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Real Learning Takes Place Through Experience (Essay Sample)

Table of Contents

Introduction

Formal or academic learning starts at preschool and continues even after college. But mostly, the hardest yet most valuable lessons can be had only through real-life experiences. Learning through experiences shapes us as a person. The idea of having to live with the consequences of one’s decision can be scary and daunting. But the way you will change and evolve is a continuous process that’s worth it.

If you need to write about learning through experiences, it is best to look up an essay writing service provider who could help bring your ideas to life.

Essay on Importance of Learning Through Experience

We oftentimes limit our understanding of learning as everything we process inside a classroom. The different fields or subjects studied in school are applied in real life, both theoretically and practically. Subjects such as science, mathematics, language and literature, and values education are also applicable in everyday life.

Armed with academic know-how, a student can use head knowledge in decision-making and troubleshooting scenarios.

However, people who are textbook-smart are quite different from those who are known to be street-smart. There is a difference between performing in a classroom setting and responding to actual situations.

Learning through experience and in the real world can sometimes be a matter of life or death, compared with theoretical dialogues held within the four walls of a school.

That being said, it is a proven fact that people who are college-educated are known to make wiser decisions as they are able to apply what they have learned in school.

Skills in logic and critical thinking that they gleaned in the process also come in handy.

Knowledge is Power

The more you know in life, the more wisdom you have in terms of making decisions in work or job applications and career development. 

Strategic and organizational thinking also play important roles in the process of learning.

Applying What You Know

True knowledge is wisdom applied, and it must be done in the absence of any neglect or misuse.

Real learning through experience takes stock of previous experiences, gathering lessons, and learning to apply them honorably.

In life, there is always an opportunity to apply theories or theses that we bring with us from our academic education. The real test is not actually in the classroom but in the real world.

The Equally-Good Benefits of Academic Learning

Schools not only offer theories and concepts on how to survive different situations. They arm us with the techniques and skills necessary to be successful in life.

That being said, an academic education gives us an edge over other people who have not attained any degree in universities and colleges.

Education makes us smarter and tougher than the rest who have not been as fortunate to finish their schooling.

Advantages and Benefits of Life Experiences

Life experiences are treasures to learn from, as many of them are scenarios we don’t usually study about in school. At the same time, most of us make mistakes in life. Through these wrong decisions, we learn to glean lessons that we take with us moving forward.

Good or bad, life experiences can either strengthen and toughen us up or scar us for life.

The Value of Our Response

Some people are wise and humble enough to turn a negative experience into an opportunity to grow and become better. In addition, these experiences become a permanent part of our personal history.

If we respond positively, the changes we experience could help us journey with other people who go through something similar.

Learning Experiences Are Varied

There are many types of learning experiences and some of those may represent failure or weakness, causing us to sometimes be hard on ourselves.

But we have the power to change our perspective and choose to move forward with hope and optimism in the face of a bad experience.

Trauma and Becoming Better People

Healing from a traumatic experience can be tough and tedious, but when the inner work is done well, the result always benefits the person and his community.

In this light, harsh experiences are still worth going through just as much as a near-perfect experience.

While we prefer the comfort of growth without pain, pain offers a unique voice in our stories and teaches us hard things.

Learning from Life is a Community Project

Life experiences are not solo journeys. As you learn from experience, others feel the impact. You will either be a bigger blessing to them or a heavier burden, depending on how you respond to the lesson.

Real-life experiences shape and mold us in a way that affirms our identity and purpose. This is why all life experiences outside the classroom are worth keeping and remembering.

Short 1 Minute Speech on the Importance of Learning Through Experience

The learning process of a person happens throughout the course of his life. Most commonly, we think of schools as the best place for this to happen. We don’t often consider the importance of learning through experience.

There is much to be said about how learning occurs in a classroom. You have a community of co-learners and a teacher to help aid your learning curve. But informal learning also offers unexpected benefits.

Active experimentation, reflective observation and self-reflection are three things that can happen when learning through experiences. In this scenario, a person is given the opportunity to connect mind, heart, and hands.

This results in a transforming experience that reading books, while important, may not always offer. With different outcomes to consider, a person is exposed to the consequences of his actions and decisions.

Personal involvement always leads to personal growth. A concrete experience that allows someone to live through the fruits of his decisions always prunes a person.

With each learning experience comes an incredible opportunity to become better people, whether or not the outcome was favorable.

What does it mean to learn through experience?

Learning through experience means opening yourself to the certainty of growth. It also recognizes that good or bad consequences are both valuable in shaping you as a person.

Why is learning through experience important?

Taking an experience and learning from it is so beneficial to our growth as human beings. It increases our resilience and our capacity to relate with others in light of critical situations. It also encourages decision-making, accountability, and ownership.

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

How to Write Stanford’s “Excited About Learning” Essay

This article was written based on the information and opinions presented by Johnathan Patin-Sauls and Vinay Bhaskara in a CollegeVine livestream. You can watch the full livestream for more info.

What’s Covered:

Choosing an idea vs. an experience, learning for the sake of learning, learning as a means to other ends, be specific.

Stanford University’s first essay prompt asks you to respond to the following:

“ The Stanford community is deeply curious and driven to learn in and out of the classroom. Reflect on an idea or experience that makes you genuinely excited about learning. (100-250 words)”

For this short answer question, your response is limited to a maximum of 250 words. In this article, we will discuss considerations for choosing to write about an idea or experience, ways to demonstrate a love or enthusiasm for learning, and why you should be as specific. For more information and guidance on writing the application essays for Stanford University, check out our post on how to write the Stanford University essays .

Regardless of if you choose either an idea or experience that makes you genuinely excited about learning as a topic, there are a few considerations for each.  

Most people gravitate towards writing about an idea. One challenge that arises with an idea-focused essay is that applicants who are passionate about an idea often become hyper focused on explaining the idea but neglect to connect this idea to who they are as a person and why this idea excites them. 

When writing about an experience, it is important to strike a balance between describing the experience and analyzing the impact of the experience on you, your goals, and your commitment to learning.

This essay question allows you to expand on your joy for learning and your genuine curiosity. Stanford is searching for students who are naturally curious and enjoy the process of learning and educating themselves. For example, a compelling essay could begin with a riveting story of getting lost while hiking the Appalachian Trail and describing how this experience led to a lifelong passion for studying primitive forms of navigation. 

There is a strong tendency among applicants to write about formal academic coursework, however, the most compelling essays will subvert expectations by taking the concept of learning beyond the classroom and demonstrating how learning manifests itself in unique contexts in your life.

If you’re someone for whom learning is a means to other ends, it is important that you convey a sense of genuine enthusiasm and purpose beyond, “I want to go to X school because it will help me get Y job for Z purpose.” You may be motivated to attend college to obtain a certain position and make a comfortable income, however these answers are not necessarily what admissions officers are looking for. Instead, it can be helpful to relate an idea or experience to something more personal to you.

Academic & Professional Trajectory

Consider relating the idea or experience you choose to a major, degree program, research initiative, or professor that interests you at Stanford. Then go beyond the academic context to explain how the idea or experience ties into your future career. 

For instance, if you are interested in the concept of universal health care, then you might describe your interest in applying to public health programs with faculty that specialize in national health care systems. You might then describe your long term career aspirations to work in the United States Senate on crafting and passing health care policy.

Personal Values & Experiences

Another way to tie the ideas in this essay back to a more personal topic is to discuss how the idea or experience informs who you are, how you treat others, or how you experience the world around you. 

You could also focus on an idea or experience that has challenged, frustrated, or even offended you, thereby reinforcing and further justifying the values you hold and your worldview.

Community Building & Social Connectedness

You may also explore how this idea or experience connects you to a particular community by helping you understand, build, and support members of the community. Stanford is looking to find students who will be engaged members of the student body and carry out the community’s core mission, values, and projects, so this essay can be an opportunity to highlight how you would contribute to Stanford. 

Be specific in your choice of idea or the way in which you describe an experience. For example, a response that focuses on the joys of learning philosophy is too broad to be particularly memorable or impactful. However, the mind-body problem looking at the debate concerning the relationship between thought and consciousness is a specific philosophical idea that lends itself to a rich discussion. 

Related CollegeVine Blog Posts

How To Learn Through Experience

One of the most common misconceptions is that learning is synonymous with education. You often hear colleagues say they stopped…

One of the most common misconceptions is that learning is synonymous with education.

You often hear colleagues say they stopped learning after leaving college. The truth is we only get an education from institutions. Learning, on the other hand, is a lifelong process.

To understand this, just think of how a baby learns.

Initially, the baby is too young to get up, walk, or say anything. But soon it starts moving around, and eventually, learns to walk and speak.

The baby does this just by learning from experience.

Learning through experience is not easy, but it is something we all do at different levels.

Let’s look at the example of the baby again. It is not afraid of anything because it doesn’t understand the concepts of safety or fear. As the years roll by, it will learn these concepts through experience. Learning from experience can make us stronger and more capable of doing the right things.

What Is A Learning Mindset?

Mindset is the basic mental structure or aptitude that shapes a person’s thoughts, actions, and behavior towards others. A person is known to possess a learning mindset when their natural tendency is to focus on learning consistently.

A learning mindset is a fundamental trait. A mindset focused on learning can be strong criteria to weigh factors such as:

The person’s approach to learning.

There are different types of learners. Some are comfortable with formal learning in a mentor/teacher-learner process. Then there are those who prefer real learning through experience.

Response to learning

Different people face different challenges and advantages while learning; and so their responses also vary.  Some are quick learners; others could take longer to get used to a concept and could need repeat lessons or additional support. ( Zolpidem )

The takeaway

The first objective of any learning program is the ‘knowledge’ that the learners will gain from it. Be it something that boosts their interpersonal skills or professional skill acquisition.

