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PurposeThe main purpose of this paper is to test the effects of a classical intercultural simulation on participants' ability to modify their behavior in response to collectivistic and individualistic contexts. Moreover, the paper aims to examine moderating effects based on experiential learning and social identity theory.Design/methodology/approachThe learning effects are evaluated through two separate quasi-experimental studies with 152 master students in business economics at a Danish university and 190 bachelor students in international business at a German university.FindingsThe analysis shows that intercultural simulations with artificial cultures significantly improve participants' ability to modify their behavior depending on cultural context. Participants who identify with an artificial culture that differs radically from their own take greater advantage of the simulation. The overall duration of international experience moderates participants' learning with a U-shaped effect. Culture-specific experience strengthens the positive effect of the simulation. The comparison of the two conducted studies indicates that previous cognitive teaching enhances learning.Practical implicationsThe findings demonstrate the effectiveness of intercultural simulations that guide participants through all phases of the experiential learning cycle. Moreover, they underline the importance of assessing participants' cultural backgrounds before the assignment of training groups.Originality/valuePrior research on intercultural simulations is often based on qualitative methods and mostly limited to affective outcomes, such as motivation and enjoyment of intercultural interactions. By contrast, this paper quantitatively tests to what extent intercultural simulations improve participants' ability to modify behavior depending on culture.

Extended Reality (XR) covers both Augmented Reality (AR) and Virtual Reality (VR). How do we design immersive experiences in XR for teaching and learning? Immersive experiences are one of the unique virtues of XR simulations. A VR simulation can instantly teleport the user into a VR party or up on to the top of a building looking down. The experience immediately triggers sensory feedback and suspension of disbelief. Can theory about experiential learning support the design of VR and AR simulations for learning and the associated learning design? The article introduces three perspectives on successful design of game-based learning in XR. The first perspective is Virtual Experiential Learning inspired by Kolb's experiential learning cycle theory. The theory is applied to two illustrative examples: one in VR and one in AR. From an educational technology design view, the goal is to design digital encouragement for the potential transformation of the virtual experience into new knowledge: a knowledge ready to be applied in real life. Secondly, we propose that educational technology designers should develop ready-made learning designs to go with the XR applications. Learning design is a plan for facilitating the learning process in three steps: introduction, XR experience and debriefing. An effective learning design supports deeper learning and retention in the experiential learning process. Thirdly, in XR simulations, feedback is often unclear and navigation often unnecessarily complicated. We discuss how to improve interaction in the XR systems to support the immersive experience and the learning process. The paper is intended for designers of educational technology and game-based learning, practitioners and students in further education.

This paper explores taste in the context of phenomenology and outlines possibilities for situating a phenomenological approach to taste within the framework of educational theory. In such an approach, taste emerges as a complex interaction between all senses and as interplay between recollection and anticipation. In this respect, taste-experience is indicative of a privileged but hitherto relatively unexplored access to cognition. It is a sensory encounter that encompasses possibilities for learning, not only about taste but also about other subjects through taste.

In this paper we discuss our experiences developing mediated learning situations in a VR-filmed context. This requires solutions where co-design and innovative teams with knowledge and skills from different areas join forces. Here we try to make use of previous projects in collaborative design to develop forms for mediated learning situations in a VR-based context. We design a process where stakeholders in different roles are engaged in all or some parts of the pro-cess in which learning occurs, from scriptwriting for interactive media to creating and editing the case studies in an interactive VR format to in the end having stu-dents experience, discuss and evaluate them. The cases we employ are developed from the need for more experience-based knowledge in the field of Work Inte-grated Learning (WIL).

