Workplace and professional learning, lifelong learning, adult learning, learning in different contexts have become of more and more interest and now dominate all aspects of 21st century life. Learning is no longer about "storing and recall" but "development and flow". "Theories of Learning in the Workplace" offers fascinating overviews into some…

The best learning results from experiential learning, the interplay between theory and experience. In experiential learning, the student is in direct touch with the realities being studied. It involves not merely undergoing the experience, but also doing something with the phenomenon. Theories of experiential learning include: (1) learning how to…

Group processing after an outdoor experience provides feedback and the opportunity for critical reflection, which can enhance the benefits of the experience. This paper outlines some common problems in processing and suggestions to help outdoor leaders improve their facilitation skills. Common pitfalls that hinder effective processing include…

Explains a three-dimensional conceptual model designed to help outdoor educators plan and evaluate programs that provide primary and reflective experiences in, about, and for the outdoors and that bring about positive growth in the cognitive, affective, and psychomotor domains of learning. (JHZ)

Considers nature of learning; significance of promoting learning rather than teaching; active nature of learning from experience; role of simulations and games in promoting learning; process of debriefing and its relationship to reflection; and teacher role. The Learning System, which relates general systems theory to process of learning, is…

Research on adult learning suggests that direct and concrete experiences where the learner applies what is being learned are an essential ingredient for in-service education. Abstract, word-oriented talk sessions are not adequate to change behaviors. (Author/MLF)

Active learning is not a new concept, and recent research suggests that students who have opportunities to participate in the learning process are much more successful students in terms of achievement test scores and individual happiness. This paper discusses some recent research on active learning, including a description of a microsociety school…

Examines theories of specific, nonspecific, and metaphoric transfer of learning and outlines 10 factors and techniques to assist adventure educators in linking challenging experiences to students' future learning. (LFL)

An approach to problem solving broader than the traditional one most often used by instructors is described and recommended. Implementation of these ideas has the potential of increasing problem solving ability of students while promoting a fuller appreciation of the value of the process. (MP)

The Self-Knowledge Inventory of Lifelong Learning Strategies (SKILLS) was developed to measure adult learning strategies in real-life learning situations. SKILLS consists of a series of 12 scenarios from real-world situations that reflect Shirk's (1990) nine general categories of learning for real-life situations and that necessitate various types…

Purpose: Seeks to explain some of the dynamics of scripts creation as used in training, to offer some theoretical underpinning regarding the influence of script creation on behavior and performance, and to offer some examples of how script creation is applied in training activities. Design/methodology/approach: The paper explains in detail and…

The goal of this paper is to sketch the epistemological roots of constructivism, to clarify certain implications of Piaget's constructivist theory for science education, and to explicate the issues surrounding a specific research study and its replication. Constructivist epistemology is described in terms of its emergence from rationalist,…

Practice-based or experiential learning has come to be dominated by mentalist models of reflection on experience. The argument here is that these models split mind from body and subject from environment in ways that yield problematic practices. An alternate conception of practice-based learning is offered here, based on the notion of…

The use of the inquiry approach in the teaching of elementary science is examined and advocated in this publication. The position that an inquiry approach is the best way to teach and learn science is upheld and its influence on the development of positive attitudes towards science is stressed. Section titles include: (1) "A Tale of Two Teachers"…

As personal portfolio assessment matures, practitioners continue to look for techniques that enhance both personal development and the process of seeking academic credit through assessment. Kolb's experiential learning theory and learning style inventory may have applications in this search. (Author)