Scientific research endeavors are increasingly collaborative in nature. As researchers work together in groups of increasing size to develop project goals and implement plans, traditional 1-1 single faculty-student mentor models are less relevant as students need input and guidance from the multiple faculty members contributing to the…

This report presents the activity systems analysis of the general MOOC design process adopted by a multidisciplinary team for delivering edX courses to Latin America and the Caribbean (LAC). This report builds on Freire's (2020) exploratory case study [EJ1275469], which applied work-based learning theory and activity systems theory to determine…

This paper introduces a model to guide the process of designing and evaluating study abroad programs, addressing particular stages and influential factors. The main purpose of the model is to serve as a basic structure for those who want to develop their own program or evaluate previous cultural immersion experiences. The model is based on the…

The DEAL model of critical reflection (Ash & Clayton, 2009a) was explicitly designed to help improve the quality of learning and practice in applied learning. Heretofore, the DEAL model has been used at the level of the individual student or faculty member as learner. To improve understanding and implementation of critical reflection in a…

Many educators have created successful innovative models but have had difficulty sustaining, re-creating, and scaling these models. Classrooms and schools characterized by student-centered learning practices typically deviate from the norms of transmission teaching and the many structures and procedures that David Tyack and Larry Cuban called the…

One of the mysteries of education reform is how leaders and educators can successfully instantiate, sustain, and spread student-centered pedagogical practices from a few schools to many others. Advocates for "deeper learning" grapple with this mystery as they seek to transform teaching and learning to prepare students to meet the demands…

The growing need for intercultural literacy in an increasingly interconnected and computer-mediated world contrasts with the dearth of investigation in best practices when designing simulations aimed at improving intercultural communication. Synthetic cultures inspired by real-world cultural traits, problem-based learning, and a social…

Presents a model for facilitators of adventure-education group initiatives, group problem-solving tasks requiring cooperation and trust. Discusses initial observation and assessment of individual and group behaviors, setting objectives, preparation, group orientation, structuring the task toward objectives, implementation, guided reflection,…

Adventure-based programs may be designed in a way that not only provides an intervention aimed at therapy or development, but also teaches participants to become their own agents of change. McWhirter's model proposes that empowerment is broader than notions of personal autonomy and efficacy, reaching outside the individual. The model specifies…

Presents a process for defining high-quality adventure for all young people. Expands "progression" in outdoor adventure to include application of what is learned to other aspects of life. Emphasizes the importance to adventure education of nonadventurous dimensions such as group experience, and stresses that adventure is both medium and a message.…

Effective adventure programming is explained in terms of the "significant learning" experience, involving periods of tension, questioning, and transfer during personal and social learning. Adventure programming that is supportive, adaptive, and properly sequenced maximizes the potential of significant learning. Trust- and…

Sequencing in adventure education involves putting activities in an order appropriate to the needs of the group. Contrary to the common assumption that each adventure sequence is unique, a review of literature concerning five sequencing models reveals a certain universality. These models present sequences that move through four phases: group…

Working from a model of the experiential learning process, some pragmatic concerns for program design are presented. An extensive model for conducting internships is described, emphasizing ways in which learning from the internship experience can be facilitated. (Author/MLW)

A multimethod model of educating gifted and talented students was based on graduate students' study of 14 eminent self actualized individuals. Common environmental elements of these individuals were found in parent background, birth order, relationship with family, education, task commitment, personality traits, and interests. The model was…

The off-campus term program (OCT) of the University of South Florida is described. The OCT represents a model of centralized, comprehensive experiential education. The methods and systems used are described as well as the strengths and weaknesses of the OCT centralized model. (Author/SF)