Bibliografías temáticas / Experiential education

Literatura académica sobre el tema "Experiential education"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 5 de marzo de 2023

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Artículos de revistas sobre el tema "Experiential education"

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Haase, Krystal K., Maureen A. Smythe, Patricia L. Orlando, Beth H. Resman-Targoff, Lisa S. Smith, Sheryl J. Herner, S. Dee Melnyk et al. "Quality Experiential Education". Pharmacotherapy 28, n.º 12 (diciembre de 2008): 1547. http://dx.doi.org/10.1592/phco.28.12.1547.

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Welch, Marshall. "Reframing Experiential Education". Experiential Learning and Teaching in Higher Education 1, n.º 1 (1 de septiembre de 2022): 22. http://dx.doi.org/10.46787/elthe.v1i1.3364.

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This article invites the reader to reframe the traditional perspective of experiential education to a broader conceptualization of community engagement in which various stakeholders, in addition to students, are the beneficiaries of the learning experience. In addition to acknowledging and celebrating the pedagogical approach, this narrative also provides a friendly critique of our traditional and perhaps somewhat limited perspective ofexperiential education. Challenges and potential detrimental impact are considered, coupled with approaches on how to minimize those issues.
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Glantz, Edward J., Mahdi Nasereddin, David J. Fusco y Devin Kachmar. "Experiential Cyber Education". International Journal of Interdisciplinary Telecommunications and Networking 13, n.º 4 (octubre de 2021): 85–96. http://dx.doi.org/10.4018/ijitn.2021100107.

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There is a gap between available cyber professionals with necessary skills and experience to meet industry requirements. Institutions of higher education (IHE)—as well as other programs—have begun increasing course and degree offerings to help educate, train, and even retrain working professionals to close this gap. Of growing importance are tools and techniques to supplement theoretical development with accelerated experiential cyber training. Fortunately, there has been an increase in providers offering these services, although they vary substantially in features, costs, and opportunities. The purpose of this research is to identify a current spectrum of vendors and opportunities providing hands-on cyber training. The authors of this paper include cyber faculty at a university offering undergraduate and master's cybersecurity degrees. Both degrees are offered to resident as well as online students.
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Phipps, Maurice. "Experiential Leadership Education". Journal of Experiential Education 11, n.º 1 (mayo de 1988): 22–28. http://dx.doi.org/10.1177/105382598801100104.

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Mamatha, S. M. "Experiential Learning in Higher Education". International Journal of Advance Research and Innovation 9, n.º 3 (2021): 1–9. http://dx.doi.org/10.51976/ijari.932101.

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India's higher education system is the world's third largest in terms of students, next to China and the United States. In future, India will be one of the largest education hubs. India's Higher Education sector has witnessed a tremendous increase in the number of Universities/University level Institutions and Colleges since independence. The role of colleges and universities in the higher education system in the new millennium has become more complex and challenging due to the emerging scientific research on understanding how people learn is utmost important to justify the quality of higher education. As India need well skilled and highly educated people who can drive our economy forward and also to transfer our country from a developing nation to a developed nation. For attaining this goal, higher education system should make student competencies go beyond the content knowledge, prepare them to direct their own learning, solve problems of academic significance and to move beyond controlled information containment. Ideas must be explored, developed, integrated, and resolved within the context of a particular assignment as knowledge construction at advanced levels take on new meaning. Higher education rather than being the source of content expertise, should be facilitators of knowledge and motivation of action learning preceded by a driving question. Unlike assignments of passive learning, experiential approach recognizes and values unpredictable outcomes. Experiential learning is an approach in which students decide themselves to be personally involved in the learning experience, students are actively participating in their own learning and have a personal role in the direction of learning. Experiential learning is popular with students as it is considered more enjoyable and leads to deeper learning when compared to didactic approaches. Employers prefer hiring students who have learned experientially and yet emerging research indicates that the use of experiential learning in higher education institutions remains limited. The present paper aims to highlight the concept of experiential learning, its importance and advantages, challenges and to point out the opportunities to implement experiential learning in Indian higher education system based on the review of available literature in the field of study.
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Haase, Krystal K., Maureen A. Smythe, Patricia L. Orlando, Beth H. Resman-Targoff y Lisa S. Smith. "Ensuring Quality Experiential Education". Pharmacotherapy 28, n.º 12 (diciembre de 2008): 1548–51. http://dx.doi.org/10.1592/phco.28.12.1548.

