understand these effects in the particular instance so that if the same action was taken in the same circumstances it would be possible to anticipate what would follow from the action. In this pattern the third step would be understanding the general principle under which the particular instance falls. Generalizing may involve actions over a range of circumstances to gain experience beyond the particular instance and suggest the general principle. Understanding the general principle does not imply, in this sequence, an ability to express the principle in a symbolic medium, that is, the ability to put it into words. It implies only the ability to see a connection between the actions and effects over a range of circumstances. (Coleman 1976: 52). An educator who has learnt in this way may well have various rules of thumb or generalizations about what to do in different situations. They will be able to say what action to take when say, there is tension between two people in a group but they will not be able to verbalize their actions in psychodynamic or sociological terms. There may thus be difficulties about the transferability of their learning to other settings and situations. When the general principle is understood, the last step, according to David Kolb is its application through action in a new circumstance within the range of generalization. In some representations of experiential learning these steps, (or ones like them), are sometimes represented as a circular movement. In reality, if learning has taken place the process could be seen as a spiral. The action is taking place in a different set of circumstances and the learner is now able to anticipate the possible effects of the action. Two aspects can be seen as especially noteworthy: the use of concrete, 'here-and-now' experience to test ideas; and use of feedback to change practices and theories (Kolb 1984: 21-22). Kolb joins these with Dewey to emphasize the developmental nature of the exercise, and with Piaget for an appreciation of cognitive development. He named his model so as to emphasize the link with Dewey, Lewin and Piaget, and to stress the role experience plays in learning. He wished to distinguish it from cognitive theories of the learning process (see Coleman 1976). Considering the phenomenon quality of human beings, we can say that the experiential learning is crucial to success of academic skills programs, meaning the practical based education either. It can be the alternative for academic failures. It can be said that innovative educational environments sometimes require experiential learning to make academic instruction exciting and meaningful. Thus, as suggested by an article on 'What is Experiential Learning' the following are the essential elements of successful experiential learning: Purposes reflect the learners needs Setting considered realistic by the learners A physical or psychological challenge is provided by the setting An appropriate degree of risk exists Diverse settings are integrated Emphasis on a balance of action, reflection, and application Provide learning experiences that are individualized, sequential, developmental Provide opportunities for unplanned learning from new experiences Instructor acts only as a facilitator of the experience Learner has active role in the planning and carrying out of activities Learner experiences numerous roles (leader, team member, employee, tutor etc.) Learner must claim responsibility for actions Interaction with social and physical environment Progress is monitored, assessed, and feedback is given to the learner Outcomes considered real and important 4. Hairdressing: According to the Illustrated Dictionary of Hairdressing and Wigmaking (1984), Hairdressing is arranging of the hair for decorative, ceremonial, or symbolic reasons. Primitive men plastered their hair with clay and tied trophies and badges into it to represent their feats and qualities. Among women, a band to keep the hair from the eyes was the forerunner of the fillet. Much early hairdressing is traditional, as in the feather tufts or stiffened coronet of some primitive peoples, the queue of the Chinese, the tonsure of ecclesiastics, the flowing locks of the maid, and the bound or cut tresses of the wife. From ancient times hair has been dyed, bleached, curled, braided, waxed and oiled, hennaed, powdered, perfumed, cut, shaved, enhanced with false hair, covered with a wig , concealed by nets and veils, or adorned with beads, jewels, pins, combs, feathers, ribbons, and flowers, natural and artificial. The dictionary further clarified, in the world of fashion, hairdressing developed as an art during the Middle Ages, when an appropriate coiffure became as important as the proper costume. Since that time, styles, especially for women, have been created and re-created, from long to short, from the high pompadour or use of chignons to the close bob, in a repetitive cycle. In the 1960s and 1970s hair styles for men in the United States and Western Europe changed dramatically from short fashions, popular since the late 18th cent., to varying degrees and styles of long hair, often accompanied