Learning From Experience: How To Do It

Most of our life experiences are great opportunities to learn new skills for personal development. But many people don’t take advantage of such opportunities simply because they don’t have a mindset focused on learning.

For those who have a learning mindset, the experiences become the bedrock for self-reflection. These reflections help them assess their situation, their world view and understanding of human behavior, etc. They then put these ideas to the test and eventually gain new experiences.

Learning from experience is also known as Experiential Learning (EXL). One of the popular definitions of the process says it is “learning through reflection on doing”.

It is greatly different from conventional learning as there may be no teacher or mentor involved. The learner plays an active part in the learning process. It is an individual-focused learning technique for learning from experience.

A common example of real learning through experience is that of botany students. While they can simply learn about the various plants and trees by reading books on the subject, they are regularly taken on trips across biodiversity parks, gardens, and forested areas for learning from observation.

The learners don’t have to rely on things they hear from others or read from books but can learn based on their own experiences. Such learning is usually much more impactful as it can be counted as real learning through experience.

Such experiential learning is a common feature for students of streams such as history, architecture, tourism, and geology. Medical students also get to learn by observation as they attend live surgeries and observe the healing process of patients in hospitals.

David Kolb is a renowned name in the field of experiential learning. According to Kolb, knowledge acquisition is a perpetual cycle. We learn from our personal as well as professional experiences.

Kolb outlines four characteristics of a learner that must be present in anyone keen on learning from experience. These are:

Willingness to actively participate in the experience, ability to reflect upon the experience gained, analytical skills to visualize the experience, decision-making  and  problem-solving  skills that can be applied to new-found ideas.

As the above learning experience examples highlight, the process of learning through experience requires a lot of self-effort, initiative, a desire to learn, and an action-based learning period. David Kolb’s experiential learning cycle is an ideal framework for understanding the various stages of the process.

Many modern educators are well-versed with the importance of experiential learning. One of the key reasons behind its impact is considered to be the emotional and sensory experience that such hands-on learning provides. It helps learners connect with actual knowledge instead of simply learning the concepts and information through books. The personal involvement of learners helps them in reflection and that gradually furthers them to learning from experience.

The crux of experiential learning is highlighted by five questions:

Did you notice, why did that happen, does that happen in life, why does that happen, how can you use that.

These questions make learners reflect on what they observed or experienced and gain long-term knowledge.

Need For Businesses To Cultivate A Learning Mindset:

Learning experience examples:.

If you look at the most popular and high-paying jobs of today, you will find that most of them didn’t even exist 20-30 years ago. On the other hand, many of the hottest jobs of 30 years ago—DOS operators, typists, switchboard operators—don’t exist anymore.

Constantly changing technologies and innovations keep changing the nature of jobs and processes that we see in our daily lives..

In recent years, we are witnessing the rapid proliferation of technologies such as Artificial Intelligence (AI), the Internet of Things (IoT) and automation. Jobs are increasingly becoming redundant.

According to research by McKinsey, 400 to 800 million contemporary jobs will no longer exist by 2030.

However, this doesn’t imply there will be no jobs for those currently employed in these positions.

Some jobs are likely to morph into a different form—just like the typists of yesteryears have now been replaced by computer operators and commercial painters replaced by graphic designers.

Other new jobs will be of a more ‘human’ nature that focus on teamwork and creativity. Automation will only take away the mechanical part of the jobs the human aspect and management roles will still be with humans.

So, the time is ripe for businesses to cultivate a strong experiential learning mindset to make sure their employees are ready for future technologies and jobs. Let’s look at some core competencies that human resource managers need to focus on:

Digital Expertise:

With the rapid growth in AI technologies and tools, many businesses have already invested in AI tech or are planning to do so gradually over the next few years. However, most of those companies are not focusing on making their current employees AI-ready.

Once machine learning and AI technologies enter more operational areas, there will be a need for personnel who are well-versed in working with automation and AI.

Ability To Work Seamlessly In An Inclusive Environment:

Diversity and inclusivity are no longer just jargon. The future belongs to offices that are gender/culture/ethnicity-neutral. There will be diverse perspectives, lifestyles, and behaviors in every organization. People who have open or hidden biases against some or the other section will not be desirable. Teams will also need to get rid of their generational biases.

Learning is a continuous process that is not only academic but greatly experiential as well. Everything we do, observe or hear, creates an opportunity for evaluation, understanding, and creation of new ideas. These ideas subsequently get integrated into the work processes and are validated through new experiences.

It is a constant cyclic progression that we all need to learn. However, as various learning experience examples indicate, it is often not easy to get into the learning mindset. That’s where Harappa Education’s Learning Expertly course can help you. It teaches you about the growth mindset and helps you and adopt fresh perspectives on existing problems.

Sign up for the course to step on the road to learning.

Explore our Harappa Diaries section to know more about topics related to the Think habit such as Meaning of Heuristic , Critical Thinking , What is an Argument , Creative Thinking & Design Thinking .

Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Students Reflect on Their Distance Learning Experiences

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(This is the second post in a multipart series. You can see Part One here .)

Here is the new question-of-the-week:

What has your online learning experience been as a student? What did you like about it? What didn’t you like about it? How does it compare with your experience as a student in a physical classroom? In the future, if you could choose, would you want to do more online learning? If so, why? If not, why not?

In Part One , five students from the high school where I teach in Sacramento, Calif., shared their reflections.

Today, the first three contributions come from students in Austin Green’s 1st grade class in Utah.

All other student commentators today work with Robert G Taylor, Ed.S., and Jon Harding at the Kansas State School for the Blind.

“I miss my teacher!”

Tristan Fitzgerald is a 1st grade student at Fremont Elementary School, age 6:

I’m doing good at online learning. I miss my friends. I spend lots of time at home. My sister distracts me!!! I miss my teacher! I’m doing the same things. It is harder because of my sister. I want to learn in the classroom because I would miss my teacher.

“School is over fast”

Sydni Buckner is a 1st grade student at Fremont Elementary School, age 7:

What I like about remote learning. First, school is over fast. Next, there’s no waiting on students and it’s quiet. Last, I like to use the computer. I like remote learning.

Carsen Gordon is a 1st grade student at Fremont Elementary School, age 7:

I have liked doing math with remote learning. I have also liked that it is shorter time than at school. My teacher is doing Zoom meetings to teach us. He has made it easy to understand the work I need to do. I would like to do more online learning.

“Learn at my own pace”

Jay Walker is a junior at Smithville High School in Smithville, Mo.:

At first, it was incredibly difficult transitioning from traditional high school to online learning, but gradually as the months go by I am slowly starting to get used to it. Though I feel like I’m not getting a good amount of social interaction from my peers, I find online learning to be much more beneficial for me as a student. Not being in the pressurized environment of a classroom gives me the opportunity to learn at my own pace, whether that be faster or slower than the original classroom, and if clarification is needed, I can simply rewind the lecture videos my teachers are putting out, or send an email to my teacher quickly and efficiently.

Being visually impaired in a high school Is challenging, next to navigating the hallways and putting a lot of trust into my technology for it to work properly that day, I feel as though my anxiety has dropped tremendously while being home, because if something were to go wrong with my tech, I can simply pause what I’m doing and fix it, and not have to worry about missing something or slowing the others down.

I would love to have online learning integrated into the natural high school environment, seeing as I am getting so much more done in such a shorter time, and I feel like I’m actually learning the material and not just grazing over it like I would in a standard classroom.

“I can more easily express what accommodations I need”

Rich Yamamoto is a junior at the Kansas State School for the Blind in Kansas City:

As a sophomore, I did a couple of online classes through my public school in Andover, while attending the Kansas State School for the Blind (KSSB). Those experiences compared to this year were less than pleasant, simply because at the time, I didn’t know what I was doing, and I tended to overwork myself silly. This year, we’re doing all of our classes via Zoom, and that’s greatly impacted my views on online learning. I’m always in constant verbal communication with my teachers, I can more easily express what accommodations I need, and I can get to know my teacher a lot better than if we were just communicating over a comment thread in Google Classroom or email. It’s much more relaxed now, and I must say, it’s rather enjoyable.

I don’t know if I would want to have more online learning in the future because if I’m being truly honest, I like the look and feel of a regular classroom sometimes. However, that doesn’t mean that I would be opposed to doing assignments online; I just want the instruction to be in a classroom, because it’s nice to know that you’re truly not the only one who may be lost. Unfortunately, because of the time we are living in right now, online learning is becoming more of a necessity if we want to keep on learning the skills that we learn in the classroom, and something tells me that due to updates in technology, online learning is going to be a lot more prevalent even after this pandemic is over.

Oral commentaries from a podcast

Patrick Wilson Jr., Mara Hug, and Rich Yamamoto (the same student who wrote the preceding contribution) are hosts of Discover Podcasting at the Kansas State School for the Blind.

Rich (Junior) is an all-around student, participating in sports; forensics; and is popular with others students and adults for his willingness to help others.

Patrick (Freshman) loves being creative and trying anything new in technology. He loves talking about technology and amazes us on the topics he is familiar with.

Mara (Freshman) loves to read and spend time with her friends. She has used a variety of technologies and loves to apply them with everyday challenges.

Here is their podcast titled “Distance Learning Reflections From the Students’ Point Of View” :

Thanks to Tristan, Sydni, Carsen, Jay, Rich, Patrick, and Mara for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

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Learning Through Work Experience Analytical Essay

The article ‘Learning through work experience’ focus on how learners can maximize learning and work contexts to gain relevant knowledge and skills necessary in the world of labor. The article suggests that learning experiences must be observed from all forms of work in the job market and as the development source for historic, scientific, technical, intellectual, communicative, practical, and identity in individuals.