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Grice, Gloria R., Angela R. Thomason, Lisa M. Meny, Nicole R. Pinelli, Jay L. Martello y Joseph A. Zorek. "Intentional Interprofessional Experiential Education". American Journal of Pharmaceutical Education 82, n.º 3 (abril de 2018): 6502. http://dx.doi.org/10.5688/ajpe6502.

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Shellman, Amy. "Empowerment and Experiential Education". Journal of Experiential Education 37, n.º 1 (28 de enero de 2014): 18–30. http://dx.doi.org/10.1177/1053825913518896.

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Cray-Andrews, Martha. "Experiential Education — One Reality". Journal of Experiential Education 8, n.º 3 (noviembre de 1985): 13–17. http://dx.doi.org/10.1177/105382598500800304.

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Owen, Steve. "Commercialism in Experiential Education". Journal of Experiential Education 10, n.º 1 (mayo de 1987): 42–45. http://dx.doi.org/10.1177/105382598701000110.

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Tesis sobre el tema "Experiential education"

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Law, Barry Alan. "Experiential education in teacher education". Thesis, University of Canterbury. School of Educational Studies and Human Development, 1993. http://hdl.handle.net/10092/2356.

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Educators using an Experiential approach to teaching and learning have over a long period of time been promoting the benefits of this style of teaching. Research based on the practical experience of educators using this approach in the United States has indicated that; - pupils/students tend to have a much more positive relationship with teachers and are more interested in what they're learning; the learning environment is considered safe and is learner-centred; - the teacher / facilitators role is much more complex and requires individuals to be able to move quickly between three different modes of operating, giving direction, working co-operatively, and promoting self direction in learners; - experiential education is process oriented, is active and dynamic and is based on a set of working principles. The author has been involved over the last 4 years in developing an experiential process for teacher education and this approach is the focus of this study. The authors professional studies tutor group were given a written survey while two co-tutors were interviewed to gather information on their experience with this approach to teacher education. The results of these surveys and interviews are considered in the light of what characterises this experiential learning approach for teacher education and explores how this differs from mainstream teaching and learning. Because the literature on competency based teacher education and experiential education is extremely limited the author has relied on anecdotal evidence and experiential practice and has sought the views of students and colleagues The study promotes the principles of experiential education and puts forward a case for the use of these practices as key tools for teaching. It also highlights some of the problems faced by beginning teachers wanting to use this approach when they start their teaching career. Experiential education does conflict with many of the traditional practices that currently exist in schools and tertiary institutions. This provides both challenges and obstacles for those who adopt this approach to teaching and learning.
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Roberts, Frederic P. "Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference". Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10172473.

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Experiential learning theory, student driven learning methods, and brain research related to learning and memory support the use of experientially based learning activities in a traditional classroom. It is the author’s opinion, however, that teachers rarely make use of such activities, termed Learning Games in this paper, as a means to help students learn, retain, and recall material presented in the classroom. Reasons include a lack of training and a perceived limit of time for the inclusion of experientially based teaching techniques. Others argue that experiential learning resembles unguided learning and places undue demands on student working memory that can hinder effective learning. This paper presents support for the use of Learning Games, activities developed by the author based on research and the value of ‘fun’, ‘play’, and ‘games’, to enhance the learning process. Significance of the study is to increase the acceptance of experiential learning in a traditional classroom, to dispel preconceived notions, and to expand on a teacher’s diversity of teaching techniques to offer more opportunities for student learning. A mixed methods research design is used to evaluate student preference to experiential learning pedagogy to that of traditional classroom instruction. The results showed no significant difference in student preference between experiential and traditional pedagogy. Possible reasons include factors related to the school’s culture and traditions, student demographics, teacher inexperience, and classroom environment. Heuristic inquiry reveals the researcher’s teaching philosophy and methods incongruent to the research setting.

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Disque, J. Graham. "Experiential Therapy". Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/2808.

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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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Meers, Eileen G. "An investigation of an experiential education program /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148732966214416.

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Law, Barry Alan y n/a. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education". Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031117.090529.

