scholarly journals Real World Learning: toward a differentiated framework for outdoor learning for sustainability

Envigogika ◽  
2015 ◽  
Vol 10 (1) ◽  
Author(s):  
Lewis Winks
Keyword(s):  
Real World ◽  
Outdoor Education ◽  
Theoretical Perspective ◽  
Approaches To Learning ◽  
Outdoor Learning ◽  
Knowledge Based ◽  
Education Experience ◽  
Hand Model ◽  
Exploratory Approach ◽  
Real World Learning

The Real World Learning network (RWLn) set out in 2011 to explore elements which contribute to a ‘deep and meaningful’ outdoor education experience. Following three years of work, the RWLn developed the ‘Hand Model’, a learning model designed to support educators in the development of Outdoor Learning for Sustainability (OLfS). Since its launch in early 2014, the model has been used for planning, delivering and reflecting upon OLfS experiences. Making use of the comments made in Činčera’s (2015) Real World Learning: a critical analysis which highlights inconsistencies existent within the model’s internal logic, this paper considers the perceived contradiction between emancipatory and instrumental approaches to learning. Beginning with a comprehensive introduction to the Hand model, this paper goes on to discuss the theoretical divide which the model spans between a goal-led, knowledge based approach promoted by the model’s focus upon understanding and values, and a pluralistic and exploratory approach typified by aspects of educational empowerment and experience. In response to this and augmented by examples, a differentiated conceptual framework is presented to facilitate a pragmatic application of the model from a practice perspective, making use of what has been termed a ‘blended approach’, whilst acknowledging degrees of inconsistency and dissonance from a theoretical perspective. Additionally, the model is viewed from a context perspective where questions are asked regarding the appropriateness of particular approaches depending upon the setting in which learning takes place. It is hoped that by moving beyond theoretically entrenched positions a mediated middle ground for the model’s application may be established.

scholarly journals Real World Learning: a critical analysis

Envigogika ◽  
2015 ◽  
Vol 10 (3) ◽  
Author(s):  
Jan Činčera
Keyword(s):  
Environmental Education ◽  
Real World ◽  
Behavioral Change ◽  
Quality Criteria ◽  
Point Of View ◽  
Education Programs ◽  
Hand Model ◽  
Outdoor Environmental Education ◽  
Emancipatory Learning ◽  
Real World Learning

The paper analyses the so called “Hand model”, invented as a part of The Real World learning international project. The aim of the model was to provide guidance for outdoor environmental education programs. In the analysis, it is suggested that the model suffers from inconsistency between its efforts to establish quality criteria consistent with self-directed, emancipatory learning, and its instrumental ambition to promote behavioral change. In the same way, the model provides a new point of view on outdoor environmental education programs, namely on values and frames communicated by the programs.

scholarly journals Commentary: The Need for a Deeper Exploration and Conceptual Understanding: The Critical Role of Creativity and Collaboration in Real-World Learning

2011 ◽  
Vol 5 (1) ◽  
pp. 27-35 ◽  
Author(s):  
R. Keith Sawyer
Keyword(s):  
Conceptual Understanding ◽  
Cognitive Neuroscience ◽  
Real World ◽  
Critical Role ◽  
Rote Learning ◽  
Collaborative Creativity ◽  
Knowledge Based ◽  
Real World Learning

In this interview, author and professor R. Keith Sawyer describes the importance of and interconnections among creativity, collaboration, and the science of learning. He explains that the older paradigm of schooling from 50 years ago where rote learning was predominant is no longer relevant in a knowledge-based society. We now have to prepare students for jobs that require adaptability, flexibility, and creativity. He endorses an approach to education that fosters a deeper conceptual understanding, especially through collaborative creativity. He maintains that true innovation usually comes from a collaboration of individuals rather than a single, brilliant insight. Finally, he comments on recent findings in cognitive neuroscience.

scholarly journals How to train your robot with deep reinforcement learning: lessons we have learned

2021 ◽  
pp. 027836492098785
Author(s):  
Julian Ibarz ◽  
Jie Tan ◽  
Chelsea Finn ◽  
Mrinal Kalakrishnan ◽  
Peter Pastor ◽  
...  
Keyword(s):  
Machine Learning ◽  
Reinforcement Learning ◽  
Case Studies ◽  
Real World ◽  
Review Article ◽  
The Real ◽  
Complex Skills ◽  
Real World Learning ◽  
Level Sensor ◽  
Embodied Agent

Deep reinforcement learning (RL) has emerged as a promising approach for autonomously acquiring complex behaviors from low-level sensor observations. Although a large portion of deep RL research has focused on applications in video games and simulated control, which does not connect with the constraints of learning in real environments, deep RL has also demonstrated promise in enabling physical robots to learn complex skills in the real world. At the same time, real-world robotics provides an appealing domain for evaluating such algorithms, as it connects directly to how humans learn: as an embodied agent in the real world. Learning to perceive and move in the real world presents numerous challenges, some of which are easier to address than others, and some of which are often not considered in RL research that focuses only on simulated domains. In this review article, we present a number of case studies involving robotic deep RL. Building off of these case studies, we discuss commonly perceived challenges in deep RL and how they have been addressed in these works. We also provide an overview of other outstanding challenges, many of which are unique to the real-world robotics setting and are not often the focus of mainstream RL research. Our goal is to provide a resource both for roboticists and machine learning researchers who are interested in furthering the progress of deep RL in the real world.