by beards, moustaches, and long sideburns. Hairdressers, especially those employed by motion picture companies, have become personally renowned for the styles they create. During the 1980s styles such as cornrows, rattails, dreadlocks, and punk spikes migrated from their ethnic and cultural associations to mainstream culture. The most popular styles in the early 1990s were the chin-length bob for women and the fade for men. Hairdressing in an art of arranging the hair or otherwise modifying its natural state. Closely related to headgear, hairdressing has been an important part of the dress of both men and women since antiquity and, like dress, serves a number of functions (Queensnewyork.com). It has further explained the steps of modern hairdressing as Styling, Washing, Coloring, Permanent tints, Cutting, Setting and Waving, Setting, Permanent Waving and Combing Out. Looking to the definition and steps required for hairdressing, it can be said that hairdressing needs professional requirements. From the 20th century a hairdresser must fulfill professional requirements. In the United States s/he must attend a cosmetology school, generally for 1,000 hours of training, in order to receive a state license to practice. In Europe s/he must serve an apprenticeship of from one to five years before registering to practice (Queensnewyork.com). Lynne Chapman, a hair editor mentioned top ten list for being a hair care professional as, 1. Do you love people Those who come in to the salon to get their hair done are generally in a great mood. They may be attending an exciting event such as a party, a prom or wedding. They are pampering themselves and are looking forward to feeling beautiful when they leave. I get to be the one who makes them feel good about being themselves. 2. Do you really love people I see my clients in all phases of life. I see the happy and the sad moments. When they are going through tough times, I am there with a hug, being supportive and encouraging. 3. Do you love being with people. My co-workers are fun to be with. There is always happy chatter and friendly banter in a salon. 4. Do you love clothes I get to wear my favorite clothes. I can wear dressy clothes or casual. My attire can be flamboyant or conservative depending upon my current mood. I like to dress in fun clothes. There is seldom a uniform involved in hairdressing. Sometimes, in very stylish salons, you must wear all black but that can be very dramatic too. 5. Do you love freedom I can work the schedule that I choose. Once a hairdresser builds a clientele, she or he can set their own hours. During the parenting years, a hairdresser can work when the children are in school or on weekends when the other parent is available. During the later years of life, an older hairdresser can choose not to work late evenings or Saturdays. 6. Do you love being in control of your future I control my own income. If I want more money, I can work more hours, suggest more retail products or suggest more services such as highlighting or other hair color services. 7. Do you love new hairstyles I get to be among the first to see everything that is new and exciting in fashion. My coworkers can cut and color my hair because they understand what I want. 8. Do you love being creative My work lets me exercise my artistic side. I get to create the perfect hair style and hair color to fit my client's face shape, skin tones, lifestyle and personality. 9. Do you love learning new things Professional education is fun. Seminars are almost always very lively and entertaining and never boring. I started my career with about one year of training and have continued it with numerous seminars every year. I have enjoyed every one. 10. Do you love feeling healthy Hairdressing is an active profession. I am on my feet and hustling around the salon constantly all day long. No spreading hips for me! Thus, hairdressing simply does not indicate to the process apply in hairdressing but it also describes the professionalism on hairdressing and acquaintances to the clientele different phases of life. 5. Some Facts on Hairdressing: Hairdressing is a predominantly female profession, with 87 % female workers. More than a million people are employed in about 400 000 hairdressing salons in Europe. This sector is also characterized by a young workforce: 83 % of recruits are aged under 26 and 56 % are under 19. As a result, almost all risk factors for hairdressers are automatically relevant for young workers. The main health problems in this sector - skin problems, asthma and musculoskeletal disorders (MSDs) - therefore mostly affect young women (European Agency for Safety and Health at Work). So, it can be said that the people involving in hairdressing are not free from different health problems and special health care facility along with health insurance is to be developed to ensure their health problems. 