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This thesis examines the potential of experiential education as a 'best practice' pedagogy for pre-service teacher education in environmental education. The study involves forty pre-service teachers working collaboratively with the researcher in 1998 to test the assumptions of two previous groups of beginning teachers (1996 and 1997) who indicated in their course evaluations that experiential education may provide an effective teaching and learning approach for environmental education. This study combines two approaches to participative inquiry: action inquiry and cooperative inquiry. Both research approaches promote reflection-in-action and involve groups of individuals working collaboratively together as reflective practitioners. The data sources included reflective journals, a researcher diary, pre and post course questionnaires, individual interviews and group interviews. The environmental education course is a single case study and reflects the experience of three groups of students. The first group completed a 20 hour course in experiential education before starting the environmental education course, the second group completed both courses concurrently, while the third group only completed the environmental education course. The purpose of the literature review in experiential education and environmental education in teacher education is to provide a rationale for using a transformative teaching and learning approach in pre-service teacher education for environmental education. Contemporary best practice pedagogical approaches for environmental education are supported by many of the core principles of experiential education highlighting compatibility between theory and practice. The findings show that a transformative teaching and learning approach in environmental education was achieved by combining four key characteristics of experiential education in a holistic process. The four characteristics included reflection, connection to personal experience, emotionally engaged learning and student-centred teaching and learning. The impact of combining these four characteristics resulted in higher interest, motivation and enthusiasm for achieving the social action outcomes of environmental education. Thus, the pre-service teachers confirmed a synergy emerged between the outcomes of environmental education and the pedagogical process of experiential education. The experiential approach allowed the pre-service teachers to engage in the role of the critical reflective practitioner. Consequently, the pre-service teachers were able to identify the potential and possibilities for implementing experiential education strategies in environmental education and also recognise and challenge the barriers that confine and constrain its use in teacher education and formal schooling. As a consequence the pre-service teachers identified that working in collaborative groups of reflective practitioners was essential to continue developing effective facilitation skills and also to help them challenge traditional practice that limited their professional development. They also identified significant changes to the pre-service environmental education course to ensure a higher quality experience for subsequent groups of beginning teachers. The study highlights the need for more research into how well beginning teacher implementing environmental education function as reflective practitioners in their first few years in teaching and are able to challenge the barriers that limit transformative pedagogical approaches in schools.
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Law, Barry Alan. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/365587.

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This thesis examines the potential of experiential education as a 'best practice' pedagogy for pre-service teacher education in environmental education. The study involves forty pre-service teachers working collaboratively with the researcher in 1998 to test the assumptions of two previous groups of beginning teachers (1996 and 1997) who indicated in their course evaluations that experiential education may provide an effective teaching and learning approach for environmental education. This study combines two approaches to participative inquiry: action inquiry and cooperative inquiry. Both research approaches promote reflection-in-action and involve groups of individuals working collaboratively together as reflective practitioners. The data sources included reflective journals, a researcher diary, pre and post course questionnaires, individual interviews and group interviews. The environmental education course is a single case study and reflects the experience of three groups of students. The first group completed a 20 hour course in experiential education before starting the environmental education course, the second group completed both courses concurrently, while the third group only completed the environmental education course. The purpose of the literature review in experiential education and environmental education in teacher education is to provide a rationale for using a transformative teaching and learning approach in pre-service teacher education for environmental education. Contemporary best practice pedagogical approaches for environmental education are supported by many of the core principles of experiential education highlighting compatibility between theory and practice. The findings show that a transformative teaching and learning approach in environmental education was achieved by combining four key characteristics of experiential education in a holistic process. The four characteristics included reflection, connection to personal experience, emotionally engaged learning and student-centred teaching and learning. The impact of combining these four characteristics resulted in higher interest, motivation and enthusiasm for achieving the social action outcomes of environmental education. Thus, the pre-service teachers confirmed a synergy emerged between the outcomes of environmental education and the pedagogical process of experiential education. The experiential approach allowed the pre-service teachers to engage in the role of the critical reflective practitioner. Consequently, the pre-service teachers were able to identify the potential and possibilities for implementing experiential education strategies in environmental education and also recognise and challenge the barriers that confine and constrain its use in teacher education and formal schooling. As a consequence the pre-service teachers identified that working in collaborative groups of reflective practitioners was essential to continue developing effective facilitation skills and also to help them challenge traditional practice that limited their professional development. They also identified significant changes to the pre-service environmental education course to ensure a higher quality experience for subsequent groups of beginning teachers. The study highlights the need for more research into how well beginning teacher implementing environmental education function as reflective practitioners in their first few years in teaching and are able to challenge the barriers that limit transformative pedagogical approaches in schools.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Australian School of Environmental Studies
Faculty of Environmental Sciences
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Fowler, John Christopher. "The use of experiential learning within nurse education". Thesis, De Montfort University, 2006. http://hdl.handle.net/2086/6259.