Öğrenen makineler, sürücüsüz otomobiller, "cankurtaran" dronlar, yemek siparişini alırken müşteri ile sohbet eden yazılımlar, duyguları analiz eden tarayıcılar, cerrahi operasyon yapan robotlar gibi unsurlarla gelen bilgi çağı, baş döndüren bir hızla hayatımızı şekillendirmektedir. Ancak dijitalleşen bu dünyanın başrolünde hala insan olduğunu göz önüne alarak davranmak gerekmektedir. Bilgiyi değere dönüştüren, hedefe sürece ve sonuca anlam katan insan, tüm zamanların en değerli kaynağı olmaya devam ederken dünya genelinde her yıl binlerce kişi iş kazaları ve meslek hastalıkları sonucu yaşamını ya da çalışma gücünün kaybetmektedir. Sürdürülebilirliği hedefleyen işletmeler, insan kaynağını işle bağlantılı risklerden korumak ve potansiyelinin performansa dönüşmesini engelleyen unsurları en aza indirgemek için, teknolojiye her geçen gün daha fazla yatırım yapmaktadır. Bu çalışmada, iş kazaları ve meslek hastalıkları ile ortaya çıkan travma ilişkili psikolojik bozuklukların tedavisinde kullanılan "kontrollü maruz bırakma" yönteminin, bu kaza ve hastalıkları oluşmadan önlemek amaçlı eğitimlerde "sanal gerçeklikle deneyimsel öğrenme" tekniği olarak kullanılması incelenmiştir. Stratejik insan kaynakları bakış açısı ile "tazmin edici" nitelikteki reaktif yaklaşım yerine "önleyici" nitelikteki proaktif yaklaşıma geçilmesinin, işletmelere sağlayacağı yönetsel, finansal, itibari katkılar ortaya konmaya çalışılmıştır., learning machines, self-driving cars, "lifeguard" drones, software chatting with the customer while taking meal order, emotions analyzing scanners, robots performing surgical operation, etc. Information age is shaping our life at a great pace. However, it is necessary to act in view of the fact that still human is leading the increasingly digital world. While human who transforms into value, adds meaning to the goal, the process and the result continues to be the most valuable source of all time, each year thousands of people in the world lose their lives or their working power as a consequence of occupational accidents or diseases. That's precisely why businesses targeting sustainability are investing more and more in technology every day to minimize business-related risks threatening human resources and the elements that prevent turning its potential into performance. This study investigates the implementation of "controlled exposure" whisch is used in the treatment of trauma realted psychological disorders caused by occupational accidents and occupational diseases to "experiential learning with virtual reality" technique in trainings aimed at preventing accidents and sieases nefore they occur. It is tried to put forward the managerial, financial and reputational contributions of the "preventive" proactive approach, instead of the "compensatory" reactive approach by the strategic human resources point of view.

Colleges and universities nationwide are adding courses on international and intercultural communication to their curriculum as a way to prepare their students for the global workplace which awaits them. As part of this process, both on-campus and study-abroad courses have been initiated and expanded to enhance students' knowledge of and sensitivity toward other cultures (Driskill, Arjannikova, & Schneider, 2010). Study abroad courses specifically allow for a more authentic educational experience, "an opportunity of observing society by living in physical and social conditions utterly unconnected with his own" (Battsek, 1962, p. 228). While international and intercultural campus initiatives are important and beneficial, nothing can compare with the actual experience of being somewhere different and needing to communicate effectively.According to Hooper (2000), mastery of the process of cross-cultural learning, communication, and human relations is more important than the depth to which one comes to know the culture under study. Based on prior research and instructional goals, Driskill et al. (2010) have created four categories of learning objectives to assist educators in creating effective courses: awareness, knowledge, skills/behavior, and motivation/attitudes. Specifically, these four objectives are: (1) to become more aware of one's own culture and communication styles and how they differ from that of other cultures (Gaston, 2001); (2) to understand how culture affects the communication process (Millette, Steinfatt, & Hericks, 2000); (3) to develop analytical skills in examining intercultural interactions (Pierson, 1996); and (4) to increase sensitivity to "the complexity of intercultural interactions" (Bradford & Drzewiecka, 1997, p. 2). While the authors believe that all four categories of learning objectives are important, for the purpose of this exploratory study, awareness, knowledge, and attitudes are the central focus.Literature ReviewCentral to the development of intercultural communication competency is experiential learning and situated cognition (Jacobson, 1996). Experiential learning focuses on the role of experience in the learning process as well as the role of reason operating within the context of experience. Experiential learning has personal involvement, is self-initiated, is pervasive, and is evaluated by the learner, therefore having relevance to the whole person (Schunk, 2012). Personal involvement and pervasiveness are especially important to this study as cognitions and feelings as well as behavioral and attitude changes are explored in relation to the study abroad experience.In the context of study abroad specifically, situated cognition plays a critical role in the experiential learning process because, according to this theory, learning should be authentic to the context of study and situated in a community of practice. "Learning is a co-constructed process in which all participants change and are transformed through their actions and relations in the world" (Driscoll, 2005, p. 159). Schunk (2012) noted that situated cognition is important to the development of competency. The heart of situated cognition in the context of this study is reflected in the following statement by Battsek (1962).There is the intrinsic value of being forced into social situations where the security and protection of the home is absent and of gaining an awareness of situations, which does not often come to a young person unless he is forced to take a stand on social matters that have no real meaning for him in his own surroundings. (p. 229)Lindsey (2005) presented similar findings, stating "study abroad offers a unique opportunity for students to confront both differences and similarities in many aspects of culture and values, as well as develop specific skills in multicultural competence" (p. 232), a process that requires dialogue and discussion, according to Danzig and Jing (2007). …