6. Experiential Learning in Hairdressing: Experiential learning here as a form of electronic learning and the full use of ICT skills being used within the curriculum area can become quite challenging. Hairdressing students and tutors, lecturers and so on are usually "practically" minded and have more confidence with their dexterity and their ability to produce practically. The tradition of hairdressing clearly emphasis's on vocational and practical study for them to achieve. The learning material usually consists of textbooks and work packs. Over he past few years there has been a number of ICT resources developed and introduced to the hairdressing industry. This has been a welcome break for tutors and lecturers as students have been encouraged to word process an assignment by using the computer. Students are being encouraged to look for artwork to accompany their assignments, most of all it has opened up a more exciting opportunity to research sites that the student has never had the ability to do so. Gaining more confidence and more awareness of what they can achieve, where they can go with the qualification and what they can gain-to-gain more knowledge. Very few learners and tutors are comfortable with the ICT facility. Thus being that the facility is not used to capacity. I, myself have quite a way to go to feel comfortable with this but are learning by mistakes made and are amazed how much more it has opened up for resources. At the moment we are using staff development to encourage staff to use ICT to its full extent and overcome the barriers created by the fear of the unknown. For example to produce more power point presentations, research fully the hairdressing sector. Word-processed assignments much look more professional than hand written, the ability to save materials and alter them without starting all over again. In the hairdressing section last year we began to use Gola on line testing which is self marking. The problem I have encountered is that being in school we have limited access to computer suite, we can use it but have to book in advance to ensure it is free. There are few computers in the sixth form study to enable students to work alone on their own assignments. As the Becta survey of ILT in "FE E _ Learning in further education; embedded technology evolving practice" (Becta 2004) reported that; Twenty four per cent of Colleges still make no use of ICT to enable individualized study. Only one in five use ICT to enable learners to access programs at a time convenient to them. Eleven per cent use ICT to enable learners to study at their own pace. This creates a problem for us when we have to complete also a practical reception unit G4 and part of the criteria is to show an email that has been sent via a student working in the Salon to arrange an appointment. This area will become more useful to students in the future as there is the Salon genius which is an electronic booking system and till combined that holds all clients details and information, discarding the old type till and paper backed appointment book. Our main area for ICT resources is the use of Smart screen which gives all information connected with the delivery of Level 2 in Hairdressing, which gives examples of schemes of work, lesson plans, training material and added information to back up the original. 7. Some Facts Related to E learning in Hairdressing: As per a study carried out on 'ICT and E Learning in Further Education', it was found that; The students in the case study by City College Manchester (CCM) proved that Colleges that delivered hairdressing training in the age bracket of 16 - 19 (62%) 40% of them had their own computer at home, which they use more regularly than College. The main uses of computers are used for searching material on the Internet for their assignments (85%) word processing assignments (75%) and e mailing (42%). Almost 87% used a College computer at least once a week. 8% used a computer everyday at college 33% used a computer on a daily basis at home. Year 2 students however differed in the results. Students were mainly female and in the 16 - 19 year old age bracket (77%) Roughly half of them have their own computer at home, which as in year 1 are used almost daily at home. Further, The year 1 student used the computers for research for assignments (83%) word processing (65%) and emailing (48%) 10% used MSN messenger. The larger percentage (67%) used the computer once a week in College although were timetabled a weekly ICT session. Daily use was up to 13% saying they would use a computer every day in College and 30% at home. The statistics showed that only one college used the hairdressing training web site on a daily basis, most said they used it on a weekly basis or monthly. The site was accessed mostly for theory sessions with much less use for the practical sessions. In addition, the study has illustratively revealed that the students in both year groups felt that the computer had helped them with their work. As per them it helped them in; Gathering information with assignments Artwork Graphics Web sites Spell checking Grammar Diagrams Saving work Access to websites Thus, we can conclude from student perspectives that most hairdressers like to learn using visual aids. ICT information is excellent for this as it gives interaction and diagrams, video clips, ability to watch again and again to ensure knowledge and understanding. Also work can be printed off to ensure reference information. 