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Within this thesis a number of Fowler's published practical examples of experiential learning are synthesisedw ith the underpinningt heory of experiential learning. A `perspective model' of experiential learning is developed and used to analyse the published works. Fowler's original contributions are categorised as: `the use of vicarious experience plus a reflective focus', `constructed experience plus guided reflection', `reflection on prior experience' and `a structured process for combining experience and reflection'. Fowler's published models of `clinical teaching' and `graduatedr eflection' are then synthesisedto form a framework for experiential learning within nurse education. The framework is used to identify the factors that facilitate learning and to make predictions regarding barriers to learning. The framework is then used to hypothesise the relationship between the facilitation of learning and coaching and the implications for nurse teachers. The limitations of taking a linear logic perspective are discussed and the insights to be gained from an appreciation of complexity theory are proposed
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Rodenbaugh, Marlene Handley. "The effectiveness of experiential education in executive development". ScholarWorks, 2001. http://scholarworks.waldenu.edu/hodgkinson/10.

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This study explored the effectiveness of the Tavistock model, an experiential learning approach, in mobilizing change in the perception of authority relations of business executives as they interacted in a group relations event. A secondary goal was to test perceptions about this model as an effective executive development program. Results of prior studies on experiential learning outcomes are inconsistent, and few demonstrate that results match learning goals. This exploratory study used both quantitative and qualitative methods: Q-methodology and a questionnaire augmented by personal interviews, respectively. The results were triangulated in operationalizating the Kirkpatrick model, a widely accepted evaluation method for training and development programs in organizations. Quantitatively, changes in perception of authority relations were measured using Q-methodology, an objective measurement of subjective responses. The Q-sort was conducted before and immediately after the Tavistock-style event, and again 6 weeks after the executives had returned to their work settings. Participants showed changes in mental models of authority immediately after the workshop, but only a few maintained the changes after 6 weeks. Qualitatively, the results of the Q-sorts were further explored with in-depth interviews regarding the participants' perceptions of (a) authority relations, (b) the experience of this nontraditional learning event, and (c) the utility of this model in executive development. The participants also completed a self-report questionnaire that measured their level of satisfaction and learning. Integration of the quantitative and qualitative methods in the four levels of evaluation of the Kirkpatrick model showed that the participants were generally satisfied with the program, although the majority would not recommend this program indiscriminately for all managers. Attendees realized significant learning and behavioral changes. The impact on business results was limited, primarily because it is the most difficult Kirkpatrick level to evaluate and would have required a more sophisticated evaluation approach.
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Andrews, Steven Brian. "Underwater photoelicitation: a new experiential marine education technique". Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/1032.

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Underwater photoelicitation, a new experiential marine education technique, combines digital cameras and direct experience in the marine environment. The research explores whether this technique increases awareness, fosters a sense of connection, changes attitudes and fosters positive environmental actions towards the oceans through community and school based programs. Results show that this technique is effective at increasing awareness and fostering a sense of connection, but that knowledge components are also necessary to facilitate pro-environmental attitudes and behaviors.
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Libros sobre el tema "Experiential education"

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Arya, Akshaya Neil y Jessica Evert. Global Health Experiential Education. Editado por Akshaya Neil Arya y Jessica Evert. Abingdon, Oxon; New York, NY : Routledge, 2018. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315107844.

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Hendricks, Bruce. Improving evaluation in experiential education. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1994.

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Hendricks, Bruce. Improving evaluation in experiential education. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1994.

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Pak, Burak y Aurelie De Smet. Experiential Learning in Architectural Education. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267683.

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S, Denise Paul y Harris Ian M. 1943-, eds. Experiential education for community development. New York: Greenwood Press, 1989.

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Stevens, Peggy Walker. Changing schools through experiential education. [Charleston, W. Va.]: ERIC Clearinghouse on Rural Education and Small Schools, 1992.

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C, Kraft Richard y Sakofs Mitchell, eds. The theory of experiential education. 2a ed. Boulder: Association for Experiential Education, 1985.

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1955-, Warren Karen y Association for Experiential Education, eds. Women's voices in experiential education. Dubuque, Iowa: Kendall/Hunt, 1996.

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Education, Association for Experiential, ed. Ethical issues in experiential education. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1994.

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

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Capítulos de libros sobre el tema "Experiential education"

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Allison, Pete y Jayson Seaman. "Experiential Education". En Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-532-7_449-1.

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Knapp, Clifford E. "Experiential Education". En The Foxfire Approach, 31–43. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-564-7_5.

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Evans, Norman. "APEL and further education". En Experiential Learning, 103–15. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003160908-10.

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Evans, Norman. "APEL and higher education". En Experiential Learning, 72–102. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003160908-9.

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Martin, Vance S. y Donna C. Tonini. "EXPERIENTIAL ETHICS EDUCATION". En Scientific Integrity and Ethics in the Geosciences, 213–30. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119067825.ch12.

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Friesen, Norm. "Experiential Evidence". En Hermeneutic Phenomenology in Education, 39–54. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-834-6_3.

