Evaluating the Effects of Mobile Technology on an Outdoor Experiential Learning

2008 ◽  
Author(s):  
Fei Ching Chen ◽  
Chih Hung Lai ◽  
Jie Chi Yang ◽  
Jing San Liang ◽  
Tak-Wai Chan
Keyword(s):  
Experiential Learning ◽  
Mobile Technology ◽  
Outdoor Experiential Learning

scholarly journals Exploring salutogenic mechanisms of an outdoor experiential learning programme on youth care farms in the Netherlands: untapped potential?

2014 ◽  
Vol 19 (2) ◽  
pp. 139-152 ◽  
Author(s):  
Ester Schreuder ◽  
Mandy Rijnders ◽  
Lenneke Vaandrager ◽  
Jan Hassink ◽  
Marie-José Enders-Slegers ◽  
...  
Keyword(s):  
Experiential Learning ◽  
The Netherlands ◽  
Youth Care ◽  
Outdoor Experiential Learning

scholarly journals Nordic Student Teachers’ Views on the Most Efficient Teaching and Learning Methods for Species and Species Identification

2019 ◽  
Vol 11 (19) ◽  
pp. 5231 ◽  
Author(s):  
Irmeli Palmberg ◽  
Sirpa Kärkkäinen ◽  
Eila Jeronen ◽  
Eija Yli-Panula ◽  
Christel Persson
Keyword(s):  
Experiential Learning ◽  
Student Teachers ◽  
Species Identification ◽  
Teaching And Learning ◽  
Project Work ◽  
Learning Methods ◽  
Chi Square ◽  
Identification Test ◽  
Living Organisms ◽  
Outdoor Experiential Learning

Teachers need knowledge of species and species identification skills for teaching the structure and function of ecosystems, and the principles of biodiversity and its role in sustainability. The aim of this study is to analyze Nordic student teachers’ views on the most efficient methods and strategies to teach and learn species and species identification, and to find some trends about how well their views are reflected in a species identification test. Student teachers in Finland, Norway, and Sweden (N = 426) answered a questionnaire consisting of fixed and open-ended questions, and a species identification test. An analysis of variance, Chi-Square, and t-test were used for quantitative data and an inductive content analysis for qualitative data. Results showed that outdoor teaching and learning methods are more efficient than indoor methods. The majority of student teachers considered outdoor experiential learning with living organisms as the most efficient teaching and learning method. Student teachers who highlighted outdoor experiential learning and outdoor project work as their most efficient methods received significantly better results in the species identification test than the others. Field trips and fieldwork were emphasized as the most important sources in schools and universities, while the Internet was the most important source among media. The student teachers underlined teachers’ expertise in the form of in-depth understanding of subjects and supervising skills for efficient teaching both outdoors and indoors. Therefore, teaching and learning of species and species identification as the practical part of biodiversity and sustainability education is emphasized as an integral part of teacher education programs.

scholarly journals Advancing the m-learning research agenda for active, experiential learning: Four case studies

2009 ◽  
Vol 25 (2) ◽  
Author(s):  
Laurel Evelyn Dyson ◽  
Andrew Litchfield ◽  
Elaine Lawrence ◽  
Ryszard Raban ◽  
Peter Leijdekkers
Keyword(s):  
Experiential Learning ◽  
Case Studies ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Research Agenda ◽  
Economic Sustainability ◽  
Student Body ◽  
High Quality ◽  
Learning Practices ◽  
Learning Research

<span>This article reports on an m-learning research agenda instituted at our university in order to explore how mobile technology can enhance active, experiential learning. Details of the implementation and results of four areas of m-learning are presented: mobile supported fieldwork, fostering interactivity in large lectures with mobile technology, using mobile devices to learn about mobile technology and, finally, podcasting. These directions are informed by a concern for achieving m-learning practices consistent with sound educational theory and the needs of the contemporary, technologically aware student body. All four implementations have been successfully embedded in mainstream subjects on a continuing basis. Therefore they represent a departure from the project based approach of much m-learning reported in the literature. This outcome was achieved through a focus on the economic sustainability and feasibility of each case. An evaluation focusing on how well each case assisted students' learning found that, with the exception of lecture podcasting, all supported high quality experiential learning.</span>

Exploration of Tensions in a Mobile-Technology Supported Fieldtrip

2014 ◽  
Vol 12 (2) ◽  
pp. 104-117 ◽  
Author(s):  
Chih-Hung Lai ◽  
Fei-Ching Chen ◽  
Jie-Chi Yang
Keyword(s):  
Experiential Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Analytical Framework ◽  
Mobile Technologies ◽  
Learning Activity ◽  
Outdoor Learning ◽  
Primary School Students ◽  
School Students ◽  
Technological Affordances

The purpose of this study was to analyze how mobile technologies were incorporated and implemented in an outdoor learning activity. Two classes of primary school students participated in the experiment. Using activity theory as an analytical framework, it is found that underlying tensions provided rich insights into system dynamics and that technological affordances could be limited by mismatches between the Tools themselves, and between Tools and the ways that were used by learners or arranged by the instructor. The subtle human factors present in the use of technologies should be carefully considered. The influence of mobile devices on learner experiences in experiential learning is also thoroughly discussed.

