Argues that a basic understanding of the experiential learning process (D. Kolb's Process-of-Learning Model) and the nature of cases and simulations as experiential activities will help instructors of business communication develop, evaluate, and use these tools more effectively. Discusses these activities within the context of business education.…

Recommends a dual strategy of investment in high wages/high technology and demand-led on-the-job skill acquisition, which will result in learning by doing at a higher technical level and relatively high productivity and return on investment. Offers this strategy as a replacement for costly publicly funded vocational training. (SK)

Questions commonly held assumptions about lifelong learning. Suggests that lifelong learning should include daily-life activities of learning, doing, and being that involve cooperation with a community of friends or family rather than just formal instruction. Outlines elements of holistic lifelong learning. (SAS)

Offers one librarian's inspirational thoughts on the value of library work: community service, clash of values, intellectual freedom, public good, love of books and libraries, the beauty of small libraries, modern budgets, librarian image, the ideal library, a favorite librarian, the solace of knowledge, the value of silence, and reminders of…

Proposes a framework for using experiential programs to facilitate community building through individual and organizational learning. Discusses single-loop and double-loop learning by individuals and organizations, use of reflection and metaphors, program design, and dialog as an approach to creating shared meaning. Contains 21 references. (SV)

Discusses the role of community nurseries and preschools, within the context of Brazilian popular movements and social policy of the last 15 years. States that the experiences of these organizations reveal great complexity in terms of social, political, and pedagogic mobilization. Concludes that for all involved there are several levels of…

The Appalachian Ministries Educational Resource Center (AMERC) is a consortium of seminaries that offers students from various Christian denominations the opportunity to study and experience Appalachian life with particular attention to ministry in the region. AMERC offers a six-week summer program and four-day "immersion" experiences,…

A new strategy for teaching group dynamics to nursing students involved 10 sessions of experiential group activities and 4 sessions of exploring group theories. Problems that arose due to anxiety and hostility regarding experiential learning should be taken into account when teaching group dynamics. (SK)

Workplace learning is goal-directed activity shaped by the context and needs of a particular community of practice. Learning in the workplace includes close guidance by experts and distant guidance from other workers and the physical environment. The activities and the guidance are key components of the workplace learning curriculum. (SK)

In a learner-centered school, teachers and learners generate questions and seek solutions together in an environment that supports risk, tolerates ambiguity, and is flexible. Learner-centered schools value individual and organizational growth and change. (SK)

To prepare students for several changes in careers during their lifetime, Technology Challenge is a program designed to meet the challenges in the evolution of technology education from traditional industrial arts. In a laboratory setting, students solve real-world problems using computer technology. (JOW)

Uses the metaphor of music to explore the dynamics of team-based learning. Suggests creative ways to diagnose team problems using melody, harmony, dynamics, tempo, and rhythm. Appendices provide a diagnostic instrument and interventions for various attributes. (SK)

A group of 132 agricultural science students were divided into an experimental group who completed hands-on activities on Ohm's Law and incline plane and a control group who completed worksheets. There were no significant differences in immediate or follow-up measures of achievement. Hands-on students had significantly more positive attitudes. (SK)

Adult students (n=32) participated as volunteers building homes at Habitat for Humanity sites. Critical reflection identified ways in which the experience prepared them for work demands, increased productivity and proactivity, and gave them an appreciation for other cultures. (SK)

Describes how company-sponsored training can earn employees credit toward college degrees. Presents examples from the American Council on Education's Program on Non-Collegiate Sponsored Instruction. (JOW)