Thematische Bibliographien / Experiential learning

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Experiential learning“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "Experiential learning"

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Lovemore, Nyatanga. „Experiential taxonomy and experiential learning“. Nursing Management 9, Nr. 8 (01.09.1989): 24–27. http://dx.doi.org/10.7748/nm.9.8.24.s13.

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Green, Barbara. „Experiential learning“. Bible and Critical Theory 3, Nr. 2 (Juni 2007): 19.1–19.13. http://dx.doi.org/10.2104/bc070019.

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Dunn, Doris, und Mark Chaput Saintonge. „Experiential learning“. Medical Education 31 (Dezember 1997): 25–28. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02583.x.

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Jaison, Bala. „Experiential Learning“. Journal of Couples Therapy 2, Nr. 1-2 (14.05.1991): 155–63. http://dx.doi.org/10.1300/j036v02n01_11.

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Glaze, William H. „Experiential learning“. Environmental Science & Technology 33, Nr. 21 (November 1999): 442A. http://dx.doi.org/10.1021/es9930622.

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Watt, Molly. „Experiential learning“. ACM SIGCUE Outlook 20, Nr. 1 (September 1988): 25–31. http://dx.doi.org/10.1145/382236.382855.

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Welch, Janet L., Pamela R. Jeffries, Brenda L. Lyon, Donna L. Boland und Jane H. Backer. „Experiential Learning“. Nurse Educator 26, Nr. 5 (September 2001): 240–43. http://dx.doi.org/10.1097/00006223-200109000-00014.

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Williams-Perez, Kendra, und Larry Keig. „Experiential Learning“. Nurse Educator 27, Nr. 4 (Juli 2002): 165–67. http://dx.doi.org/10.1097/00006223-200207000-00007.

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Salimon, Francina. „Experiential Learning“. International Journal of Research Publication and Reviews 03, Nr. 12 (2022): 2363–66. http://dx.doi.org/10.55248/gengpi.2022.31276.

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Some of the most well-known theories include the Experiential Learning theory as per the Kolb's learning cycle. It plays a major role in the development of the modernisation of current education system is transitioning from a traditional to a individual-centered educational process. The goal of this paper is to demonstrate the implications of these principles. The application of the advantages, problems, and procedures of Kolb's cycle are examined.
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Suoth, Daniel, und Jerry Wuisang. „STRATEGI PEMBELAJARAN PRODUK KREATIF DAN KEWIRAUSAHAAN MELALUI PENDEKATAN EXPERIENTAL DAN COLLABORATIVE LEARNING“. Literacy: Jurnal Pendidikan Ekonomi 5, Nr. 1s (05.03.2024): 111–19. http://dx.doi.org/10.53682/jpeunima.v5i1s.8696.

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ABSTRAK Tujuan penelitian ini untuk merumuskan secara konseptual rancangan prosedur pembelajaran mata pelajaran Produk Kreatif dan Kewirausahaan dengan menggunakan pendekatan experiental dan collaborative learning. Metode penelitian yang digunakan dalam penelitian ini adalah studi literatur menggunakan berbagai sumber seperti artikel, jurnal, dan dokumen lain yang relevan. Penelitian ini menganalis secara konseptual berdasarkan literatur terkait. Temuan hasil penelitian ini menunjukkan bahwa pembelajaran melalui pendekatan experiental dan collaborative learning dapat dilakukan di kelas agar peserta didik mendapatkan pengalaman nyata, mengembangkan pengetahuan dan keterampilan, serta belajar untuk bekerja secara tim dan mengembangkan kemampuan komunikasi dan sosial. langkah pembelajaran mapel PKK dengan mengintegrasikan pendekatan experiental dan collaboration learning adalah: 1) Penyampaian tugas, 2) Pengalaman konkret/concrete experience (CE), 3) Waktu diskusi, 4) Observasi reflektif/reflective observation (RO), 5) Konsepsi abstrak/ abstract conceptualization (AC), 6) Percobaan aktif/active experimentation (AE ),dan 7) Tanya jawab. Kata Kunci: collaborative learning, experiental learning, pembelajaran kewirausahaan ABSTRACT The aim of this research is to conceptually formulate a design for learning procedures for Creative Products and Entrepreneurship subjects using an experiential and collaborative learning approach. The research method used in this research is literature study using various sources such as articles, journals and other relevant documents. This research analyzes conceptually based on related literature. The findings of this research show that learning through an experiential and collaborative learning approach can be carried out in the classroom so that students gain real experience, develop knowledge and skills, and learn to work as a team and develop communication and social skills. PKK learning steps by integrating experiential and collaborative learning approaches are: 1) Submission of assignments, 2) Concrete experience (CE), 3) Discussion time, 4) Reflective observation (RO), 5) Abstract conception/ abstract conceptualization (AC), 6) Active experimentation (AE), and 7) Question and answer. Keywords: collaborative learning, experiential learning, entrepreneurial learning
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Dissertationen zum Thema "Experiential learning"