Such learning processes may be incorporated within vocational education and training forums and in other personnel development programmes. It also discusses about the work experiences and activities those teenage students in countries with well planned schooling systems must obtain.

The article argues that occupational identity and competency needs to be introduced to young people through trainings and the education system in order to facilitate a smooth transition into the job market and also to reinforce their independence as adults (Griffiths & Guile 2000, p. 2-4).

The article further argues that with the heightened impact of globalization in today’s world, there is need for a new learning experience between education and work that will eventually foster lifelong learning to learners (Griffiths & Guile 2000, p. 5). Therefore understanding the everyday changes in the labor world means linking formal programmes to the work sector.

The article emphasizes that North American and EU literature have in the past assumed that students would develop their skills and knowledge while at work place (Griffiths & Guile 2000, p. 8-9). However, the challenge comes with the increased global economic pressures, advanced information and technology.

This further provides the need for any organization that aims at obtaining a competitive edge to link the two contexts in the learning process. More so, the article says that the work context must provide for learning and development of human beings, this is because, practices foster relevant skills and knowledge necessary for production in an organization.

It sums up by saying that analysis of work experience revolves around education and work context, the different strategies applied within these contexts, as well as the kind of influence the context provides to the learners. It states that students need to be supported to link formal and informal learning and be given relevant knowledge for work places.

In relation to this, the study generates five work place models: the experimental model, work process model, the traditional model, and the connectivity model. These models cover the different responses to learners, policies, skills, pedagogy and economic factors (Griffiths & Guile 2000, p.8).

Pedagogical learning approach believes that if a student fails to perform, then the transmitter of the knowledge has also failed. Learning in pedagogical approach focuses on instructional materials, specific outside motivation and the experiences of the teachers. It does not recount that at times children fail because of lack of participation or interest.

Therefore the student is totally dependent on the teachers in the learning process. The students do not have personal initiative in acquiring knowledge and often believe that they have already received ideas, practices and subjects based on what they are taught (Hill, L. 2001, para. 1).

On the other hand, the andragogical approach is oriented towards adult learners. This is because the learning process in adults is often from that of children (Hill, L.2001 para. 2).The article, ‘Learning through work experience’ fits in an andragogical approach of learning because it is advocating for incorporation of education and work contexts while teaching individuals, who will in the end, enter the world of work as adults.

It puts more emphasis on lifelong learning processes. Additionally, it argues that the outcomes of such an approach will lead to independent and self driven individuals (Griffiths & Guile 2000, p. 2-5). In this approach, adults strive to overcome the dependency that was reinforced at their early education.

As described in the article, it recommends incorporation of practical work experiences into the education programmes. The article considers learning through work experience most effective by stating that work and education forms the first context for personnel development (Griffiths & Guile 2000, p. 2-5). It says that in utilizing this new idea of work experience, students can ‘negotiate’ their learning through the work experience.

Additionally, the discussion focuses on an andragogical learning approach when it argues that connectivity model of labor experience provides a continual development of skills and knowledge through the learning and work experience. The students therefore do not end up wholly relying on the educators for their effective performance rather their participation enhances their skills and knowledge (Hill 2001, para. 1).

The work process model is one of the models of training and development that can be applied and used to familiarize students with various contexts of education and work. In this case, learning and development is done through work experience. There is a very big influence of the context of work to learning outcomes and experience.

Therefore, there is need to develop a good curriculum that will give students an opportunity to relate between informal and formal learning. This is because there are cases where formal knowledge is taught to students but it ends up being irrelevant to work experiences (Griffiths & Guile 2000, p.9). The labor process can only be understood through an effective work and knowledge framework.

This means that it will situate work practices to their actual contexts that are supposed to be understood. In the long run, this model prepares apprentices to switch work places and environments more easily. They will also be in a better position to engage in new organizational changes.

In order to design an effective learning and development program, it is important that the system prevents any learning breakdown. The program must also not exclude any learner from the process. This in turn fosters equal opportunities for all the learners.

One barrier that has not been addressed in the above stated model of learning is the nature of human labor enhancement in both the personnel and educators and the context in which it takes place. The trainers must not feel unconfident or uncertain about meeting the various needs of the learners. More so, the content must be within the different learning contexts. This eventually results into a successful training upon the human labor.

To overcome the barrier, the management must provide enabling processes and mechanism that support the diverse needs of learners. The mechanism must be aligned to the different learning needs and in a way that minimizes any kind of barrier in the learning process. The other barrier is language and communication problems in learners and trainers.

This barrier may come from the medium of development and learning. In most formal teaching, the learning processes use a different language from the learner’s first language. If unattended to, the probability of linguistic hurdles is high, meanings that there will be miscommunication in the learning process.

Following linguistic challenges, the learners who use their second languages face segregation and minimal expectations from their peers. In most occasions, educators find it challenging to develop appropriate support programs to deal with the difficulty. To overcome this barrier, trainers should design programs that incorporate both formal and informal learning experiences.

This ensures that learners with language and communication problems also gain knowledge and skills in the learning process. They should also encourage positive work relations hence giving the individuals the opportunity to choose who to share their learning process with. More so is the difficulties that learners with physical impairments face hence a barrier to evenly provide a learning process to the different individuals.

The barrier may be overcome by provision of alternative and augmentative communication in the organization. This ensures that individuals with such challenges are not entirely excluded from the learning process (Noe 2009, p. 29).

Customer model is one of the learning and development models that can be used in an organization to foster skills and knowledge in employees. After aligning the program with the company’s functions, the trainers must ensure that the personnel completely understand what the business aims at providing to its customers.

This is because the employees are in constant contact with the customers who are the main assets of the business. This therefore means that failure to deliver products and services that are in line with customers’ can result in lose of customers. This can be an adverse effect on the performance of the company.

It is therefore important for the employees to understand that customers have a right to choose which business to deal with hence winning their goodwill is essential for continuous functionality of the company.

The structure and content of the program in this training model are aligned to the business group and then the personnel’s attention to the customers. With the customer model, productivity increases because the employees know that their success and the business’ highly depend on the business target market. Implementation of the model can therefore be resourceful for personnel development (Noe 2009, p.29).

Reference List

Griffiths, T. & Guile, D., 2000 . Learning through work experience . Web.

Hill, L., 2001. Pedagogical and andragogical learning . Web.

Noe, A.R., 2009. Employee training and development , [E-book], New York: McGraw-Hill. Web.

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Sample Essay On General Learning Experience

Type of paper: Essay

Topic: Management , Literature , Development , Love , Skills , Writing , Confidence , Time

Published: 06/23/2021

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In this reflective essay, I will talk about my general learning experience as a writer focusing on this semester. I will include all that have been helpful to me and even those things that have been a challenge to grasp in the entire course. Also, I will touch on the specific aspects that I thing I still need to do so as I become even better writer. Indeed, I can say that the semester has been phenomenal experience. I have gained a lot not only in class but also to some of the experiences outside the classroom.

First, I have discovered my real potential through the tasks that I have been doing in class. I have learnt that hard work alone may not be enough to build ones credentials in becoming a competent writer. Although hard plays an important role, other aspects such as developing the right attitude, passion and confidence is equal instrumental for one to realize their true potential. Confidence, for example, is built through a continuous intervention and the passion to learn new things. Without the urge of seeking new knowledge one’s confidence level can be undermined since they will lack the right frame of mind and expertise to build on the acquired writing skills. When I begun the semester, my confidence level towards writing was aggregately low. The various lessons and tasks I have been doing in class have really help me build my confidence to a great extent.

There are various helpful elements that have hugely contributed to my success in this semester. Here, the elements such as being creative and developing a clear understanding of contests have improved my writing skills. I have learnt that creativity is all about putting across all relevant things that interest the audience. When righting, the audience being addressed have to be kept alive with thoughtful and warming scenarios in the piece of work. Here, imagination is paramount since a creative piece of work will attract many hence gaining the trust of readers. Before somebody puts a pen on paper, I have also learnt that it is quite necessary that they critically and comprehensively cover the contest of what they are going to write. This helps a lot in the quest to appropriately organize ideas that will be presented. The things that I have yet to grasp and incorporate into my writing skills is the aspects of organizing time well enough.

Indeed, time management forms a critical part in writing. In the semester, I have adequately learnt various attributes that helps in managing the little time that somebody has when they are involved in writing. However, I still feel that there are some gaps that I should cover well before I can call myself as a competent writer. For me, time management has brought to my consciousness on the things that one has to include in writing and those that are worth exclusion. Although I can effectively plan my paper or piece of work, the most difficult task has always been the extent in which I can identify these specific elements to include or not to include. For example, do I describe a situation deeply or just pass-by when it comes to highlight some situations in my paper? Often, such scenarios really result into time wastage. I believe that I will learn more about such issues next semester so that I can consider myself even a better writer.

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25 Learning Experiences Examples

A learning experience is any experience a student has in which they learn something. They can be both intentional and unintentional and both in and outside of schools.

Learning experiences can be structured, or unstructured, direct, or vicarious. They can come from listening to a lecture, reading, participating in an activity, or through observation.