Helping Preservice Teachers Learn to Negotiate Sociopolitical Relationships Through a Physical Education Teacher Education Outdoor Education Experience

2019 ◽  
Vol 38 (4) ◽  
pp. 296-304 ◽  
Author(s):  
Jenn M. Jacobs ◽  
K. Andrew R. Richards ◽  
Zach Wahl-Alexander ◽  
James D. Ressler
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Outdoor Education ◽  
Field Experience ◽  
Physical Education Teacher ◽  
Descriptive Case Study ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Education Experience

Physical education teacher education programs are tasked with preparing students for a teaching career in a field that possesses inherent challenges. Purpose: The current study, designed as a descriptive case study, examined how an outdoor education field experience can facilitate important learning for preservice teachers about navigating sociopolitical relationships among colleagues and the greater school community. Method: Interviews were conducted with 13 preservice physical educators and the course instructor, in addition to field observations. Results: An outdoor education experience that includes opportunities to interface with and reflect on working with various stakeholders can help preservice teachers learn to navigate sociopolitics and persist through challenges. Discussion/Conclusion: Despite challenges, the nontraditional and intensive nature of the field experience, as well as the positive relationships developed with students, compelled the preservice teachers to find effective ways to collaborate and manage teaching roles.

scholarly journals The Validation of Digital Analysis Tool-Assisted Real-World Inquiry (Digita-RI) as a Modification of the Inquiry-Based Learning Model in the Digital Age

2021 ◽  
Vol 10 (3) ◽  
pp. 387-399
Author(s):  
S. Nurohman ◽  
W. Sunarno ◽  
S. Sarwanto ◽  
S. Yamtinah
Keyword(s):  
Real World ◽  
Group Discussion ◽  
Scientific Work ◽  
Learning Model ◽  
Analysis Tool ◽  
Digital Analysis ◽  
Inquiry Based Learning ◽  
Real World Learning ◽  
Feasibility Test ◽  
Scientific Facts

Inquiry-based learning has been tested to improve conceptual understanding, reduce misconceptions, and provide students with experiences in scientific work. However, in its implementation, inquiry-based learning is often faced with scientific facts from the real world with data which hard to analyze using traditional methods. Therefore, a breakthrough is needed to overcome the weaknesses of inquiry-based learning by integrating digital analysis tools and the concept of real-world learning. This integration produces a new learning model, the Digital Analysis Tool-Assisted Real-World Inquiry (Digita-RI). This study aims to test the feasibility and practicality of the Digita-RI learning model. This Research and Development (R&D) use the steps proposed by Barg and Gall. The feasibility test of the Digita-RI model was carried out through the Focus Group Discussion (FGD) method and the assessment of the Digita-RI model book involving seven experts. The practicality test was carried out through the Think Aloud Protocol (TAP), and the assessment of the Digita-RI model guidebook involved five practitioner lecturers and six students. The results of expert, practitioner, and user assessments were analyzed using the Aiken coefficient (Aiken’s V). The results showed that Digita-RI is a feasible and practical learning model. Therefore, it can be concluded that Digita-RI has the feasibility and practicality to be used in science learning in the classroom.

scholarly journals Undergraduates Writing Publishable Cases: The Trials, The Tribulations, And The Real-World Learning

2011 ◽  
Vol 4 (12) ◽  
Author(s):  
Jason Smith ◽  
Josh Edwards ◽  
Patricia C. Kelley
Keyword(s):  
Case Studies ◽  
Real World ◽  
The Real ◽  
Real World Learning ◽  
Case Writing

If given the chance, undergraduates have the ability to write excellent case studies worthy of being published.  This essay describes the benefits, challenges, and process of undergraduate case writing. 

scholarly journals Participation in real-world laboratories in a new light?! Closing the gap between co-creative and deliberative participation

2021 ◽  
Vol 79 (4) ◽  
pp. 424-437
Author(s):  
Marco Sonnberger ◽  
Doris Lindner
Keyword(s):  
Civil Society ◽  
Real World ◽  
Social Worlds ◽  
Opinion Formation ◽  
Sustainable Mobility ◽  
Active Involvement ◽  
Knowledge Based ◽  
Decision Making Processes ◽  
Practical Experiences ◽  
Participation Research

Real-world laboratories (RWL) involve co-design and co-creation of knowledge based on a transdisciplinary cooperation of actors from different social worlds – academia, administration, economy, civil society – each endowed with specific interests, resources and worldviews. According to their claim, RWLs are supposed to be a means of inclusive participation in the co-creative shaping of solutions for socioecological issues. In the literature dealing with RWLs, participation is thus mainly understood as an active involvement by civil society, change agents and citizens in processes of experimentation and implementation of solutions. We call this co-creative participation. However, participation in talk-based opinion formation and decision-making processes – we call this deliberative participation – is hardly a subject of discussion in the respective literature, although deliberative participation has been at the heart of participation research for several decades. In this paper, we argue that co-creative and deliberative participation are two distinct forms of participation which can be conceptualized differently but are both relevant for successful experimentation in RWLs. Based on our practical experiences in the ‘real-world laboratory for sustainable mobility culture’ (RNM), we propose an ideal-typical conceptual framework for participation in RWLs that combines co-creative and deliberative participation, thereby aiming to contribute to a systematization of, and rationale for, different forms of participation in RWLs.

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