Tracking Trolls and Chasing Pixies

2014 ◽  
Vol 3 (3) ◽  
pp. 239-263 ◽  
Author(s):  
Philip Waters
Keyword(s):  
United Kingdom ◽  
Experiential Learning ◽  
Natural Environments ◽  
Place And Space ◽  
Children's Play ◽  
Emotional Connectedness ◽  
Connectedness To Nature ◽  
Children’S Play ◽  
Outdoor Experiential Learning

This essay outlines a place-based pedagogic method called Narrative Journey, developed by the author in his work at the Eden Project, United Kingdom. The essay describes the method in the context of children’s play and experiential learning in outdoor natural environments, and uses a critical and reflexive lens to describe praxis across two broad themes: story and mimesis, and story, place, and space. It also provides practical, theory-linked examples before concluding that Narrative Journey praxis can add support to children’s emotional connectedness to nature and outdoor experiential learning.

scholarly journals A Decade of Outdoors Experiential Workshops

2019 ◽  
Vol 12 ◽  
pp. 107-118
Author(s):  
Judy A.K. Bornais ◽  
David M. Andrews ◽  
Alice L.E.V. Cassidy ◽  
W. Alan Wright ◽  
Marie-Jeanne Monette
Keyword(s):  
Experiential Learning ◽  
Outdoor Education ◽  
Educational Development ◽  
Learning Experiences ◽  
Mots Clés ◽  
Outdoor Experiential Learning

Though much literature describes the value of experiential and place-based learning experiences for participants, we have found little comparable literature regarding the facilitator experience. This paper provides current and future facilitators of workshops, especially those that take place outdoors, our reflections and ideas as facilitators, including tips for success. Our findings reinforce the conclusion that experiential learning can be as beneficial and transformative for facilitators as for participants, and that what we encounter during workshops parallels what students may go through in our classrooms as they learn. We identify five clear themes from facilitator reflections and encourage readers to consider leading an outdoor experiential learning sessions. Keywords: reflection, facilitators; outdoor education; place-based learning; conference pedagogy; educational development   S’il existe beaucoup d’études décrivant la valeur des expériences d’apprentissage expérientiel axé sur la dimension locale, notre examen a révélé peu d’études du genre portant sur l’animateur. Notre article présente des idées, des réflexions et des conseils à l’intention des personnes qui animent ou animeront des ateliers, tout particulièrement des ateliers en plein air, en vue de la réussite de ces activités. Nos conclusions indiquent, premièrement, que l’apprentissage expérientiel peut être bénéfique et peut induire des changements chez l’animateur aussi bien que chez le participant et, deuxièmement, que notre expérience en tant qu’animateurs au cours des ateliers recoupe l’expérience d’apprentissage des étudiants en classe. Nous cernons cinq thèmes issus des réflexions des animateurs et nous encourageons les lecteurs de l’article à envisager la possibilité d’animer des sessions d’apprentissage expérientiel en plein air. Mots clés : réflexion, animateurs; enseignement en plein air; apprentissage axé sur la dimension locale; pédagogie de conférence; perfectionnement de l’enseignement

scholarly journals Experiential learning for the classroom and beyond.

2016 ◽  
Vol 8 ◽  
pp. 2 ◽  
Author(s):  
David Heath ◽  
Catherine Rodman
Keyword(s):  
Resource Management ◽  
Experiential Learning ◽  
Learning Environments ◽  
Student Development ◽  
Academic Growth ◽  
Dynamic Learning ◽  
Learning Techniques ◽  
Outdoor Experiential Learning ◽  
Communication Resource ◽  
Theoretical Foundations

This poster will exhibit the benefits of using experiential learning techniques facilitated through The EDGE – The Mason Center for Outdoor Experiential Learning.  Theoretical foundations of experiential learning (Dewey, 1925/1998; Itin, 1999; Kolb, 1984) will be highlighted that will contribute to student development and academic growth.  Research (Baker, Jensen, & Kolb, 2002) has shown experiential learning to be an effective approach in strengthening class discussions that are essential in innovative and dynamic learning environments.  The EDGE is a Mason resource that Faculty can utilize to support foundational learning components such as critical thinking, communication, resource management, and productive relationships as well as provide opportunities for facilitated group reflection. Faculty and Staff will become aware of The EDGE’s offerings as a tool to establish a thriving learning environment and to increase their students’ confidence, competence, capacity and collegiality.

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