For teachers in structured learning situations, it is often suggested that learning experiences be:

• Tied to educational objectives
• Meaningful and engaging
• Age appropriate
• Match the learning style of students
• Connected to real-life situations
• Varied and dynamic
• Culturally aware
• Designed to allow students options

Types of Learning Experiences

• Structured – These are experiences that have a clear procedure to ensure that the learning occurs. Example: A chemistry professor uses direct instruction to explain how atoms are held together by chemical bonds to form molecules.
• Unstructured – These are experiences that have learning as a goal, but allow students to find their own way to learn the lesson. Example: Students are given a set of materials such as paper towel tubes, tape, scissors, and cardboard to make their own marble runs (see also: unstructured play ).  
• Experiential – These situations involve students ‘experiencing’ what it’s like to be in a certain situation. Example: business students engage in a simulation that involves assuming different roles in a labor-contract negotiation.
• Collaborative – This involves learning that occurs alongside and with other learners. Example: Students must work in teams to develop a customer satisfaction survey, collect data, analyze the data and graph the results.
• Observational – This involves passive learning, where students come to a realization simply through watching something occur. Example: A young child observes their father cracking eggs to make breakfast and then tries to mimic the actions.
• Reading – Written text can be used as a form of instruction and therefore can facilitate learning. Example: Students are assigned to read the next chapter for homework and take the sample test at the end.
• Independent – This learning experience doesn’t involve a formal teacher, but is instigated and pursued by the learner themselves. Example: A college student takes computer programming courses online during their summer vacation.
• Blended – This type of learning involves a mix of teacher instruction and student-led inquiry. Example: The assignment involves students listening to their professor’s lecture in the classroom, supplemented with material from an online seminar.  
• Project-Based – The student is provided a project, and learning occurs through the process of completing the project. Example: Fifth graders make a poster on volcanoes that includes text, diagrams, and photos.  
• Sensory Based – This learning takes place when our senses (touch, feel, taste, smell, sight) give us stimuli that help us comprehend our world. Example: A 12-month-old grasps an unfamiliar object, examines it visually, tries to pull it apart, smells it and then puts it in its mouth to determine if it is edible.

Learning Experience Examples

• Internship: During internships, we get to learn what it’s like to do a certain job and whether we’d enjoy it.
• Apprenticeship: During apprenticeships, we learn on the job, which helps to develop practical rather than theoretical skills.
• Reading a good book: Reading books isn’t just fun. A good book also teaches us moral and life lessons.
• Project-based learning tasks: In this learning experience, students are given projects to complete. In the process of doing the project, learning naturally occurs.
• Inquiry-based learning task : Students are given a puzzle to investigate, and, through investigation, they gain deep knowledge.
• Lightbulb moment: A lightbulb moment is any moment where you finally reach a realization about something (see also: threshold concepts)
• Take your kid to work day: Attending a parent’s workplace is often highly educational to a child who can get an insight into what it means to work in a certain profession.
• Losing: Losing in a sporting game helps you learn to be gracious in defeat.
• Failing: In failure, we often get a chance to reflect and figure out what we did wrong so we succeed next time.
• Success: Failure often teaches more than success, but if we reflect on our successes, we can also learn what we did right to ensure we succeed again in the future.
• Observation: Observing another child getting in trouble and deciding it’s best not to misbehave.
• Conducting primary research : Research studies, such as dissertations at university, are designed to learn something new (often that no one knew before).
• Experimentation: Experiments allow us to test hypotheses that lead to new insights on a topic.
• Self-reflection : Through self-reflection, we explore how our personal experiences have educational value.
• Vicarious punishment : People see the negative consequences of someone else’s actions, so they decide not to participate in those behaviors themselves ( see also: vicarious reinforcement ).
• Writing an essay: The process of constructing an essay involves conducting research and figuring out how to structure an argument, which helps you to develop your knowledge.
• Teamwork tasks: Students are often set teamwork tasks not only to complete a curriculum outcome, but also to learn how to get along with others to reach a common goal.
• Attending a presentation: Presentations from teachers, colleagues, or mentors are designed to help structure educational information into a clear and simple learning experience.
• Professional development days: Professional development days can involve learning about the newest innovations in an industry so we can remain relevant and skilled practitioners.
• Seminars: In university, seminars are small group learning experiences that facilitate conversation between peers.
• One-to-one coaching: One to one coaching is a valuable learning experience because it’s catered directly to the student’s needs, unlike whole group instruction.
• Embarrassment: Embarrassment is often very confronting and leaves a big impression, which teaches us to avoid certain behaviors in the future.
• Play: Both children and adults engage in play to learn about ourself, our bodies, how to develop social skills , and so much more (see also: play based learning ).
• Conversation: Through one-to-one conversations, we can gather other people’s perspectives on issues, which can help us to learn more about the issues.
• Teachable moments : Teachable moments are everyday instances that can help elucidate an important lesson for students.
• Disciplinary scenarios: Good disciplinary techniques should teach a clear lesson, such as “this behavior is unacceptable” or “this action leads to this negative consequence”.

Learning Experiences Case Studies

1. inquiry-based learning experience.

According to Lee et al. (2004), inquiry-based learning is an “array of classroom practices that promote student learning through guided and, increasingly, independent investigation of complex questions and problems, often for which there is no single answer” (p. 9).

For example, in a traditional anthropology course, a professor will lecture while students diligently take notes that are committed to rote memory and later regurgitated on an exam.

However, in an inquiry-based lesson, instead of telling students about cultural artifacts, their relevance to a specific culture, and what they were used for, the lesson would be reversed.

The professor gives the artifacts to the students and then says nothing.

The students then set out to examine the objects and conduct their own research. They try to identify what the objects are, what they are used for, which culture they belong to, and whatever else they can uncover.

This is a type of learning experience that is far more engaging to students. The information is processed at a much deeper level and their interest and motivation is far higher than what would occur in a traditional lecture format.  

2. Service-Oriented Learning Experience

Service-oriented learning refers to when students apply academic concepts to help address community or societal needs. This type of learning experience contains several elements of other types of learning. It is often experiential, collaborative, and project-based.

For example, the Growing Voters report by Tufts University provides institutions with a valuable framework for facilitating participation of the next generation of U. S. voters.

The framework identifies ways that educators and community leaders can “…close voting gaps, expand the electorate, and support a more equitable and representative American democracy” .

This is the type of learning experience for students that also addresses a societal need. However, it’s more than just volunteering: “…service-learning applies equal focus to both learning and the service goals . It requires an academic context and is designed so that that the service and learning goals are mutually reinforcing” (Starting Point, n.d.).

3. Performance-Based Learning Experience

Performance-based learning involves students developing specific skills related to the subject being studied. It helps them see the connection between abstract academic concepts and how those concepts manifest themselves in the real world.

For example, this group of math teachers spent a tremendous amount of time designing a learning experience called Mission Relief . The students play different roles in a simulated emergency scenario involving an airplane.

By applying mathematical formulas and various aeronautical concepts, the students are tasked with guiding the plane to safety.

Performance-based learning is far more interesting to students than traditional formats. It completely transforms the learning experience.

Students process the information more deeply and learn about the subtle nuances of a subject that can only be appreciated through experience.

4. Internships

An internship is when a student works in an organization for several months, for free. That organization could be a small business, large corporation, or non-profit organization. Internships are great ways for students to gain practical experience.

Majoring in a subject domain involves processing a lot of abstract information, taking a lot of notes, writing papers, and studying for exams.

But, there is no way for a student to know if they would actually like to have a career in that line of work without having any experience actually doing the job.

So, an internship is a valuable opportunity for students to dip their toe in the water and find out what the profession is really like.

The results can be quite surprising. Many times, a student will discover that the daily job responsibilities are completely unlike what they envisioned. In other cases, students’ career interests are affirmed, even strengthened, as they discover the job is even more exciting than they imagined.

5. Study Abroad

In the era of globalization, it has never been more important to attain some cross-cultural experience. Many occupations today and in the future will involve collaborating with people that are located in foreign lands. That’s why studying abroad is so valuable.

Many universities offer students the unique opportunity to study in a foreign country. These programs can be for as short as a few weeks or as long as an entire academic year.

Students can stay with a host family that has been carefully chosen, or live in a campus dormitory.

In addition, the credits they receive for the college courses they take transfer to their home institution.

The benefits are numerous: cultural enlightenment, development of a global perspective, forming new friendships, even becoming proficient in a second language.

Of course, not every aspect of studying abroad is super fantastic. Beware of the infamous culture shock .

There are many types of learning experiences . Students today have many options that were once never even imagined.

Educational practices have evolved to be inclusive and dynamic. Teachers and professors take into account the characteristics of their students, their learning styles, and their motivation levels.

Students can learn in the classroom, in the real world, in the virtual world, or in another country. Today, the options are limitless. 

Furco, A. and Billig, S.H., (2002) Service-Learning: The Essence of the Pedagogy . Greenwich, CT: Information Age Publishing.

Lee, V. S., Greene, D. B., Odom, J., Schechter, E., & Slatta, R. W. (2004). What is inquiry guided learning. In V. S. Lee (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors (pp. 3-15). Sterling, VA: Stylus Publishing.

Starting Point. (n.d.). What is service learning? Retrieved November 2, 2022, from https://serc.carleton.edu/introgeo/service/what.html

Wirkala, C., & Kuhn, D. (2011). Problem-based learning in K–12 education: Is it effective and how does it achieve its effects? American Educational Research Journal, 48 (5), 1157–1186. https://doi.org/10.3102/0002831211419491

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Positive Punishment Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Dissociation Examples (Psychology)
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Zone of Proximal Development Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ Perception Checking: 15 Examples and Definition

Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

• Chris Drew (PhD) #molongui-disabled-link 25 Positive Punishment Examples
• Chris Drew (PhD) #molongui-disabled-link 25 Dissociation Examples (Psychology)
• Chris Drew (PhD) #molongui-disabled-link 15 Zone of Proximal Development Examples
• Chris Drew (PhD) #molongui-disabled-link Perception Checking: 15 Examples and Definition

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Learning Experience Design - The Most Valuable Lessons

This article, the one that you are reading, is part of a learning experience. Learning experiences aren’t a matter of classroom delivery – they are any interaction with a user/customer/individual in which the person is going to learn something (which we hope you will in this article).

