At James Cook University, a core first-year subject within the Bachelor of Education, Foundations of Sustainability in Education (FSE), sees students investigate the underlying science and complexity of socioecological challenges through inquiry, place-based learning, experimentation and consideration of classroom practice. Given that this subject…

Reforms suggested in several major national assessments of secondary education have led to the development of a number of experiential, community-based programs for secondary students. Experience-Based Career Education offers such programs to over 15,000 students in all 50 states. Of these, 218 students from five states were administered an…

Explores roles of computer technology and real world experiences in the learning process. Encourages teaching of critical viewing skills and other aspects of visual fluency. Forecasts changes in the educational system to accommodate emerging technologies and new ways of thinking and interacting with the world. (LFL)

The measurement difficulties of experiential learning arise because assessment is often individualized, off-campus learning experiences are not well structured or defined and paper-and-pencil tests are often inappropriate measurement devices. The assessment process requires quality control to assure that it can accurately indicate whether learning…

Today's experiential learning rests on long and worthy traditions. But the university's emphasis on analytic, reflective, and theoretical studies and its neglect of concrete experiences, practical applications, and active experimentation have been equally long-standing. The learning cycle of concrete experience, observation and reflection,…

Proceedings of three regional conferences on the quality of American higher education are presented. Sponsored by the Office of Educational Research and Improvement, these conferences consisted of round-table discussions concerning recommendations from the national report "Involvement in Learning," as well as strategies needed to…

Policies and practices in the areas of identification, assessment, and recognition of nonformal learning in the European Union (EU) were reviewed. The review focused on national and EU-level experiences regarding the following areas and issues: recognition of the contextual nature of learning; identification of methodological requirements for…