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This paper presents a research on work-related learning through School-work Alternance in Secondary Education that involved researchers of University of Florence, ten secondary Schools, public and private entities in the Province of Arezzo and La Spezia. From the analysis of three case studies, it elicits criteria for an educational model that integrates work-related learning with student voice perspective.

Experiential learning.

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In experiential learning, on-field experience needs to be processed consciously in order for learning to take place. Reflection plays a crucial role by providing a bridge between practical experience and conceptualization. Despite being a protected environment, university traineeship is a form of experiential learning that offers students a chance to learn from the fields and reflect on a possible future profession. In this paper we present and discuss a research project whose goal is the development of a methodology to educate trainees' reflective thinking and writing.

Experiential learning.

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Lecture method in teaching. --- Active learning. --- Action learning --- Activity learning --- Activity teaching --- Learning --- Experiential learning --- Lectures and lecturing --- Teaching

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What does it mean to take actions of one’s own to learn? How do human beings create meaning for themselves and with others? How can learners’ active efforts to build knowledge be encouraged and supported? In this edited compilation, scholars from a diverse range of academic and professional backgrounds address these questions, grounded in the conviction that the ability to take effective action of one’s own to learn is itself an essential form of knowledge. In an era of dramatic social, environmental and political change, the need to access vast amounts of information to make decisions demands that learners become active agents in their own knowledge development. Educators are transforming ideas about their role(s) as they strive to provide guidance to help learners take the lead in their own learning. Learners are building new ideas about their capacities to gather and organize information while working with others. No longer simply consumers of information, they are beginning to see themselves as capable and effective researchers. Researchers are also expanding ideas about their knowledge-gathering work and identities. No longer simply reporters of information, researchers are seeing themselves as learners, as they engage in deeper, more collaborative ways with participants in their research. Chapter authors describe their dedicated, and often career long journeys to show the vital connections between knowledge, acting to learn, identity and being. To engage in this work means disrupting traditional ideas about how knowledge is most effectively acquired. This book will inspire researchers, educators and educational planners as they build the kinds of new participative structures needed to support individual and collective actions to learn.

Active learning. --- Learning, Psychology of. --- Learning --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Action learning --- Activity learning --- Activity teaching --- Experiential learning --- Psychological aspects

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Que signifie l'idée qu'il y aurait des "leçons de l'histoire" et quelle serait leur pertinence aujourd'hui, à l'aune de ses plus récents et tragiques "bégaiements" ? Cet ouvrage interdisciplinaire, qui fait suite au volume Penser l'histoire (sous la direction de Christophe Bouton et Bruce Bégout, L'éclat, 2011), réunit des historiens et des philosophes, interrogeant l'expérience du passé, au double sens d'un enseignement qu'on peut en recevoir et des diverses manières dont celui-ci est vécu et affecte le moment présent.De Salluste à Derrida, de "l'histoire maîtresse de vie" chère à Koselleck, à l'"actualité du passé" et au projet d'une "histoire à rebrousse-poil" telle que l'a définie Walter Benjamin, ce volume propose une enquête sur le temps long qui aboutit à une conception du passé comme "spectre" venant hanter notre présent, mais qu'il convient de regarder "avec les yeux chargés du désir de la politique", si l'on veut en tirer des leçons pour l'avenir.

Historiography --- History --- Experiential learning --- Philosophy --- Philosophie de l'histoire --- Passé (philosophie) --- --Historiographie --- --Colloque --- --2016 --- --Pessac --- --actes --- --Philosophie de l'histoire --- Philosophie de l'histoire. --- --Historiography --- Historiographie --- Colloque --- Pessac --- Passé (philosophie)