Discusses the prevailing conventions of portfolio assessment specifically where experiential learning is tied to course equivalents. Suggests that further discussion is needed about prior learning assessment, traditional education, and how to use experience in to advance understanding of learning. (JOW)

Diverse ways people learn in their work include learning from mistakes, self-education on and off the job, practice of personal values, application of theory, skills practice, problem solving, interaction with others, lateral planning, advocacy, leadership, formal training, and practice of quality assurance. (SK)

Reflective activities are critical components of service learning because they connect service with course content. Methods include journals, experiential-research papers, ethical case studies, directed readings, and electronic dialogs. (SK)

Work-based learning as expressed in national qualifications frameworks is discussed within the theoretical context of Foucault's notion of discipline. Argues that the management of worker subjectivity is an essential element of the governmentality of organizations. (SK)

Defines action learning, describes barriers and benefits, and addresses the impact of new technologies on an action learning approach in organizations. (Contains 28 references and 6 Web sites.) (SK)

Describes the nature and characteristics of experiential learning processes. Reflects on the dramatic changes required in the curriculum if teachers were to draw on life and work experience in designing learning activities. (SK)

Somatic knowing involves senses and mind/body action and reaction. An embodied education grounded in somatics is more holistic and values areas typically neglected or trivialized in education, such as the arts. (SK)

Interactive theatre involving role play is an experiential learning tool that involves audience and performers in exchange of ideas and solutions. It is useful in training volunteers. (SK)

Explains the "set map" method of using the baseplate compass to solve walkers' navigational needs as opposed to the 1-2-3 method for taking a bearing. The map, with the compass permanently clipped to it, is rotated to the position in which its features have the same orientation as their counterparts on the ground. Includes directions and…

In this interview, Kolb, developer of the experiential learning cycle model, explores learning motivation, aspects of conversation (as experiential learning and as evaluation), and standardization versus diversity in education. (SK)

Reviews the work of Kolb, Lewin, and Dewey on experience and learning; studies the epistemological problem underlying the approach: immediate subjective experience as the source of learning. (SK)

Identifies limitations of Kolb's model of experiential learning: (1) overemphasis on individuals, ignoring social processes in learning and (2) image of the manager as practical scientist. Suggests broadening the model by considering the role of conversations and the value of group-based approaches in learning. (SK)

Evaluated use of drama as a teaching method to familiarize nursing students with various scenarios of patient death. The combination of drama and group discussion was considered very effective by students, who requested more similar sessions. (EV)

Critical reflection illuminates power dynamics and assumptions underlying experience. Adult educators can model critical reflection by viewing what they do through four lenses: their autobiographies as adult learners, their students' viewpoint, their colleagues' viewpoint, and the lens of theory. (Contains 34 references.) (SK)

Considers the implications of globalization for rethinking instruction. Suggests the use of location/dislocation in the sense of positioning as a metaphor and discusses its application to the theory of experiential learning. Contains 38 references. (SK)