Difference between revisions of "Debriefing"
From Learning and training wiki
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| − | {{Term|DEBRIEFING|A process that makes learners move from the status of passive recipients of information to one where they observe and use the new [[knowledge|knowledge]] in active experimentation. Debriefing helps making a learning experience more meaningful, crystallizing concepts, theories, ideas, values, and interpersonal insights; and providing a way to concrete experience, reflective observation, abstract conceptualization, and active experimentation. It encourages the processing of “what happened”, relating the learning to course content and creating alternatives that might work in similar situations. The opportunities and problems encountered in the workplace and examined in a debriefing setting require learners to think, apply theories, solve problems, experience teamwork, and expand their learning. This process is a tool in which learners expand their abilities to analyze, reflect, and make adjustments. <ref>[http://www.daahp.wayne.edu www.daahp.wayne.edu] (17 July 2008) [http://eric.ed.gov eric.ed.gov] (17 July 2008)</ref>}} | + | {{Term|DEBRIEFING|A process that makes learners move from the status of passive recipients of information to one where they observe and use the new [[knowledge|knowledge]] in active experimentation. Debriefing helps making a learning experience more meaningful, crystallizing concepts, theories, ideas, values, and interpersonal insights; and providing a way to concrete experience, reflective observation, abstract conceptualization, and active experimentation. It encourages the processing of “what happened”, relating the learning to course content and creating alternatives that might work in similar situations. The opportunities and problems encountered in the workplace and examined in a debriefing setting require learners to think, apply theories, solve problems, experience teamwork, and expand their learning. This process is a tool in which learners expand their abilities to analyze, reflect, and make adjustments. <ref>[http://www.daahp.wayne.edu www.daahp.wayne.edu] (17 July 2008) [http://eric.ed.gov eric.ed.gov] (17 July 2008)</ref> |
| + | See also [[Briefing]]}} | ||
Revision as of 11:39, 27 May 2009
 DEBRIEFING |
| A process that makes learners move from the status of passive recipients of information to one where they observe and use the new knowledge in active experimentation. Debriefing helps making a learning experience more meaningful, crystallizing concepts, theories, ideas, values, and interpersonal insights; and providing a way to concrete experience, reflective observation, abstract conceptualization, and active experimentation. It encourages the processing of “what happened”, relating the learning to course content and creating alternatives that might work in similar situations. The opportunities and problems encountered in the workplace and examined in a debriefing setting require learners to think, apply theories, solve problems, experience teamwork, and expand their learning. This process is a tool in which learners expand their abilities to analyze, reflect, and make adjustments. [1] See also Briefing |
References
- ↑ www.daahp.wayne.edu (17 July 2008) eric.ed.gov (17 July 2008)