Expanding to markets abroad is a vital opportunity to stabilize and/or expand a company’s revenues. Companies who suffer from small domestic markets try to overcome competitive pressures by entering new markets (Korsakine and Tvaronaviciene, 2012). In particular, the attention for SMEs to increase their activities abroad has turned to the potential of accessing emerging markets with faster growth like the BRIC countries (Brazil, Russia, India and China) in response to the saturation of domestic and European markets (Neupert, et al. 2006, Ulrich, et al., 2014). However, the challenges associated with entering such foreign markets remain significant, especially for inexperienced SMEs. These challenges can include inadequate knowledge about a host country’s culture, norms, values and business environment, and a lack of embeddedness in the industry networks abroad. Such barriers can often hinder successful foreign market entry. Identifying and overcoming such export challenges, especially in emergent markets has become a focus for academics and policy makers in recent years (Keegan and Green, 2017). One concept to bridge SMEs who lack experiental knowledge is the incubator in international business to facilitate a firm’s entry into a foreign market. It is best described as a shared office-space facility, including a local person (the ‘incubator’) who has access to potential buyers and can help the SME set up the first sales of its products in the local market, and then to establish a successful foothold in the foreign market (Rask and Bøllingtoft, 2012). The “incubator” enables the company to acquire market knowledge, at a reasonable cost, and without making a large up-front investment. The “incubator” can also help firms compensate lacking experiental knowledge and lower the risk at least in the entry phase (Hollensen, 2017).This research project aims to explain how the “incubator” can support the acquisition of lacking experiental knowledge and facilitate the process of getting embedded in markets or industrial networks abroad. Theoretical foundationThis paper adopts an industrial network approach in line with Mats, et al. (2015) and Johannson/Vahlne (2015). On the one hand it is assumed that resources, actors, exchange- and coordination-mechanism are vital determinants influencing the degree of embeddedness of companies in industry networks abroad (Mats, Holm, Johansson 2015, Johanson and Vahlne, 2015, Raskovic, 2015, Granovetter, 1985, Zukin and DiMaggio, 1990). On the other hand experiental knowledge related to the specific exchange- and coordination-mechanism, which vary from one cultural sphere to another, matters as a requirement to process the exchange and to establish and foster relationships (Johanson/Vahlne, 1977, 2015). These assumptions indicate that network value accrues to SMEs venturing abroad in result of accessing resources like e. g. distribution-channels and/or networks and of tying up with key actors like brokers, facilitators of networks and/or with key customers and that learning and acquisition of network specific knowlede is a vital precondition. Acquiring knowledge of how resources are exchanged and of how value is (co-)created among actors is a necessity to effectively process the entry (Johanson and Weding, 2000). In this context markets are defined as overlapping industry networks in which actors exchange resources and co-create value based on specific codes of conduct (Cook and Emerson, 1978, Johanson and Mattsson, 1992, Mattsson 1997).Johanson and Vahle (1977/1990) highlight that beyond offering demanded resources the aspects of learning and experience influence a company´s embeddedness in industry-networks abroad because these elements build the firm’s knowledge of a market, what, again, influences the decisions about the level of commitment and the activities that grow out of them. Finally this leads to the next level of commitment which triggers more market knowledge, and consequently more experiential learning (Johanson and Vahle, 1977, 1990, 2013). Depending on the level of experiental knowledge and the access to experienced facilitators the process of understanding and entering new markets is more or less difficult and effective. This leads to the following propositions:Proposition 1:The higher the level of the companies’ accumulated experiential knowledge, the faster integration into the foreign market.Proposition 2:The use of incubator facilitates a faster integration into a specific foreign market.Research Design and Data CollectionThe aim of the study is to learn how the incubator and experiental knowledge can support the company with a faster integration into the foreign industry networks/markets. To thoroughly demonstrate the phenomenon we have chosen a case with four sub-cases a) two using the incubator and b) two not using the incubator. An in depth single case study design is applied to illustrate the phenomenon in its real-life context. The illustration of how the incubator was used is expected to show the process of how the incubator supports to get embedded into the industial business networks abroad. By comparing the different cases we hope to better understand how the incubator can substitute in the short run and/or improve the experiental knowledge of the company (Yin, 2002, Eisenhardt, 1989, Stake, 1995). The data will be conducted based on personal interviews with managers and external experts involved into incuabator initiatives. The experts are people who are appointed to companies who work as incubator/export-facilitator. As we took an industrial network approach (Granovetter, 1985, Erikson, et al. 2015) we will explore the phenomena related to the role/impact of the incubator and the impact of experiental knowledge in the process of getting embedded into industry networks abroad. We have developed an interview guide relating the objects to the key-actors. First FindingsUntil now we have conducted data based on one interview with an expert of the company Linak A/S who have used and not used the incubator when entering new markets to get a first understanding of the involved actors, resources and functions of the incubator. The second round of data collection as described above has just started and findings based on the case study will be presented on the workshop.