Products contain a vast array of potential learning experiences from learning the interface, how best to interact with the product, to information provided and through help and support and onboarding too. That means many UX designers are going to get involved in designing learning experiences throughout their careers. The term “ learning experience design ” may have been coined by Connie Malamed, a learning experience designer, in 2015.

Angus T Jones, the American Actor, said; “everything is a learning experience” and that means learning experience designers have unlimited potential in the real world.

It can really help to see learning experiences as something that happen everywhere and not just in a formal classroom situation.

What Problem Does a Learning Experience Seek to Solve?

A designer, at heart, is a problem solver. Without a problem to solve, a design is of very low value (though it may be aesthetically pleasing all the same). Learning design attempts to solve one or more of 5 types of problem for the learner:

A lack of knowledge. It’s hard to do something if you don’t know what it is you’re meant to do or you fail to understand what might be involved in doing something.

A lack of skill. I may know how to drive a car but if I lack the practice of driving – you don’t want me to drive you to the shops. Skill is the practical application of knowledge.

A lack of confidence . Everyone knows how to speak in public and everyone has the skill to do it – all you need is a voice. Yet, a lot of people struggle to speak publicly (only spiders are more terrifying in fact) because they lack the confidence to do so.

A lack of motivation . You can have all the knowledge, skill and confidence in the world but if you don’t want to do something – it’s unlikely to get done.

A lack of resource or tools. You can’t, for the moment at least, drive a car with no steering wheel. Sometimes the learning is aimed at fixing a problem that exists preventing a motivated, knowledgeable, skilled and confident person from doing what they want to do.

Trying to solve a lack of motivation is incredibly challenging. It may be better to review the user experience than tackle this through learning experience design.

Designing a Learning Experience

The easiest way to design a learning experience is to work backwards from the desired outcome. What do you want someone to be able to do? What will the outcome of them doing that be?

This forms the basis of your requirements for the learning experience. You can then work backwards to ask:

What does someone need to know in order to be able to do this?

What do they need to be able to do in order to complete this?

What equipment or resources must they have in order to deliver the objective?

In general, it is difficult (if not impossible) to address motivation through digital learning and it is assumed that confidence will come through practice.

From there you can begin to decide two things – what content you will need and how you will structure that content.

The Content of Learning Experiences

The content of a learning experience aims to provide the things that your user needs in order to be able to do a task. The structure of your content reflects the most logical order in which the content should be presented to support the completion of a task.

For example; if you wanted to teach someone to park a car. You would need to teach them how to use their mirrors, the gas and brake pedals, the gear stick (to find reverse), how to maneuver the car and what to take into account while doing so. You might also, in a manual transmission, have to teach them about the clutch.

It is pretty clear that you don’t want to teach maneuvering first because if the user doesn’t know how to change gear or move the car with the pedals… they aren’t going to be able to relate to how to maneuver a car.

Your original answers to the three questions above will tell you what content you need. The structure of that content (e.g. the order in which it is delivered) should be based around what needs doing 1st, then 2nd, then 3rd, etc. to get from a start point to an end point.

Learning experiences require processes. Even when the car has no driver. Teaching Google’s driverless car how to drive will have been an incredible task to conduct.

Types of Content – Learning Interaction

Once you have content and you have structure you can start to examine how to deliver that content. Will you use video, audio, or text? Will it require a practical component? (Learning to drive for example cannot be taught with videos, audio or text though the concepts of driving can be – if you want someone to be able to drive, they need to get into a vehicle and drive it).

There are two key considerations to take into account here:

The more varied the learning methods are – the more likely they are to be engaging (too much video or too much text dependence, for example, can destroy a learning experience)

The learning methods should be appropriate for the outcome – don’t choose a video if only practice is going to get the learner to where they want to be

The use of multiple learning methods is usually referred to as “blended learning” and as you can see from the graphic above; there are many options for this.

Content Consistency – Learning Branding

The final consideration is the branding element – how will you ensure that your content looks, feels, sounds and reads in a similar way? There’s a reason that schools don’t swap teachers every 15 minutes in a lesson… the change of voice would distract you from the learning experience itself.

Great learning experiences don’t just provide the learning – they also provide a single continuous look, feel, etc. that complements the learning and doesn’t distract the learner from learning.

The Take Away

Designing learning experiences is a vast topic and the guidelines above are aimed at getting you to think about the high-level components of learning experience design. They are certainly not going to prepare you for every aspect of learning design. However, many of your existing UX skills can be applied to learning experience design from research to testing – learning is a product with a specific set of objectives and can be designed by UX designers as much as any other product.

Want to know the difference between instructional design and learning experience design – find out here .

Find out how learning experiences contrast and fit with user experiences here .

User Experience: The Beginner’s Guide

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Essay on My Teaching Experience

Students are often asked to write an essay on My Teaching Experience in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on My Teaching Experience

Introduction.

Teaching is a rewarding job that offers an opportunity to shape young minds. My experience as a teacher has been both challenging and fulfilling.

Starting My Journey

I began my teaching journey as a volunteer at a local school. It was a valuable experience, teaching me patience and communication skills.

Challenges and Triumphs

Teaching is not always easy; it comes with its set of challenges. However, watching my students grow and learn has been the greatest reward.

In conclusion, my teaching experience has been a journey of learning, growth, and satisfaction.

250 Words Essay on My Teaching Experience

Teaching is an intricate and multifaceted profession that requires a deep understanding of subject matter and pedagogy, complemented by a profound commitment to nurturing students. My teaching experience has been a journey of self-discovery and growth, a continuous process of refining skills and techniques to stimulate learners effectively.

Personal Growth and Development

My initial teaching days were marked by a blend of enthusiasm and anxiety. Over time, I learned to convert this nervous energy into a constructive force, enhancing my ability to engage students. I discovered that teaching is not merely about disseminating information, it’s a process of fostering curiosity, instilling critical thinking skills, and inspiring lifelong learning.

Embracing Diversity

In my classroom, I encountered a diverse group of learners, each with unique strengths, weaknesses, and learning styles. This diversity necessitated a flexible teaching approach, tailored to individual needs. I learned to create an inclusive environment that respects and values differences, fostering a sense of belonging for all students.

Challenges and Rewards

Teaching is not devoid of challenges. From dealing with disengaged students to managing classroom dynamics, I faced numerous hurdles. However, the rewards far outweighed the challenges. Witnessing a student’s ‘aha’ moment, observing their progress, and contributing to their personal and academic development was deeply fulfilling.

In conclusion, my teaching experience has been a profound journey of learning and growth. It has reinforced my belief in the transformative power of education and the pivotal role of teachers in shaping young minds. As I continue to evolve in my teaching career, I look forward to more opportunities for self-improvement and to making a positive impact on my students’ lives.

500 Words Essay on My Teaching Experience

Teaching is not merely a profession; it is a vocation that demands a deep sense of commitment and a passion for learning and sharing knowledge. My teaching experience has been an enlightening journey, filled with both challenges and rewards. It has provided me with a profound understanding of the dynamics of the educational process and the significance of creating a conducive learning environment for students.

The Beginning of My Journey

My teaching journey began as a graduate assistant during my master’s program. Initially, I was overwhelmed by the responsibility that came with the role. However, I soon realized that teaching was not just about imparting knowledge but also about inspiring curiosity and fostering a love for learning. This realization made me approach teaching with a renewed perspective, focusing not just on the content but also on the process of learning.

As with any journey, my teaching experience was fraught with challenges. The diverse backgrounds and learning styles of the students posed a significant hurdle. I had to devise innovative teaching strategies and employ differentiated instruction to cater to the varied needs of my students. Despite these challenges, the triumphs were numerous. The moments when a concept finally ‘clicked’ for a struggling student or when a class discussion evolved into a profound intellectual exchange were truly rewarding. These instances reaffirmed my faith in the transformative power of education.

Teaching as a Learning Experience

Teaching is a two-way process. As I strived to impart knowledge to my students, I also learned a great deal from them. Their unique perspectives and insightful questions often made me revisit and rethink my own understanding of certain concepts. This reciprocal process of learning and teaching enriched my intellectual growth and honed my pedagogical skills.

The Role of Technology

In the digital age, technology plays a crucial role in education. My teaching experience was no exception. I incorporated various technological tools into my teaching to enhance the learning experience. From using multimedia presentations to facilitate understanding to employing online platforms for collaborative learning, technology greatly augmented my teaching methods.

In conclusion, my teaching experience has been a transformative journey that has shaped my understanding of education and its role in society. It has taught me the importance of fostering a love for learning, the value of embracing diversity, and the significance of leveraging technology in education. As I continue my journey in the field of education, I carry with me the lessons learned and the experiences gained, ready to face the challenges and embrace the rewards that come my way.

That’s it! I hope the essay helped you.

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The Winners of Our ‘How To’ Contest

Over 2,200 teenagers submitted essays on how to do everything from fix a toilet to fight a kangaroo. We’ll be publishing the work of the winners all week.

By The Learning Network

Almost from the time our new “ How To” Informational Writing Contest for Teenagers went live in January, we knew it would be a success.

First there was the creative range of topics. As submissions rolled in — 2,223 by the deadline — we were happy to see students take on a variety of key emotional, intellectual and physical skills, including how to win an argument, fix a toilet, cope with anxiety, remember names and trip gracefully.