8. Conclusions: Here the conclusion is tried to draw through the findings of a study mentioned above on facts and figures related to experiential learning here as a form of electronic learning and other descriptions mentioned above on experiential learning, hairdressing and its facts/figures, academic skills in practical life, career and skills, academic skills and research etc.( which are mentioned in each section). Moreover, the conclusion here has been drawn through the citation of different articles and materials, which deals about experiential learning and hairdressing. For drawing the conclusion, it has considered the following illustration as; Is it a good idea to use E- learning within a practical based subject We have already seen what the students think about E- learning and its benefits. Under the ground of their arguments, it can be said that it is a good idea to use E learning within a practical based subjects. In addition, learning is enhanced when students integrate the formal classroom instructional process with experience in the real world. Experiential learning is one more way gives students a competitive advantage so it is good idea to use. Moreover, an article on 'What is Experiential Learning' suggests about the advantages of experiential learning as, Achieve personal growth Practical skill development Interpersonal skills development Opportunity to build a strong resume Network opportunities Career development Develop problem solving abilities Enhancement and reinforcement of academic learning by bridging theory and practice Advanced insight to a future career Financial rewards Post-graduate job contacts Clarity of purpose and greater motivation for classroom learning Gain a realistic view of employment Understand expectations of the workforce Build friendships and loyalties Develop self-confidence Exposure to "real life" occupational situations Develop self directed learning skills Enhance decision making skills Is it beneficial for colleges We have an example of Purdue University that the college is now recognized as a national leader in the field of experiential education. The University has formed a strategic partnership with the National Society of Experiential Education (NSEE) to further professional development in the area of experiential education for their own faculty as well as regionally and nationally. As of the University, experiential learning has enhanced their experience with cutting edge research, business and technology initiatives. And their faculty has the opportunity to be part of a showcase experiential learning program. Thus, it can be concluded that it is beneficial for colleges. Advantages and Disadvantages of E- Learning: A write-up on experiential learning has revealed the advantages and disadvantages of E- learning as; Advantages: Because experiential learning is active learning, students more readily understand what they are learning and thus retain the knowledge to a greater degree than when merely having information presented to them by another. The hands-on nature of experiential learning is highly motivating for students. Disadvantages: Experiential learning is time and resource intensive and often requires considerable effort on the teacher's part to organize. However, the educational impact of experiential learning makes the strategy an important one for teachers and students alike. After instigating all appropriate articles, research, write-up on E-learning especially in terms of experiential learning, here we can conclude that E- learning is a future of all students, academicians, universities, colleges and career seekers and its application on any field including hairdressing will be undoubtedly a milestone to make the field more creative, constructive and result oriented as per the need and demand of 21st century. .. References Becta 2004. ICT and e learning in further education; embedded technology, evolving practice Coventry Brewer C. Stasz, D. Academic Skills at Work: Two Perspectives (MDS-1193) http://vocserve.berkeley.edu/Summaries/1193sum.html 6 August 2009 Burton L. 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Experiential Learning: Experience as the source of learning and development, Amazon.co.uk 6 August 2009 Kolb D.A, Experiential Learning, the encyclopedia of informal education http://www.infed.org/b-explrn.htm 9 August 2009 Purdue University, Experiential Learning http://webs.calumet.purdue.edu/exl/ 9 August 2009 Smith, M. K. 1999. 'Learning theory', the encyclopedia of informal education, www.infed.org/biblio/b-learn.htm 9 August 2009 Taflinger R.F. 1996. Introduction to Research http://www.wsu.edu:8080/taflinge/research.html 6 August 2009 Thomson, M. 2009. Concept and Principles of Experiential Learning Activities MTA International, 2008 University of Southampton 2009. Academic Skills http://www.studyskills.soton.ac.uk/ 6August 2009 What is Experiential Learning http://people.uleth.ca/steve.craig/whatis.htm 9 August 2009 Writer, Kiran Chalise Email, kchalise@gmail.com Date, 10 August 2009 Read More