Den här studien handlar om äventyrspedagogik som metod där syftet är att utforska och bidra med förståelse för vad den pedagogiska metoden äventyrspedagogik innebär. Frågeställningarna som valdes ut för att svara upp till syftet berör hur och varför förskollärare arbetar med äventyrspedagogik, hur förskollärare ser på äventyrspedagogikens möjligheter att stimulera barns lek och lärande samt vilka pedagogiska utmaningar som finns i arbetssättet. Studien är av kvalitativ ansats och semistrukturerade intervjuer har använts som metod för att svara upp till frågeställningarna. För att kunna få ett resultat bearbetades teman och kategorier fram utifrån de transkriberade intervjuerna. Urvalsgruppen innefattar fem förskollärare från två olika förskolor i två olika kommuner som arbetar med äventyrspedagogik som metod i sin vardagliga verksamhet. Fyra av dessa förskollärare har läst Furmarks (1999) kurs i äventyrspedagogik som ges vid Luleå Tekniska universitet. Resultatet på studien visar på ett stort engagemang hos de berörda förskollärarna, där flera fått en nytändning i sin yrkesprofession. Samtliga respondenter svarade att lek uppstod utifrån de erfarenheter barn förvärvar i ett äventyr samt att lek och lärande hör ihop med varandra. Den kunskap som barn får genom äventyrspedagogik är bland annat samarbete och den sociala utvecklingen barn emellan. De pedagogiska utmaningar som belystes var frågor om tid, materiella resurser, språk samt funktionsnedsättningar.

Diplomsko nalogo PROJEKTNI TEDEN V 3. RAZREDU – BOŽIČ sestavljata dva dela – teoretični in praktični. Teoretični del sestavljajo štirje sklopi, in sicer sociološki sklop (v njem so opisani prazniki in njihov pomen, poseben poudarek je na božiču), psihološki sklop (v njem so opisane razvojne in psihofizične lastnosti osemletnikov), geografski sklop (v njem je predstavljeno mesto Ptuj) ter didaktični sklop (v njem je predstavljen predmet spoznavanje okolja, izkustveno učenje ter izpostavljene glavne značilnosti projektnega dela). V praktičnem delu diplomske naloge je predstavljen projektni teden BOŽIČ KOT NEKOČ, ki je bil izpeljan v tretjem razredu osnovne šole. Po narejenem ugotavljamo, da imajo učenci, vključeni v projektno delo, večjo notranjo motivacijo za delo in končni cilj, ki ga sami določijo, ter da projektno delo temelji predvsem na integriranem pouku in lahko nastane načrtovano ali spontano ob nastanku trenutnega problema. Graduation thesis PROJECT WEEK IN THE 3RD GRADE – CHRISTMAS is composed of two parts – theoretical and practical. The theoretical part consists of four sections, that is, the sociological section (it describes the festive days and their meaning with special emphasis on christmas), pshycological section (it describes the development and pshycopshysical features of 8-year olds), geografical section (representing the city of Ptuj) and didactical section (it introduces the subject of the environmental studies, experiental learning and the main exposed features of project work). The practical part of the thesis presents the project week CHRISTMAS AS IT ONCE WAS, which was executed in the 3rd grade of an elementary school. Based on the results, we can conclude that the students, included in the project week, had a greater inner motivation for work and the final aim, which was determined by themselves, and moreover, the project work is based primarily on integrated teaching and it can occur as a planned activity or spontaneously as the current problems appear.