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Yeganeh, Bauback. „Mindful Experiential Learning“. Case Western Reserve University School of Graduate Studies / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=case1163023095.

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Hicks, W. Bruce. „Experiential learning in ministry“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ54504.pdf.

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Snyman, Andries. „Service-learning and experiential learning as forms of experiential education : similarities and dissimilarities“. Journal for New Generation Sciences, Vol 3, Issue 1: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/473.

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Published Article
In 2003 is vier technikons genooi om deel te neem aan die "Community Higher Education Service Partnership" (CHESP) inisiatief van die "Joint Education Trust" (JET). Die doel is om diens-leer modules oor verskeie dissiplines heen te ontwikkel en op die wyse technikons meer effektief betrokke te kry by gemeenskapsontwikkeling en die kapasiteitsbou van gemeenskapsleiers, akademici en deelnemers uit die dienste sektor. Technikons neig om diens-leer te identifiseer met hulle praktyk van ervaringsleer. Die doel van die artikel is om die neiging aan te spreek deur te wys op die ooreenkomste en verskille tussen die twee vorme van leer, en wel op basis van Andrew Furco (1996) se analise van ervaringsonderwys. Hoewel daar sekere ooreenkomste tussen diens-leer en ervaringsleer bestaan, plaas die verskille hulle op twee onderskeie punte van Furco se kontinuum vir ervaringsonderwys. Met die oog op die suksesvolle implementering van diens-leer deur technikons is dit noodsaaklik dat akademici en rolspelers uit die gemeenskap hierdie ooreenkomste en verskille verstaan.
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Pankratz, Karissa Rachelle. „Playscape affordances: encouraging experiential learning“. Kansas State University, 2014. http://hdl.handle.net/2097/17737.

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Master of Landscape Architecture
Department of Landscape Architecture/Regional and Community Planning
Mary Catherine (Katie) Kingery-Page
According to Barbara Hendricks, play environment designer and consultant, “If we want children to grow up with a zest for living we need to give them living spaces that express life as a grand experience.” Hendricks emphasizes playtime is important for children to process formal lessons (Hendricks 2011). This applied design research project seeks to facilitate child development through an experiential learning playscape while addressing stormwater management for Bluemont Elementary School. The central research question of this project is: How can school playgrounds be designed to afford children improved social interactions and experiential learning? An exploration of landscape affordances theory (Sanseter and Hansen 2009, Heft 1988) and experiential learning (Kolb 1984), combined with social interactions and cognitive child development (Addo-Atuah 2012), formed a theory base for the project. Playground observations, stakeholder surveys, stakeholder interviews, and site inventory and analysis informed the eventual design. Major factors influencing students’ play include age, playground rules, equipment available for use, and weather. Site conditions, including topography and site drainage, can also influence students’ play. In current conditions, stormwater is a schoolyard liability restricting play and safe site circulation. The researcher gathered insights from student surveys, playground observations, teacher interviews, and site inventory and analysis to complete a comprehensive master plan. The comprehensive master plan and detailed stormwater management plan address the schoolyard over the next twenty to fifty year outlook. The designs resolve practical issues while increasing the variety of site educational and play affordances available to students and teachers for play and learning. A primary goal of the detailed plan is to convert stormwater schoolyard liabilities into amenities and educational tools.
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Hriso, Peter, und W. Andrew Clark. „Project Management Through Experiential Learning“. Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/2499.