But we were even more delighted to be introduced to a few offbeat skills we hadn’t previously realized were crucial, like how to do the worm, snowball-attack your sister, fight a kangaroo and “talk to your crush without sounding like a talking potato.”

Our participants had fun. We know that because in their accompanying process statements they told us so. They liked coming up with topic ideas, and writing something for school in a format they’d never seen before. They even enjoyed finding and interviewing experts — a contest requirement that had seemed daunting at first to many, but turned out to be one of the most rewarding steps.

We hope you’ll enjoy the results as much as we have. We’ll be publishing the work of the top 11 winners all week, and we’ll add links here when we do.

In alphabetical order by the writer’s first name

“ How to Befriend an Introvert ” : Ashley Zhang, 14, Collingwood School, West Vancouver, British Columbia

“ How to Do the Worm ” : Camille Gonzales, 18, Kinder High School for the Performing and Visual Arts, Houston

“ How to Find Your Balance ” : Chelsea Hu, 18, Phillips Academy, Andover, Mass.

“How to Make Bubble Tea” : Hanyi Zhou, 14, Chinese International School, Hong Kong

“How to Make the Perfect Sandwich” : Jackson DeNichilo, 15, Fallston High School, Fallston, Md.

“How to Wrap a Dumpling” : Jacob Wang, 16, Charterhouse School, Godalming, England

“How to Conduct a Podcast Interview” : Matthew Jeong, 17, Kinder High School for the Performing and Visual Arts, Houston

“How to Be a Kid Forever” : Raniya Chowdhury, 17, John Fraser Secondary School, Mississauga, Ontario

“How to Become Friends With a Wild Bird” : Shannon Hong, 16, Herricks High School, New Hyde Park, N.Y.

“How to Host Unexpected Guests” : Sofia Fontenot, 18, Kinder High School for the Performing and Visual Arts, Houston

“How to Make Fear Your Friend” : Zoe Brown, 14, Summit High School, Bend, Ore.

“How to Recover After Yet Another Disappointing Season by Your Favorite N.F.L. Team” : Alden Comes, 13, Briarcliff Middle School, Mountain Lakes, N.J.

“How to Tell the Ugly Truth” : Alex (Hayoung) Jung, 16, Seoul Foreign School, Seoul

“How to Remember Names” : Anahita Driver, 13, Gregory Middle School, Naperville, Ill.

“How to Find Gratitude in Everyday Life” : Andrew Coraggio, 16, Arrowhead Union High School, Hartland, Wis.

“How to Antique Shop” : Callisto Lim, 17, Kinder High School for the Performing and Visual Arts, Houston

“How to Build an Optimal Environment for Your Fish” : Chasity Rolon, 16, Deer Park High School, New York, N.Y.

“How to Snowball Attack Your Sister” : Harper Mooney, 14, Marblehead High School, Marblehead, Mass.

“How to Achieve Inner Peace by Washing Your Dishes” : Jackson Cooke, 18, Briarwood Christian High School, Birmingham, Ala.

“How to Spot Counterfeit Currency” : Kaylie Milton, 17, West High School, Iowa City, Iowa

“How to Pee On a Hike” : Lauren Acker, 17, Lakeside High School, DeKalb County, Ga.

“How to Mimic an Accent” : Michael Noh, 14, Korea International School Pangyo Campus, Seongnam, South Korea

“How to Speak Like a British Person” : Owen Wilde, 16, Maynard High School, Maynard, Mass.

“How to Ask a Teacher for Help” : Sarah Harris, 15, Boothbay Region High School, Boothbay Harbor, Maine

“How to Spin Pens” : Siddharth S., 16, Peepal Prodigy School Coimbatore, Tamil Nadu, India

“How to Make Kids Excited About History” : Vivian Wenan Chang, 17, BASIS Chandler, Chandler, Ariz.

“How to Ride a Roller Coaster Without Fear” : Wang Ziyun, 16, Raffles Girls’ School, Singapore

“How to Make a Three-Point Shot” : Will Peña, 17, Academy at the Lakes, Land O’ Lakes, Fla.

“How to Play Darts” : Xizhe Yang, 15, Shanghai High School International Division, Shanghai

Honorable Mentions

“How to Survive Middle School Hallways” : Alice Liang, 13, Islander Middle School, Mercer Island, Wash.

“How to Learn a New Language” : Andrew Chen, 14, International School of Beijing, Beijing

“How to Let Go of Someone” : Ariel Ting, 16, Taipei American School, Taipei, Taiwan

“How to Cope With Your Anxiety” : Ava Cho, 18, Daegu International School, Daegu, South Korea

“How to Live Openly As a Lesbian” : Ayco Phlypo, 17, Atheneum Gentbrugge, Ghent, Belgium

“How to Make Homemade Pasta” : Bella DiBernardo, 16, Alta Vista Middle College, Santa Barbara, Calif.

“How to Prepare for Running a Marathon” : Brett Barker, 17, Arrowhead Union High School, Hartland, Wis.

“Keep the Sandman at Bay” : Bryant, 18, Bandung Independent School, Bandung, Indonesia

“How to Fix a Toilet!” : Carla Lopez, 16, Jose Marti STEM Academy, Union City, N.J.

“How to Order at a Specialty Coffee Shop” : Cassandra Garcia, 16, home school, Portland, Texas

“How to Trip Gracefully” : Eileen Kim, 15, Urbana High School, Ijamsville, Md.

“How to Drive Your Siblings Mad” : Elaine Kim, 15, West Ranch High School, Stevenson Ranch, Calif.

“Being Objective” : James Yi, 17, Orange County School of the Arts, Santa Ana, Calif.

“How to Accept Failure” : Jamie Park, 16, Yongsan International School of Seoul, Seoul

“How to Cope With a Panic Attack” : Jason Kim, 15, Georgetown Preparatory School, North Bethesda, Md.

“How to Escape a Night Market” : Joyce Chang, 16, Stella Matutina Girls’ High School, Taichung City, Taiwan

“How to Overcome Assault: A Survivor’s Guide on Trauma-Related Shame” : Juliana Segal, 17, The Montessori School of Raleigh Upper School, Raleigh, N.C.

“How to Play Out of Tune On the Flute” : Kavya Muralidhar, 13, Islander Middle School, Mercer Island, Wash.

“How to Write a Poem” : Lareina Yuan, 14, YK Pao School, Shanghai

“How to Make Tanghulu” : Lehan Gu, 15, Northwood High School, Irvine, Calif.

“How to Be When Meeting New People” : MaryEden Rall, 13, Montgomery Catholic Preparatory School, Montgomery, Ala.

“How to Make the Perfect Playlist” : Rachel Wieland, 17, Arrowhead Union High School, Hartland, Wis.

“How to Talk to Your Crush Without Sounding Like a Talking Potato” : Roxanne Wu, 16, International School of Beijing, Beijing

“How to Help a Child With Autism” : Sarah Zeng, 15, Victoria Park Collegiate Institute, Toronto

“How to Deal With Nerves” : Sasha Luhur, 14, Northwood School, Lake Placid, N.Y.

“How to Watch Clouds” : Shio Kim, 14, North London Collegiate School Jeju, Seogwipo, South Korea

“How to Discuss Controversial Issues With Parents” : Siyao Feng, 18, Linden Hall School for Girls, Lititz, Pa.

“How to Write a Song” : Sophia Kim, 15, Chadwick International School, Incheon, South Korea

“How to Write a Song” : Stephanie Ma, 16, The Webb Schools, Claremont, Calif.

“How to Be a Good Dukjil-er” : Suevean (Evelyn) Chin, Asia Pacific International School, Seoul

“How to Win an Argument” : Suri Boryang Kim, PTGMS, South Korea

“How to Tie a Shoe” : Vivian Olivera, 17, Academy at the Lakes, Land O’ Lakes, Fla.

“Grilling Pork Belly For the Best Flavor” : Yoonseo Cho, 17, Portola High School, Irvine, Calif.

Thank you to our contest judges.

Ana Paola Wong, Annissa Hambouz, Caroline Gilpin, Dana Davis, Elisa Zonana, Isaac Aronow, Jeremy Engle, Jeremy Hyler, John Otis, Juliette Seive, Katherine Schulten, Kathryn Curto, Ken Paul, Kimberly Wiedmeyer, Kirsten Akens, Michael Gonchar, Natalie Proulx, Phoebe Lett, Shannon Doyne, Sharon Murchie, Shira Katz, Sue Mermelstein, Susan Josephs, Sydney Stein

The End of Foreign-Language Education

Thanks to AI, people may no longer feel the need to learn a second language.

Listen to this article

Produced by ElevenLabs and News Over Audio (NOA) using AI narration.

A few days ago, I watched a video of myself talking in perfect Chinese. I’ve been studying the language on and off for only a few years, and I’m far from fluent. But there I was, pronouncing each character flawlessly in the correct tone, just as a native speaker would. Gone were my grammar mistakes and awkward pauses, replaced by a smooth and slightly alien-sounding voice. “My favorite food is sushi,” I said— wo zui xihuan de shiwu shi shousi —with no hint of excitement or joy.

I’d created the video using software from a Los Angeles–based artificial-intelligence start-up called HeyGen. It allows users to generate deepfake videos of real people “saying” almost anything based on a single picture of their face and a script, which is paired with a synthetic voice and can be translated into more than 40 languages. By merely uploading a selfie taken on my iPhone, I was able to glimpse a level of Mandarin fluency that may elude me for the rest of my life.

HeyGen’s visuals are flawed—the way it animates selfies almost reminded me of the animatronics in Disney’s It’s a Small World ride—but its language technology is good enough to make me question whether learning Mandarin is a wasted effort. Neural networks, the machine-learning systems that power generative-AI programs such as ChatGPT, have rapidly improved the quality of automatic translation over the past several years, making even older tools like Google Translate far more accurate.

