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The easiest example i can think of this is how i learn most of the entrepreneurial skils I have. Most of my entrepreneurial learning was learnt by doing and i can easily recall most of the learning because it was real and relevant.

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I have found the a deeper understanding of Business and Finance can be supported via practice either using simulations or in real life. Spending time completing and assessing these templates can support a deeper understanding of the impact of particular variables and deeper knowledge around the variables.

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When I first started my new job, I was asked to edit videos for marketing materials...even though I had never touched a video editor before. I had to learn different aspects of iMovie as i needed them and so everything i learned was useful. I became proficient because the learning was in context.

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An example of this is in the workplace for me - I have had to learn new skills and apply them. In my first job, I was doing work that I had not directly studied for and this worried be. But my learning experience was experiential - I learned by doing and I can say that I would still be able to do the work that I learned in my previous jobs and although I have since changed industries, I find myself being able to apply what I learned in my previous job as I learned by doing

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I have to admit that many of the subjects that I studied at school were only surfaced learned and it was only once I went to college to study radiography that I felt that I became a deeper learner. The combination of theory and practical placement was like a switch turning on. Putting the theoretical principles into practice gave me a much deeper understanding and a real thirst to want to know more about the subject and it became much easier to read articles related to the topic.

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I can honestly say I tend not to learn through doing as the majority of my HE studies have involved macro economic theory. Even when my dad tried to teach me how to cook I often end up burning myself (and him!). However I do incorporate questions and practicles within my seminars to foster Constructivist learning.

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I find cooking to be a great example of this approach. I remember moving aboard and craving my grandmother's cakes. Unfortunately, having the various recipes didn't mean I knew her techniques and it wasn't until I started practicing them that I could say that my own versions of her cakes were a success. It is by manipulating and tasting the ingredients that one can know if they are ripe and flavourful, it is by experimenting with raising agents that one can learn about chemistry in baking, etc.

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Very similarly to my previous post, I found applying the theory I had learned in the lecture hall to practice in the clinic was vital to developing my understanding of Podiatry.

I do find it incredibly difficult to embed knowledge deeply without applying it in a situational setting.

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One of the most rewarding  learning experiences I have had was a postgraduate cert. that I completed recently, directly linked to my practice as a social worker.  Being able to revisit previous learning and apply new learning to my practice, seemed to give theory and policy more relevance. This also led to me engaging with the subject material in more depth.  Furthermore, my motivation to learn was increased due to the material having more relevance.

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I think this approach applies to a lot of the students on our Paramedic course. Many students consider the role to be a practical job and place more emphasis on practical sessions than lectures. We use simulated patient scenarios to allow students to actively apply the theoretical knowledge that they have built up. This is reinforced later in the course by going on to apply this to patients in placement. Having actual patient interactions allows them to apply meaning to the situations and conditions that that have read about and practised in simulation, helping them become more confident to identify them in future clinical practice.

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I taught at the university summer school which gives A level students a chance to do a university taster course. I taught abnormal psychology and we discussed some of the more well known psychiatric disorders, such as schizophrenia and multiple personality disorder. These can be really hard to understand when you have no knowledge of psychology and  do not understand how the brain works at a neurological level. After spending the week going through the different models of psychology that are used to explain both of these disorders, we watched 2 films at the end of the week (with cake and sweets), A beautiful mind, which brilliantly depicts Schizophrenia, and also 'Me, myself and Irene, which looks at multiple personality disorder. The students commented on how they were able to understand the information they had received better by experiencing the disorder from the eyes of the sufferer. Using real world examples to cement theories and ideas is a great way for learning to pass from the surface to a deeper understanding.

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I discovered that having theoretical knowledge didn’t mean I had practical experience. Personally, I have learnt best by doing things hands-on. I discovered that getting my technical skills right and up-and-running after graduation took some mentoring on-the-job which helped in building my experiential skills.

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Again, all of my great examples of learning come from primary school. ;-) I remember studying Ancient Egypt and loving how interactive the lessons were. We wrote our names in hieroglyphics, created dioramas of a Pharaoh's tombs and wrote letters to our classmates as we pretended to be different specialized workers. What amazes even today is how much I can recall about Ancient Egypt and how many connections I was able to make to other civilizations as I continued to study.

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When training to be a therapy radiographer this was very much the approach.  I learned all about the techniques on how to treat a cancer patient before having any clinical experience.  I thought it all made sense until I actually had to apply my knowledge to practice.  Getting that link definitely takes time and patience but works for me.

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In University, when writing essays or theses, we had to use academic papers in Journals. This involved finding out what you wanted, then going to the library and photocopying the papers from the journals. In doing so, it made it more likely you would read them (and that you would do a set of research into a topic in one go) than it is just downloading PDFs today and vowing to read them later

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Absolutely agree that clinical skills can only be fully learnt when applied to real patients. I know I can practice all I like but if I want to understand tone or stiffness I need to feel it for real.

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Learning a language most definitely requires a constructivist approach if you want to be able to speak to people. It is only through doing (eg talking) to other speakers of French/Spanish that you can really master the language, and of course you increase in confidence each time you do. I am very rusty these days however, I guess I need to speak more!

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My example of constructivist learning in practice would be my preparation for my final oral exams as an undergraduate. For both of them I was asked to draw up a list of 5 hypotheses that I would have to defend. I really enjoyed this as it forced my to acquire and rearrange knowledge in an applied way.

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We could practice clinical skills on each other as much as we liked but there was absolutely no substitute for the learning experiences that we had with actual patients who had things wrong with them. But then, with all the practice we had with normal people, when we did find something wrong it was really quite obvious, which was a relief!

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We could practice clinical skills on each other as much as we liked but there was absolutely no substitute for the learning experiences that we had with actual patients who had things wrong with them. But then, with all the practice we had with normal people, when we did find something wrong it was really quite obvious, which was a relief!