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Classroom-based projects are insufficient, in of themselves, when preparing students for positions in the digital media field today. David Kolb and Roger Fry argue that effective learning entails the possession of four different abilities: concrete experience, reflective observation, abstract conceptualization and active experimentation.2 Encouraging students to participate in community-based projects outside the classroom can help build the necessary skill sets in learning how to work in a real-world environment. Community-based learning teaches the student on three distinct levels: intellectually, socially, and emotionally including feelings, values, and meanings. Digital Media students should involve themselves in community projects to exercise their skills and broaden their experience. Working on community-based projects allows them to build their portfolio while affording the opportunity to start working under the constraints of actual projects with timelines and budgets. Students learn what an individual’s time is worth, what mistakes can cost, and how to deal with a client. Students also learn how to manage a real world project with deadlines. This paper describes our approach in having students come together to enhance their digital media skills by contributing in the development of a community-based animation festival. This paper also addresses how students learned to plan and manage a festival event while working with a community-based organization.
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Graff, Jens. „Career as an experiential learning voyage : Development of experiential assessment methodology in a lifelong learning context“. Doctoral thesis, Umeå : Handelshögskolan, Umeå universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1928.

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Viteri, Victor R. (Victor Raul). „Experiential learning environments for structural behavior“. Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/29284.

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Thesis (Ph. D .)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 2003.
Includes bibliographical references (leaves 182-184).
Computers have dramatically changed the nature of structural engineering practice by shifting work from process-oriented tasks, such as performing hand calculations and drafting, to structural modeling and interpretation of computer results. To perform these new functions, engineers need to have a deep understanding of structural behavior. There exists, however, a strong sentiment that engineering education has not been able to effectively address these new needs. Through the Experiential Learning Cycle, this research identifies structural behavior as knowledge associated with conceptual understanding that is most effectively attained through reflective action. Within this context, an epistemological analysis reveals that the use of computer applications that integrate simulation and assessment capabilities would enhance the traditional framework of structural engineering education. The Tutorial Cycle provides the pedagogical foundation for the development of a methodology that leads to the creation of such environments. The principles proposed by this methodology were implemented in the building of an Experiential Learning Environment whose primary objective is to help develop a qualitative understanding for the structural behavior of beams. In order to address conceptual and developmental issues, a preliminary environment, PointLoad, with limited capabilities was first put together. Then, after conducting usability tests on this version, a more comprehensive learning environment was built. The end result, iBeam, combines a Finite Element based interactive simulator with an adaptive assessment and feedback component.
(cont.) A programming strategy that combines deterministic programming with rule-based reasoning agents was adopted in the development this environment. Feedback from student trials confirmed that the approach used in iBeam effectively fosters user engagement in reflective action.
by Victor Viteri.
Ph.D .
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Jacobs, H. S. „Increased customer satisfaction during experiential learning“. Interim : Interdisciplinary Journal, Vol 6, Issue 2: Central University of Technology Free State Bloemfontein, 2007. http://hdl.handle.net/11462/404.

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A pilot programme was run (2004-2005) with Tourism Management students at the Central University of Technology, Free State to enhance the satisfaction levels of both the student and relevant employers during Experiential Learning. The goals were to try and better prepare students for their Experiential Learning experience by means of a formal orientation programme in addition to the normal briefing session held and to enable both students and employers to achieve higher satisfaction levels in terms of pre-determined aspects as a result of the programme. The pilot programme was based on and informed by theories of learning in cooperative education, best practice requirements as well as a study of possible benefits to all parties concerned.
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Lloyd, Sam. „Experiential learning in professional Rugby Union“. Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/14982.