At the same time, the number of students studying foreign languages in the U.S. and other countries is shrinking. Total enrollment in language courses other than English at American colleges decreased 29.3 percent from 2009 to 2021, according to the latest data from the Modern Language Association, better known as the MLA. In Australia, only 8.6 percent of high-school seniors were studying a foreign language in 2021—a historic low. In South Korea and New Zealand , universities are closing their French, German, and Italian departments. One recent study from the education company EF Education First found that English proficiency is decreasing among young people in some places.

Many factors could help explain the downward trend, including pandemic-related school disruptions, growing isolationism, and funding cuts to humanities programs. But whether the cause of the shift is political, cultural, or some mix of things, it’s clear that people are turning away from language learning just as automatic translation becomes ubiquitous across the internet.

Read: High-school English needed a makeover before ChatGPT

Within a few years, AI translation may become so commonplace and frictionless that billions of people take for granted the fact that the emails they receive, videos they watch, and albums they listen to were originally produced in a language other than their native one. Something enormous will be lost in exchange for that convenience. Studies have suggested that language shapes the way people interpret reality. Learning a different way to speak, read, and write helps people discover new ways to see the world—experts I spoke with likened it to discovering a new way to think. No machine can replace such a profoundly human experience. Yet tech companies are weaving automatic translation into more and more products. As the technology becomes normalized, we may find that we’ve allowed deep human connections to be replaced by communication that’s technically proficient but ultimately hollow.

AI language tools are now in social-media apps, messaging platforms, and streaming sites. Spotify is experimenting with using a voice-generation tool from the ChatGPT maker OpenAI to translate podcasts in the host’s own voice, while Samsung is touting that its new Galaxy S24 smartphone can translate phone calls as they’re occurring . Roblox, meanwhile, claimed last month that its AI translation tool is so fast and accurate , its English-speaking users might not realize that their conversation partner “is actually in Korea.” The technology—which works especially well for “ high-resource languages ” such as English and Chinese, and less so for languages such as Swahili and Urdu—is being used in much more high-stakes situations as well, such as translating the testimony of asylum seekers and firsthand accounts from conflict zones. Musicians are already using it to translate songs , and at least one couple credited it with helping them to fall in love.

One of the most telling use cases comes from a start-up called Jumpspeak, which makes a language-learning app similar to Duolingo and Babbel. Instead of hiring actual bilingual actors, Jumpspeak appears to have used AI-generated “people” reading AI-translated scripts in at least four ads on Instagram and Facebook. At least some of the personas shown in the ads appear to be default characters available on HeyGen’s platform. “I struggled to learn languages my whole life. Then I learned Spanish in six months, I got a job opportunity in France, and I learned French. I learned Mandarin before visiting China,” a synthetic avatar says in one of the ads, while switching between all three languages. Even a language-learning app is surrendering to the allure of AI, at least in its marketing.

Alexandru Voica, a communications professional who works for another video-generating AI service, told me he came across Jumpspeak’s ads while looking for a program to teach his children Romanian, the language spoken by their grandparents. He argued that the ads demonstrated how deepfakes and automated-translation software could be used to mislead or deceive people. “I'm worried that some in the industry are currently in a race to the bottom on AI safety,” he told me in an email. (The ads were taken down after I started reporting this story, but it’s not clear if Meta or Jumpspeak removed them; neither company returned requests for comment. HeyGen also did not immediately respond to a request for comment about its product being used in Jumpspeak’s marketing.)

The world is already seeing how all of this can go wrong. Earlier this month, a far-right conspiracy theorist shared several AI-generated clips on X of Adolf Hitler giving a 1939 speech in English instead of the original German. The videos, which were purportedly produced using software from a company called ElevenLabs, featured a re-creation of Hitler’s own voice. It was a strange experience, hearing Hitler speak in English, and some people left comments suggesting that they found him easy to empathize with: “It sounds like these people cared about their country above all else,” one X user reportedly wrote in response to the videos. ElevenLabs did not immediately respond to a request for comment. ( The Atlantic uses ElevenLabs’ AI voice generator to narrate some articles.)

Read: The last frontier of machine translation

Gabriel Nicholas, a research fellow at the nonprofit Center for Democracy and Technology, told me that part of the problem with machine-translation programs is that they’re often falsely perceived as being neutral, rather than “bringing their own perspective upon how to move text from one language to another.” The truth is that there is no single right or correct way to transpose a sentence from French to Russian or any other language—it’s an art rather than a science. “Students will ask, ‘How do you say this in Spanish?’ and I’ll say, ‘You just don’t say it the same way in Spanish; the way you would approach it is different,’” Deborah Cohn, a Spanish- and Portuguese-language professor at Indiana University Bloomington who has written about the importance of language learning for bolstering U.S. national security , told me.

I recently came across a beautiful and particularly illustrative example of this fact in an article written by a translator in China named Anne. “Building a ladder between widely different languages, such as Chinese and English, is sometimes as difficult as a doctor building a bridge in a patient's heart,” she wrote. The metaphor initially struck me as slightly odd, but thankfully I wasn’t relying on ChatGPT to translate Anne’s words from their original Mandarin. I was reading a human translation by a professor named Jeffrey Ding, who helpfully noted that Anne may have been referring to a type of heart surgery that has recently become common in China. It's a small detail, but understanding that context brought me much closer to the true meaning of what Anne was trying to say.

Read: The college essay is dead

But most students will likely never achieve anything close to the fluency required to tell whether a translation rings close enough to the original or not. If professors accept that automated technology will far outpace the technical skills of the average Russian or Arabic major, their focus would ideally shift from grammar drills to developing cultural competency , or understanding the beliefs and practices of people from different backgrounds. Instead of cutting language courses in response to AI, schools should “stress more than ever the intercultural components of language learning that tremendously benefit the students taking these classes,” Jen William, the head of the School of Languages and Cultures at Purdue University and a member of the executive committee of the Association of Language Departments, told me.

Paula Krebs, the executive director of the MLA, referenced a beloved 1991 episode of Star Trek: The Next Generation to make a similar point. In “Darmok,” the crew aboard the starship Enterprise struggles to communicate with aliens living on a planet called El-Adrel IV. They have access to a “universal translator” that allows them to understand the basic syntax and semantics of what the Tamarians are saying, but the greater meaning of their utterances remains a mystery.

It later becomes clear that their language revolves around allegories rooted in the Tamarians’ unique history and practices. Even though Captain Picard was translating all the words they were saying, he “couldn’t understand the metaphors of their culture,” Krebs told me. More than 30 years later, something like a universal translator is now being developed on Earth. But it similarly doesn’t have the power to bridge cultural divides the way that humans can.

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Onboarding New Employees — Without Overwhelming Them

• Julia Phelan

Give people the space and time they need to thrive in their new job.

A great onboarding experience can keep new hires engaged and committed, and increase their learning and preparedness for their new role. In trying to ensure new employees feel supported and properly prepared, some organizations flood new hires with far too much information. Even if managers have the best intentions, bombarding new hires with tasks  — such as asking them to read every single page of the employee manual or requiring them to get set-up on Slack, email, Box, and all the other platforms all at once — will backfire. Three strategies can help organizations mitigate this overload and ensure employees have the space, time, and mental resources available to learn and thrive in their new job.

We know that effectively onboarding new employees has huge value. A good onboarding process — with clear information on job requirements, organizational norms, and performance expectations — not only enhances employee productivity but helps increase loyalty and engagement, and decrease s turnover .

• JP Julia Phelan , Ph.D. is a learning design consultant and expert in applying learning science principles to create effective learning experiences. She works with organizations to help build a strong workplace learning culture by improving training design, implementation, and outcomes. She is the co-founder of To Eleven , and a former UCLA education research scientist. Connect with her on LinkedIn .

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2024 Global Learning Challenge

Is Using an Essay Writing Service Considered Cheating?

Oliva Campbell

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CollegeEssay.org

What is the name of your solution?

Provide a one-line summary of your solution..

Debunking Misconceptions and Embracing Academic Support

In what city, town, or region is your solution team headquartered?

In what country is your solution team headquartered.

• United States

What type of organization is your solution team?

Film your elevator pitch., what specific problem are you solving.

Is Using an Essay Writing Service Considered Cheating? Debunking Misconceptions and Embracing Academic Support

In the contemporary academic landscape, the utilization of essay writing service has sparked a debate regarding its ethical implications. Some perceive it as a form of cheating, while others argue it as a legitimate means of seeking academic support. As we delve into this discussion, it's imperative to explore both perspectives and shed light on the role of essay writing services in academia.

What is your solution?

Understanding the Controversy The Ethical Dilemma

The crux of the debate lies in the ethical dilemma surrounding the use of essay writing services. Traditional notions of academic integrity emphasize the importance of individual effort and originality in scholarly pursuits. From this standpoint, outsourcing the task of essay writing may seem like circumventing academic rigor and ethical standards.

Perceived Academic Dishonesty

Critics often equate using essay writing services to academic dishonesty, arguing that it undermines the learning process and devalues the significance of genuine scholarly achievements. They view it as a shortcut to academic success, devoid of the essential elements of critical thinking, research, and academic growth.

Legitimate Academic Support

On the contrary, proponents of essay writing services advocate for a nuanced understanding of academic support. They argue that seeking assistance from professional writers does not inherently constitute cheating but rather serves as a supplementary resource to enhance learning outcomes. Best Essay writing service can provide valuable guidance, especially for students grappling with complex topics or facing time constraints.

Who does your solution serve, and in what ways will the solution impact their lives?

