Enhancing University Curricula via Adventure Learning
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An overview of Adventure Learning along with a case study of an implementation of a mini AL program.
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Enhancing University Curricula via Adventure Learning
- 1. Enhancing University Curricula via Adventure Learning George Veletsianos, PhD University of Manchester Aaron Doering, PhD University of Minnesota
- 2. The learner experience Adventure Learning Overview Adventure Learning in Higher Education Institutions Adventure Learning in HEI Case Study
- 3. 1963 showing of "Saint George and the Dragon"
- 4. 2009 showing of “Intro to XYZ”
- 5. “ Strong pressures to produce mediocre instructional products based on templates and preexisting content.” Quote from Wilson, Parrish & Veletsianos (2008). See http://www.veletsianos.com/publications/
- 6. Alternative? Focus on the Experience. Adventure Learning. Doering (2006, 2007) Doering, Miller, The LT Collaborative, Veletsianos
- 8. ADVENTURE LEARNING Module Question
- 14. ADVENTURE LEARNING Challenge: To bring this, to …
- 15. To this…
- 16. Define Identify Develop Explore Share Collaborate The Learning Technologies Collaborative (in press)
- 18. To understand how (and if) web technologies have “opened up learning to the point where anyone can learn anything from anyone else at any time.” Define
- 19. Identify
- 20. Develop
- 21. Explore
- 24. Students are interested in the world … not in your delivery of how the world is George Veletsianos http://www.veletsianos.com veletsianos @ gmail.com
Notas do Editor
- This picture was taken in 1963 at a showing of "Saint George and the Dragon" in Paris. Just as the dragon is slain, some children cry out in a combination of horror and delight, while others are taken aback in shock. Every child is consumed with emotion. The experience is captivating, memorable, and lasting. Now let’s compare this to our educational systems.
- Experiences that are different from this one.
- In a paper authored with Brent Wilson and Pat Parrish from the University of Colorado, we noted that strong pressures exist to create instruction that is simply average. Content is reused, entered into learning management systems, and given to students.
- AL overview
- On the local people’s, in this case, the Chukchi and Yu’pik peoples of Russia
- On a provided curriculum that is grounded on problem-based learning.
- And on collaboration and interaction through the internet to glue everything together.
- For example, they post details about their location on a shared space and learn about other schools collaborating on the project
- Built into this program is the idea of students connecting with the dogs, with the explorers, being part of this experience, building a storyline and an emotional bond. Supporting these ideas are various artifacts. For example, students can send encouragement notes to the explorers. At one point I visited a school and worked with students to create t-shirts for the explorers which we then send to the trail and the explorers took pictures of themselves wearing them and posted them back on the website which the students saw. In today’s environment when everything seems so distant and disconnected you can imagine how it felt for these students to connect with the material and the people they are learning with.
- The explorers keep a weekly diary of happenings in the field…
- And one of the dogs, Timber has a blog.