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The aim of this thesis was to understand the role played by experiential learning in professional Rugby Union. Furthermore, to understand how performance information is utilised by coaches and athletes in every day practice. The thesis employed an ethnographic research method, utilising extensive participant observation, interviews, and document analysis. The thesis draws significantly on the theoretical tools of Scho??n, Bourdieu and Foucault. The key results and findings were that coaches used performance related information as a technology of self , and inculcated a hegemonic ideology. Furthermore, power relations were found and manifested inside the coach / athlete relation that reinforced the coaches spatial and temporal dominance. These dominant power relations were legitimised through the omnipresent ideology, and thus reproduced by the players and coaches. While evidence of experiential learning was documented, particularly with the academy players, the social location of practice marginalised the value of experiential learning in the coaching process. This was because performance information and the use of video based reflection were consistently used as tools of coaching authority, discipline and symbolic violence.
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Welby-Solomon, Vanessa. „The continuous learning cycle. Investigating possibilities for experiential learning“. Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/5357.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
Scholars focusing on experiential learning argue that experience should be considered as critical for adult learning. This research paper frames experiential learning within a Constructivist framework. This paper focuses on an investigation into the ways that facilitators use the Continuous Learning Cycle, a model for learning based on Kolb's Learning Cycle, to facilitate learning through experience during the triad skills observation role-play in a workshop, which is part of an induction programme, for a retail bank. Indications are that facilitators use the Continuous Learning Cycle in limited ways, and therefore undermine the possibilities for optimal experiential learning; and that the Continuous Learning Cycle has limitations.
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Bücher zum Thema "Experiential learning"

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Centre for the Study ofComprehensive Schools., Hrsg. Experiential learning. York: Centre for the Study of Comprehensive Schools, 1990.

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Wessell, Jonathan E., Hrsg. Experiential Learning in Geography. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82087-9.

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Hyams-Ssekasi, Denis, und Elizabeth F. Caldwell, Hrsg. Experiential Learning for Entrepreneurship. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90005-6.

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Towne, Douglas M., Ton de Jong und Hans Spada, Hrsg. Simulation-Based Experiential Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-78539-9.

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Shiralkar, Shreekant W. IT Through Experiential Learning. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2421-2.

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Evans, Norman. Experiential learning for all. London: Cassell, 1994.

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Wu xian hong, (1969- ), Hrsg. Career Management: Experiential learning. [Place of publication not identified]: Higher Education Press, 2011.

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Alan, Staley, und Mackenzie Niall, Hrsg. Computer supported experiential learning. Birmingham: Learning Methods Unit, the University of Central England in Birmingham, 2001.

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Towne, Douglas M. Simulation-Based Experiential Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993.

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Burnard, Philip. Experiential learning in action. Aldershot, Hants, England: Avebury, 1991.

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Buchteile zum Thema "Experiential learning"

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Burnard, Philip. „Experiential Learning“. In Teaching Interpersonal Skills, 1–15. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-7104-3_1.

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van Dalen, Jan. „Experiential Learning“. In Clinical Communication in Medicine, 193–99. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118728130.ch30.

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McComas, William F. „Experiential Learning“. In The Language of Science Education, 40. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_37.

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Cardon, Lauren S., und Anne-Marie Womack. „Experiential Learning“. In Inclusive College Classrooms, 162–91. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-7.

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Bennett, Richard, und Joseph E. Oliver. „Experiential learning“. In Acceptance and Commitment Therapy, 89–90. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351056144-37.

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McCabe, Catherine, und Fiona Timmins. „Experiential Learning“. In Communication Skills for Nursing Practice, 223–36. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-34449-6_11.

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Vespia, Kristin M., Georjeanna Wilson-Doenges, Ryan C. Martin und Deirdre M. Radosevich. „Experiential learning.“ In Evidence-based teaching for higher education., 77–97. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13745-005.

