Experiential learning is integrated in an Open University distance learning course in two ways: (1) recognizing students' diversity and experience in the content and style of the course and (2) encouraging students to reflect on their experience of learning. (SK)

Touts the benefits of field trips, noting that exposing students to new environments increases the amount they learn. Places such as zoos, aquariums, and museums are appropriate contexts for topics being studied, increasing the likelihood of learning. Advance preparation for the trip is crucial, and how the trip is designed is critical to what…

An action learning process in which medical directors planned and reflected on their own actions worked best when specific, time-limited actions were involved. Despite overlap between action research and action learning, they are clearly different. Action learning helps clinicians gain insights into their own work behavior. (SK)

In a fashion illustration course, 24 students were taught using expository methods and 28 with experiential methods. Each method involved 20 lessons over eight weeks. Pre/posttest results indicated that both methods were equally effective in improving scores. (SK)

The learning sequence (TLS) is an adaptable, dynamic framework for designing any learning experience. TLS consists of seven steps (sense of each other, sense of place, group norms, relevance, the experience itself, reflection, transfer) that provide a foundation, a reference point to return to when an unexpected situation arises, and a common…

Includes "Putting Research Findings into Practice to Improve Testing" (Dyer); "Using Research Findings" (Knight); "Show Me the Money" (Osborne); "Program of Activities" (Torres, Dormody); "May Cannibals Ask Questions?" (Edwards); "Experiential Learning" (Andreasen); and "Research into Practice: A Complex, Unpredictable Process" (Budke). (SK)

Defines workplace learning and outlines conditions and characteristics. Identifies learning paradigms and models and discusses the role of workplace learning in the development of learning organizations. (SK)

Reports that experiential education enabled disadvantaged students to catch up to their peers and compete on an even basis following graduation. Graduates with related work experience had significantly higher levels of responsibility than their inexperienced counterparts in their first jobs following graduation, found work more quickly, and were…

Discusses vandalism as a major concern in schoolyards and believes that it can be kept at a minimum during outdoor activities. Presents statistical information on arrests in cases of vandalism. Describes four key strategies for discouraging vandalism that the National Crime Prevention Council focuses on, and discusses the psychology of criminals.…

Describes a lesson plan on the movement of water in a water cycle. Presents a water cycle table that includes explanations. (YDS)

Describes a program in which students in an adolescent development course were trained in a six-week group intervention aimed at building skills for positive communication, resolving differences, and preventing violence. (Author/CCM)

Adventure therapy infuses experiential, physical activity into traditional talk therapy, drawing support from Piaget's theory that children construct knowledge from their actions on the environment. Several vignettes illustrate the point, noting the importance of laughter and physical touch to therapy. Using ropes for a "touch without…

Reviews management education from a nonlinear systems perspective, concluding that it fails to incorporate double-loop learning or take into account experiential learning and development. Finds an overreliance on management fads and fashions in business school curricula. (SK)

Each person belongs to a racial group that determines the way they see themselves and others, how they view the world, and how they are viewed by the world. A safe adventure environment enables participants to explore and reflect on what racial identity means to them personally, which leads to broader understanding. (SAS)

Evidence from the occupational safety and health field suggests that much unintentional learning takes place in the workplace that is not a result of conscious decisions and lacks critical reflection. Such learning may have negative consequences. Action can be taken to identify and mitigate the effects of unintentional learning. (SK)