Debunking Misconceptions Collaboration, Not Duplication

Contrary to popular belief, engaging with essay writing services does not entail passively submitting pre-written essays as one's own work. Instead, it involves collaboration between students and professional writers to develop custom essays tailored to their unique requirements. The final product reflects the student's input, understanding, and perspective, albeit with expert guidance.

Learning Opportunity

Essay writing services offer a valuable learning opportunity by providing model essays that serve as exemplars of academic writing standards. Students can analyze these essays to understand proper structuring, argumentation techniques, and citation practices, thereby honing their own writing skills. Additionally, interacting with professional writers fosters a deeper understanding of subject matter and research methodologies.

Academic Support System

Rather than undermining academic integrity, essay writing services complement existing support systems within educational institutions. They function as supplementary resources that assist students in navigating academic challenges effectively. By offering personalized assistance, these services empower students to overcome obstacles and achieve their academic goals.

Embracing Academic Support Fostering Academic Success

Ultimately, the goal of essay writing services is to facilitate academic success by providing students with the necessary tools and guidance to excel in their studies. By availing these services, students can alleviate academic pressure, meet deadlines, and improve their overall learning experience. Moreover, the support offered by essay writing services can enhance students' confidence and motivation, leading to greater academic achievements.

Ethical Considerations

While utilizing essay writing services is permissible within ethical boundaries, it's essential for students to uphold academic integrity and honesty. They should utilize these services responsibly, ensuring that the essays produced are used for reference purposes and serve as aids in their own academic endeavors. Transparency and integrity should guide students' interactions with essay writing services to maintain the ethical integrity of academic pursuits.

In conclusion, the debate surrounding the use of essay writing services underscores the complexities inherent in modern education. While some may view it as a contentious issue mired in ethical ambiguity, a nuanced perspective reveals its potential as a valuable academic support tool. By dispelling misconceptions and embracing the role of essay writing services as supplementary resources, students can leverage these services responsibly to enhance their academic journey. Ultimately, the ethical considerations lie in how students utilize these services to foster their academic growth while upholding principles of integrity and honesty in their scholarly pursuits.

How are you and your team well-positioned to deliver this solution?

Leveraging CollegeEssay.org and MyPerfectWords.com for Optimal Results

In the quest for academic excellence and ethical scholarship, students can enhance their learning journey by leveraging reputable essay writing services such as CollegeEssay.org and MyPerfectWords.com. These platforms offer a myriad of features and benefits designed to support students in achieving their academic goals while upholding principles of integrity and honesty.

Customized Essay Writing Services

Both CollegeEssay.org and MyPerfectWords.com prioritize delivering custom-written essays tailored to each student's unique requirements. By availing of their services, students can collaborate with professional writers to develop high-quality essays that meet academic standards and reflect their individual insights and perspectives.

Expert Guidance and Support

The teams of skilled writers at CollegeEssay.org and MyPerfectWords.com possess expertise in various subjects and disciplines, ensuring that students receive expert guidance and support across a wide range of academic topics. From research and outlining to drafting and editing, these platforms offer comprehensive assistance at every stage of the writing process.

Timely Delivery and Flexible Deadlines

Meeting deadlines is paramount in academic pursuits, and both CollegeEssay.org and MyPerfectWords.com prioritize timely delivery of essays. With flexible deadlines ranging from 6 to 24 hours, students can rely on these platforms to accommodate urgent essay requests without compromising on quality or accuracy.

24/7 Customer Support

Navigating the intricacies of essay writing can be daunting, but with 24/7 customer support and their  reliable research paper writing service available at CollegeEssay.org, students can seek assistance and clarification at any time. Multilingual support teams ensure accessibility for students from diverse linguistic backgrounds, fostering a supportive and inclusive environment.

Originality and Plagiarism-Free Guarantee

Maintaining academic integrity is non-negotiable, and both CollegeEssay.org and MyPerfectWords.com uphold rigorous standards of originality and authenticity. Essays produced by these platforms undergo thorough plagiarism checks, ensuring that students receive 100% original and plagiarism-free content with every order.

Transparent Pricing and Payment Options

Affordability is a key consideration for students, and MyPerfectWords.com offer cheapest research paper writing service transparent pricing structures and flexible payment options. With prices starting at just $11/page and the option to pay 50% upfront and 50% upon completion, these platforms provide cost-effective solutions that fit students' budgets.

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• 4. Quality Education

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Please share details about why you selected the stage above..

Revision and Refund Policies

Student satisfaction is paramount, and both CollegeEssay.org and MyPerfectWords.com offer revision and refund policies to ensure that students are fully satisfied with the essays they receive. Students can request revisions free of charge until they are completely satisfied with the final product, and a 100% money-back guarantee ensures peace of mind in case of any unforeseen issues.

Why are you applying to Solve?

In conclusion, students seeking academic support and assistance with essay writing can benefit greatly from utilizing reputable platforms such as CollegeEssay.org and MyPerfectWords.com. With features such as customized essay writing services, expert guidance and support, timely delivery, 24/7 customer support, originality guarantees, transparent pricing, and flexible payment options, these platforms provide comprehensive solutions to students' academic needs. By leveraging the services offered by CollegeEssay.org and MyPerfectWords.com, students can enhance their academic performance, alleviate academic pressure, and foster a deeper understanding of course materials, all while upholding principles of integrity and academic honesty.

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Get ready for the 2024 edition of our International User Groups (IUG) Conference, where innovation meets collaboration in the heart of Dublin, Ireland! It's not just an event; it's a celebration of shared experiences, tailored exclusively BY our customers FOR our customers.

This time, we're breaking new ground by bringing you a revamped and simplified conference format, designed to supercharge your networking experience. Picture this: More connections, more insights, and the same high-octane content you've come to expect from the world of Software AG. Get the scoop on our 2024 product roadmaps, enjoy extended networking time with heaps of practical advice from those that have gone before you and ensure your path to digital success.

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Join 500+ of your peers and Software AG product experts and partners from more than 40 countries for undisrupted facetime in beautiful Dublin, Ireland.

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An engaging experience

Meet the experts, grow your network, user experience sessions, "people ignore design that ignores people.".

- Frank Chimero

Good product design is all about empathizing. It starts with understanding the users' goals and needs. So come in to share your thoughts, and to learn about design systems or innovation methods. Engage with our designers via casual chat, an experts discussion, or a planned usability study.

IoT Hackathon

Iug morning run.

• Easy to get to: Dublin is connected to more than 175 destinations by 57 airlines – conveniently located 6 hours from US Eastcoast, 1 hour from London and 2 hours from Central Europe
• Easy to get around with excellent public transport infrastructure and short distances
• Dublin is an exciting city , offers a rich & diverse culture and great dining & bar  options  

Justification letter: Ensuring travel approval

Our conference venue, clayton hotel burlington road.

• Our conference venue  

ROOM BLOCK SOLD OUT

Hilton Dublin

• 12-minute walk or 5 minute drive from conference venue
• Price range: €€

Clayton Hotel Charlemont

• 15-minute walk or 5 minute drive from conference venue

Hyatt Centric

• 30-minute walk or 10 minute drive from conference venue
• Who should attend the International User Groups Conference? Anyone who uses Adabas & Natural, Alfabet, ARIS, Cumulocity IoT, StreamSets, and/or webMethods will find value in the conference. All users of the Software AG technology are welcome to attend.
• How is the week structured? The IUG conference covers several product areas and user groups. As you can see in the "agenda" section, the conference will start with a General Session for all attendees on the afternoon of April 9, followed by a networking reception. It will be followed by individual user group tracks full day on April 10 and in the morning of April 11. We will end the conference with a farewell lunch on April 11.
• How much does the conference cost? The conference is free of charge, thanks to our partner sponsors. If you travel to the event, you're responsible for your transportation, accommodation and other travel costs.
• Are we limited in the number of people who can attend? Yes, we are holding a limited number of seats for the in-person event. So, register early and please be sure all your participants register so we can capture exact numbers.
• Where is the event taking place? The  IUG Conference 2024 will take place at the Clayton Hotel Burlington Road in Dublin, Ireland. The Clayton Hotel Burlington Road is Dublins largest conference hotel offering modern space to accommodate all of our sessions. Only a 15-minute stroll to St. Stephen’s Green and just 30 minutes from Dublin International Airport, Clayton Hotel Burlington Road offers the perfect base in Ireland’s capital. The address of the hotel is as follows: Clayton Hotel Burlington Road Leeson Street Upper, Dublin, D04 A318 Tel: +353 1 618 5600
• What if I need to change my plans? We're making the event as flexible as possible. If you've reserved a spot at the in-person event but are prevented from traveling, you can simply cancel it. No questions asked. For cancellation or modifications, please send an email to [email protected] .
• What is the conference dress code? Main conference: business casual. ​​​​Evening events: casual.
• Do I need a visa to enter Ireland? Whether you need a visa to travel to Ireland depends on what country you're from. Visit the Irish Immigration Service Travel Path for more information regarding your personal requirements for travelling to Ireland. For further detailed information on Irish visas, please visit  www.irishimmigration.ie
• I need an invitation letter for my visa. How can I get one? Please send an email including your passport details to [email protected] . 
• What about COVID-19 safety protocols? We continue to monitor further developments and will comply with local regulations and recommendations.
• Are sponsorships available? Partners who sponsor the IUG Conference 2024 have the unique opportunity to showcase their solutions and get to know our customers better. Interested in becoming a sponsor? Email [email protected] for details.
• How do I participate virtually? Only attendees of the Alfabet track will be able to join the event live on April 10-11. For all other product tracks, selected sessions taken from the in-person event will be made available on-demand. Please register your interest here .
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