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Beard, Colin. „Experiential learning“. In Routledge International Handbook of Outdoor Studies, 425–34. New York : Routledge, 2016.: Routledge, 2015. http://dx.doi.org/10.4324/9781315768465-48.

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Beard, Colin. „Experiential Learning“. In Understanding the Adult Learner, 193–211. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448471-14.

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Caulfield, Jay. „Experiential Learning“. In How to Design and Teach a Hybrid Course, 32–57. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445173-4.

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Konferenzberichte zum Thema "Experiential learning"

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Hsu, Hung-Pin. „Experiential journey design of co-creative experiential learning“. In APPLIED PHYSICS OF CONDENSED MATTER (APCOM 2022). AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0117401.

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Chikkamath, Satish, Nagaraj Vannal, R. M. Shet, P. C. Nissimgoudar und Nalini C. Iyer. „Experiential Learning: Learning through Projects“. In 2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE). IEEE, 2016. http://dx.doi.org/10.1109/mite.2016.057.

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Nguyen, Ho Thi Thao, Tran Vi Anh und Nguyen Thi My Linh. „Experiential Learning in Workplace“. In ICDEL 2020: 2020 the 5th International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3402569.3402570.

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Amalia, Enache. „Experiential Learning In Kindergarten“. In 9th International Conference Edu World 2022 Education Facing Contemporary World Issues. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23045.69.

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Trongtorsak, S., K. Saraubon und P. Nilsook. „THE EFFECT OF A COLLABORATIVE EXPERIENTIAL LEARNING MODEL USING THE DIGITAL MARKETPLACE TO ENHANCE THE DIGITAL ENTREPRENEURSHIP OF UNDERGRADUATE STUDENTS“. In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7122.

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Internet technology has transformed traditional commerce, resulting in entrepreneurship becoming digital entrepreneurship. Consequently, a learning process that encourages learners to enhance their digital entrepreneurship is essential for the 21st Century. This research aims to study academic achievement by utilizing the collaborative experiential learning model using the digital marketplace and comparing academic achievement. The research approach is divided into 2 phases: a study of academic achievement utilizing the collaborative experiential learning model using the digital marketplace and compare academic achievement with more traditional learning approaches. The sample groups consisted of three groups. The participants were selected using random cluster sampling. Data collection was done using pretest-posttest and the standard deviation (S.D.), t-test, and one-way analysis of covariance (ANCOVA) of the data were used for statistical analysis. The research results found that: the academic performance of the learner group utilizing the collaborative experiential learning model using the digital marketplace was higher than that of the learner groups using the collaborative experiential learning process and the traditional instruction method. In addition, each of the groups considered exhibit a different academic achievement. The fact that there is higher academic achievement utilizing the collaborative experiential learning model using the digital marketplace shows that instructors can use this model for instruction purposes. Keywords: Collaborative Experientail Leaning, Digital Marketplace, Digital Entrepreneurship
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Peiro-Signes, Angel, María del Val Segarra-Oña und Oscar Trull-Domínguez. „ENRICHMENT OF EXPERIENTIAL LEARNING ACTIVITIES“. In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0017.

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Trček, Zarja. „Interaction and Experiential Learning in Afterschool Classes“. In Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.56.

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Anton, Cristina. „EXPERIENTIAL LEARNING FOR UNDERGRADUATE STATISTICS“. In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1756.

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Trull-Dominguez, Oscar, Ángel Peiró-Signes, María del Val Segarra Oña und César Gómez-Palacios. „ENRICHMENT OF EXPERIENTIAL LEARNING ACTIVITIES“. In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1112.

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Siddique, Zahed, Patricia Hardre´, Amy Bradshaw, Mrinal Saha und Farrokh Mistree. „Fostering Innovation Through Experiential Learning“. In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28892.