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McComas, William F. "Experiential Learning". En 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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Lewis, William W. y Sean Bartley. "An Afterword: Experience and Theatre Education". En Experiential Theatres, 260–64. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003188179-34.

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Vespia, Kristin M., Georjeanna Wilson-Doenges, Ryan C. Martin y Deirdre M. Radosevich. "Experiential learning." En 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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Kratcoski, Peter Charles y Peter Christopher Kratcoski. "Experiential Education in Justice". En SpringerBriefs in Psychology, 1–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80331-5_1.

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Actas de conferencias sobre el tema "Experiential education"

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Trongtorsak, S., K. Saraubon y P. Nilsook. "THE EFFECT OF A COLLABORATIVE EXPERIENTIAL LEARNING MODEL USING THE DIGITAL MARKETPLACE TO ENHANCE THE DIGITAL ENTREPRENEURSHIP OF UNDERGRADUATE STUDENTS". En 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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Shi, Weishi, Saad Khan, Yasmine El-Glaly, Samuel Malachowsky, Qi Yu y Daniel E. Krutz. "Experiential learning in computing accessibility education". En ICSE '20: 42nd International Conference on Software Engineering. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377812.3390901.

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Vaz de Carvalho, Carlos. "Virtual Experiential Learning in Engineering Education". En 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028539.

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Gouveia, David, Duarte Lopes y Carlos Vaz de Carvalho. "Serious gaming for experiential learning". En 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142778.

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Ursachi, Tudor mihai. "A.R.E.A. - AUGMENTED REALITY EDUCATIONAL ALBUM FOR EXPERIENTIAL LEARNING". En eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-152.

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The current paper proposes a new approach of experiential learning, by bringing together the concept of immersive education and an emergent technology: augmented reality. The immersive education tends to resolve the main drawback of traditional education, which is the limited experimentation, and with the help of the evolving technologies, the students can understand the school subjects in a different manner. At present, the theoretical part plays the major role in education, while the experimentation is often ignored or treated superficially, especially when it comes to progressive domains, such as engineering or programming. By bringing the immersive education closer to students and teachers, they might be able to experience the most important aspects of this domain, in real-time, without sacrificing the good parts of traditional education. The approach presented in our paper is accomplished through an augmented reality system called AREA, which combines the digital and non-digital worlds, in order to foster an interactive and educative way of discovering the inventions that have revolutionized the modern world, thus making students curious about the evolution of modern technology. Using augmented reality, students have the chance to experiment the connection between learning and practicing and how they co-work in order to achieve great success. The application was tested on a group of high school students and on a group of adults specialized on engineering and marketing domains, the results being very intriguing. Besides presenting our system and the way it can be integrated to overcome the current educational challenges (e.g. lack of practical exercises), we also analyzed the use of other existing augmented reality systems, from various domains, that offer similar experiences to the one accomplished by AREA.
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Gebara, J., K. Truran, Z. Dagenais, V. Pantinople, E. Chao, H. Jarales, A. Hoover et al. "Accessibility and Flexibility in Experiential Aerospace Education". En Canada International Conference on Education. Infonomics Society, 2022. http://dx.doi.org/10.20533/cice.2022.0030.

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Wang, JiaNan y Liansheng Yang. "Entrepreneurship Education Based on Experiential Teaching Reform". En 2018 International Conference on Sports, Arts, Education and Management Engineering (SAEME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/saeme-18.2018.66.

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Tymann, Paul, Yasmine El-Glaly y Daniel E. Krutz. "Experiential Accessibility Learning Labs for Computing Education". En SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3367001.

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Habib, Maki K. y Fusaomi Nagata. "Mechatronics: Experiential Education and Project Based Learning". En 2020 21st International Conference on Research and Education in Mechatronics (REM). IEEE, 2020. http://dx.doi.org/10.1109/rem49740.2020.9313073.

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Salinas-Navarro, David Ernesto, Claudia Lizette Garay-Rondero y Ericka Zulema Rodriguez Calvo. "Experiential Learning Spaces for Industrial Engineering Education". En 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028580.

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Informes sobre el tema "Experiential education"

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Tompson, Andrew F. B., Reed M. Maxwell, Jeffrey H. Richardson, Wa'il Abu El Sha'r, Jehan F. F. Rihani, Hazim El-Naser, Khair Al-Hadidi et al. Experiential Education in Groundwater Hydrology: Bridging the Technical-Policy-Populace Gap Final Report. Office of Scientific and Technical Information (OSTI), julio de 2003. http://dx.doi.org/10.2172/15006124.

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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso y J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
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