As an applied science, horticulture is particularly suited to interactive teaching and learning methods. Much of the undergraduate learning in horticulture is passive; therefore, more active learning strategies should be introduced. One such active learning technique is scenario-based learning (SBL). This form of learning allows students to apply academic knowledge to a simulated 'real-life' situation. It is particularly suited to promoting group participation and learning. Its use provides students with the opportunity to recognise and solve problems, to think critically and to develop teamwork skills. Recently, an SBL project was introduced to the Fruit Production (HORT30190) undergraduate module at University College Dublin. In order to implement the project, the class was divided into groups and each group was required to establish a hypothetical commercial dessert, culinary or cider apple orchard in Ireland. The groups were required to consider site characteristics, growing and pruning systems, rootstocks, cultivars, pollinator selection and planting density. They presented their results in class using posters and submitted a personal learning journal associated with the project, both of which were assessed by staff. Student response to the SBL project was evaluated for benefits such as increased understanding of course material, acquisition of transferable skills and enjoyment of the learning method. This project is an example of formative assessment in action. Scenario-based learning allows students to contextualise learning while acquiring transferable skills. It is suitable for implementation in a wide range of diverse university modules. European Research Council University College Dublin

Diplomsko delo »Skozi igro do boljšega znanja o premogovništvu Velenja« je sestavljeno iz teoretičnega, empiričnega ter praktičnega dela. V teoretičnem delu smo podrobneje predstavili premogovništvo Velenja, didaktične igre ter izkustveno učenje. Večji poudarek je na izkustvenem učenju ter didaktični igri, kar je bistvo diplomske naloge. V muzeju Premogovništva Slovenije ljudem ponujajo edinstveno izkušnjo. Z možnostjo potovanja po rudarskem rovu, v katerem je prikazan njihov način dela in življenje rudarjev, doživijo in začutijo, kako je v resnici biti rudar. Učenci si lažje zapomnijo bistvene podatke preko poučne didaktične igre, ker so ob igri sproščeni in se zabavajo. V zadostni meri je igralna dejavnost potrebna tudi v šoli, saj se učencem s tem razvijata osebnost ter domišljija, in predstavlja sprostitev pri delu. V empiričnem delu diplomske naloge je bila v raziskavi uporabljena deskriptivna metoda pedagoškega raziskovanja. Zanimalo nas je, kakšno je znanje učencev o premogovništvu Velenja, glede na način pridobivanja znanja. Predstavljena je analiza dveh šol. Ena se je udeležila ekskurzije v Muzej premogovništva Slovenije ter snov utrjevala preko igre, druga pa ne. Ugotavljamo, da na tako malem vzorcu učencev ni razlike v znanju, saj je znanje med šolama skoraj enakovredno. The thesis "Better knowledge retention about coalmining in Velenje trough play" consists of a theoretical, empirical, and practical part. In the theoretical part, we presented in greater detail the coalmining industry in Velenje, didactic games and experiential learning. The emphasis is on experiential learning and didactic games, which is the essence of the thesis. The Coal Mining Museum of Slovenia offers people a unique experience. With the possibility of travelling through the mining tunnel, in which the way how coalminers operate and how they live is shown, visitors experience and feel how it is really like to be a miner. Pupils remember the essential information easier through educational didactic games, because they are relaxed and have fun while playing the game. Sufficiently the game activity is also needed at school, as students develop the personality and imagination, and it presents relaxation at work. In the study of the empirical part the descriptive method of pedagogical research has been used. We were wondering what the knowledge of students about coal mining is, according to the way of acquiring knowledge. The analysis of the two schools is presented. One group attended field trips to the Coal Mining Museum of Slovenia, where the knowledge/subject matter was strengthened through the game, the other not. We found out that on such a small sample of students there is no difference in knowledge because it is almost equivalent.