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Globalization has put engineering education and the profession at a challenging crossroad. The impact of rapid technological innovations on modern societies has been amplified by the globalization of the economy. The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on the research and development of instructional activities that address the engineering competencies related to innovation. Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. The University of Oklahoma’s Formula SAE (Society of Automotive Engineers) Racing team is highly ranked in the U.S. and world. We are in the early stages of designing, implementing, and testing a four course curriculum, around the FSAE race car, that fosters meaningful learning, innovation, systems level thinking, and the attainment of career-sustaining skills as a result of authentic experiences. We plan to identify the activity features that match with the theoretical frameworks of innovation, match them to the professional competencies, translate the events from extracurricular to curricular activities, and assess their effects on student learning and development in four technical courses our curriculum. With a view to stimulating discussion, in this paper, we highlight some of the salient features of our plan and some issues that warrant further investigation.
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Berichte der Organisationen zum Thema "Experiential learning"

1

Rougeaux-Burnes, Ashley. Mock Interview Strategy: Maximizing Experiential Learning. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1844.

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Prince, Alice. Workforce Development Bioenergy Experiential Learning Tool. Office of Scientific and Technical Information (OSTI), Mai 2022. http://dx.doi.org/10.2172/1985520.

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3

Parker, Robert. Linking Experiential Learning to Community Transportation Planning. Portland State University Library, Mai 2008. http://dx.doi.org/10.15760/trec.90.

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4

Willis, Matt, Eilish Marie Tucker, Elaine Marie Raybourn, Matthew R. Glickman und Nathan Fabian. Real-time individualized training vectors for experiential learning. Office of Scientific and Technical Information (OSTI), Januar 2011. http://dx.doi.org/10.2172/1010417.

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5

Roy, Pratim, Anita Varghese, Bhavya George und Madeleine Gefke. Lessons in Experiential Learning from a Biosphere Reserve. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf2107.2024.

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Learning from the field is at the core of the approach that Keystone Foundation, a non-governmental organisation (NGO) based in the Nilgiri Biosphere Reserve, Western Ghats, India has been engaged in since its inception in 1993. As a group for eco-development initiatives, we engage with children and the youth from local to global, and formal and non-formal institutions. Through this report, we used the opportunity to reflect on our experiments with field learning and alternative pedagogies that are currently ongoing through the Nilgiri Field Learning Centre (a collaboration between Keystone Foundation and Cornell University) and the Climate Smart School initiative, which has been implemented in 15 schools (both private and government run). We seek to: a) explore the knowledge produced and the pedagogical approaches that have been enabled; b) examine the impact of field learning in terms of capacity; and c) reflect on our efforts at mainstreaming these pedagogies through government schools. Additionally, we collaborated with alumni from the field learning programmes to conduct a survey to assess the status of education among children belonging to indigenous communities in the Nilgiris.
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McKinney, Ellen. Using Kolb's Experiential Learning Cycle to lead students in learning about sewable circuits. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-422.

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7

Ellington, Tameka Nicole. The Simulated Fit Session: Experiential Learning for Future Technical Designers. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1340.

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8

Youngs, Curtis R., M. Douglas Kenealy, Philip L. Spike, Bridget Driscoll, Michael S. Retallick und Michael C. Gaul. Experiential Learning Opportunities for Career Preparation of Animal Science Students. Ames (Iowa): Iowa State University, Januar 2012. http://dx.doi.org/10.31274/ans_air-180814-663.

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9

Ree, Ashli. Promoting Experiential Learning and Community Engagement through a Student Pop-up Shop. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-88.

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ElDidi, Hagar, Wei Zhang, Fekadu Gelaw, Caterina De Petris, Ivy Blackmore, Natnael Teka, Seid Yimam, Dawit Kelemework Mekonnen, Claudia Ringler und Ruth Suseela Meinzen-Dick. Getting ahead of the game: Experiential learning for groundwater governance in Ethiopia. Washington, DC: International Food Policy Research Institute, 2023. http://dx.doi.org/10.2499/p15738coll2.136723.

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