Search Results for
"learning"

HCI researchers have explored ways to improve HCI and design education. We designed and conducted an experiential learning internship to teach principles of design research to first-year undergraduate students. We describe the framework we used for the design of the internship and the lessons we learned in a self-reflective case study. We provide the following recommendations to other educators who want to incorporate similar programs: 1) prepare for clients having differences in opinion, 2) use multiple educational methods to supplement the experience, 3) allow interns to navigate a project space on their own, but identify areas that may create major delays, and 4) prepare educational material on the latest trends and tools that may be of interest to the interns. © 2025 Copyright held by the owner/author(s).

Making activities have been shown to offer potential for inclusive access to digital literacy amongst marginalized groups, but research exploring such approaches with older adults is still scarce. Our study introduces an electronic-card-making workshop, co-developed with Japanese older women to foster engagement aligning with their purpose, physical and cognitive skills. The workshop was initially delivered to 14 women. Following initial success, 4 participants decided to deliver a second workshop, with the support of our team, for 15 local children. We present findings from both these workshops unpacking how women's motivation for engaging in eMaking revolved around the idea of sharing, both through displaying created artefacts and the transmission of knowledge, how their learning consolidated around implicit actions and was supported by the creation of escalation strategies when they felt that demands exceeded their level of proficiency. Based on our results, we propose guidelines for inclusive eMaking involving novice older women. © 2025 Copyright held by the owner/author(s). Publication rights licensed to ACM.

Purpose: Framing communities of practice (CoPs) as contexts for learning and identity formation, this study examines the varied group experiences of psychoanalytic trainees. This study aims to understand what, where and how these professionals learn across their landscapes of practice. Design/methodology/approach: Semi-structured interviews were conducted with 10 psychologists enrolled in the final years of a psychotherapy graduate program, based in Rome, Italy, between September and December 2020. Findings: The study shows how professionals’ landscapes of practice emerge from a variety of group experiences – such as family, sports and friendships – which contribute to the development of professional stances, competencies and repertoires. Findings illustrate that workplace learning and individual knowledgeability are not limited to institutional or formal learning environments but instead occur dynamically across various CoPs. Workplace settings frequently act as repositories for these diverse learning experiences, emphasizing the significant role of life events in shaping professional identity and expertise. Research limitations/implications: This study has several limitations. First, it is based solely on interviews with respondents from one educational organization and a single community of practice. To broaden and deepen the understanding of both organizational and learning dynamics, future research could explore different contexts and adopt a mixed-method approach in other countries. Practical implications: The results offer practical insights into how organizations, educational settings and workplaces can benefit from valuing learning that emerges from students’ and novices’ diverse landscapes of practice. These range from “narrative opportunities” – i.e. opportunities to narrate and integrate one’s previous learning experiences into the workplace – to “reflexivity workshops” on workplace learning, which are educational experiences that allow individuals to reflect on their approach to learning (where they have acquired specific knowledge, what gaps exist in their learning) to gain a deeper understanding of its professional application. Originality/value: Contributions come from professionals who, owing to their expertise, are particularly focused on reflecting on group learning. These insights illustrate how even the most unconventional learning experiences, often not traditionally seen as instructive, possess transformative potential as valuable learning opportunities for workplace applications. © 2025, Emerald Publishing Limited.

Several challenges have occurred in the hospitality industry caused by successive crises and geopolitical developments of recent years. To respond to these challenges, human resources must effectively acquire new practical and theoretical skills and adopt new attitudes through appropriate learning systems. This chapter investigates the characteristics of hospitality learning systems as they have been shaped by recent crises and geopolitical developments. Quantitative data, analysed through exploratory and confirmatory factor analysis and descriptive statistics, was collected from employees in four- and five-star hotels. It was found that in tumultuous times, hotel management places great emphasis on training needs analysis as well as planning and implementation of human resource training, at the expense of evaluating the training provided. The findings, supported both scientifically and practically, highlight specific characteristics of the learning systems of four- and five-star hotels in fields like training needs analysis, training preparation and implementation, and training evaluation. © CAB International 2025. All rights reserved.