The diploma thesis deals with the method of using computer simulations in education, with a focus on medicine. It also presents possible usage of computer simulations in other fields. The thesis presents possible usage of computer simulation to support the education, analyses of effective approaches and possible barriers that may arise during the implementation. Practical research is based on qualitative analysis of current situation of using simulations at medical faculties in the Czech republic. Powered by TCPDF (www.tcpdf.org)

Students, pre-service preschool teachers, need professional competences, which include the methodical, to become autonomous professionals, empowered in their significant social role of teachers of young children, to self-express and self-realize as practitioners. Bearing that in mind, the question of the competence development and quality is becoming a significant „desirable outcome“ of programs that educate future educators, including the corpus of faculty courses that make up the scientific field of Methodics of preschool education, other words, integrated methodics of early childhood education. Developing professional methodical competences of pre-service preschool teachers in higher education is not only an isolated process based on academic knowledge and teaching through lectures and academic exercises that are performed in a campus classroom environment. It is a process that is closely associate the abstract knowledge with the authentic and natural context, which, in this case, has its own continuity, soul and a lot of more things (preschool institution). It allows the meaningful construction and application of the abstract knowledge, also competence development based on experien-tial learning as a central concept of the postmodern adult education (Usher, 2009). Since young children about whom students learn and develop knowledge, attitudes, values, beliefs, emotions, communications skills and skills for negotiating and playing are not objects, students must be given the social situation with real children in kindergartens and real tasks from study content. In that authentic learning environments, the students will be able to understand theoretical information obtained on faculty lectures - cognitive authenticity, but also to build their professional competencies on meaning and applicability and usability manner - physical authenticity. In this regard, the paper analyses the model of faculty course Methodics of language development on the university Program study of early childhood education (Faculty of Philosophy, Banja Luka) which is still under development. Besides the theoretical basis on which model lays, paper will cover the analysis of opinions of students and their mentors – in-service preschool teachers on the effectiveness of this approach to learning in higher education institution.

This dissertation deals with the use of experiential learning in the work with drug-addicted youth. Theoretical part of my dissertation defines concept of experience, experiential learning and therapeutic community. In the practical part I firstly map organizations in the Czech Republic, which are working with drug-addicted youth, using experiential learning. Then, secondly, in two already mentioned organizations I am undertaking interviews with therapists and clients, recognizing the benefits they find in the experiential programs.

This paper describes factors that nurture a human-centered attitude of a design curriculum. A brief literature study defines a human-centered attitude and explains how to develop this attitude by using experiential learning theories. Furthermore, an illustrative case study reflects on the humancentered elements of a multimedia design course. This study recommends the teaching of humancentered methods as an integral part of a design curriculum, a teaching style that questions the human-centered aspects of the student's work and composing authentic and challenging project briefs with real people. To develop a human-centered attitude students need to involve real people into their design process and empathize with them. The experience with real people affects their beliefs, which can result in changing their attitudes towards people.

This paper describes factors that nurture a human-centered attitude of a design curriculum. A brief literature study defines a human-centered attitude and explains how to develop this attitude by using experiential learning theories. Furthermore, an illustrative case study reflects on the humancentered elements of a multimedia design course. This study recommends the teaching of humancentered methods as an integral part of a design curriculum, a teaching style that questions the human-centered aspects of the student's work and composing authentic and challenging project briefs with real people. To develop a human-centered attitude students need to involve real people into their design process and empathize with them. The experience with real people affects their beliefs, which can result in changing their attitudes towards people.

Resumen basado en el de la publicación Se pretende conocer las características de los diferentes programas de Educación y Aventura utilizados en Educación Física y diferenciar los pasos seguidos por cada uno de ellos. Se ha realizado una revisión documental explicativa, basándose en las principales bases de datos internacionales, obteniendo, un gran número de documentación. Se seleccionan los artículos válidos y se realizan los análisis documentales. Los principales objetivos de la Educación de Aventura se centran en fomentar el desarrollo emocional, físico y social a través del aumento de la autoestima, la conciencia de sí mismo, la mejora de las habilidades de comunicación, la cooperación con los demás y sobre todo las habilidades para resolver problemas. Andalucía ESP

The relationship between registrar and trainer functions best when the trainer consciously facilitates the registrar's learning and considers all their interactions as educational opportunities. The trainer's role is more that of an educational guide and less that of an authoritarian expert. Both the registrar and the trainer should be aware of their own learning styles and how these may be complementary or contradictory. A variety of conversations with different purposes should be structured and planned and not left to chance and a number of methods for observing and collecting the registrar's clinical experience should be developed and used regularly. Further attention needs to be paid to the development of useful, reliable and valid portfolios. © SAAFP. ispartof: South African Medical Journal vol:52 issue:1 pages:51-54 status: published

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