Defines action learning, describes barriers and benefits, and addresses the impact of new technologies on an action learning approach in organizations. (Contains 28 references and 6 Web sites.) (SK)

Describes the nature and characteristics of experiential learning processes. Reflects on the dramatic changes required in the curriculum if teachers were to draw on life and work experience in designing learning activities. (SK)

Somatic knowing involves senses and mind/body action and reaction. An embodied education grounded in somatics is more holistic and values areas typically neglected or trivialized in education, such as the arts. (SK)

Interactive theatre involving role play is an experiential learning tool that involves audience and performers in exchange of ideas and solutions. It is useful in training volunteers. (SK)

Explains the "set map" method of using the baseplate compass to solve walkers' navigational needs as opposed to the 1-2-3 method for taking a bearing. The map, with the compass permanently clipped to it, is rotated to the position in which its features have the same orientation as their counterparts on the ground. Includes directions and…

In this interview, Kolb, developer of the experiential learning cycle model, explores learning motivation, aspects of conversation (as experiential learning and as evaluation), and standardization versus diversity in education. (SK)

Reviews the work of Kolb, Lewin, and Dewey on experience and learning; studies the epistemological problem underlying the approach: immediate subjective experience as the source of learning. (SK)

Identifies limitations of Kolb's model of experiential learning: (1) overemphasis on individuals, ignoring social processes in learning and (2) image of the manager as practical scientist. Suggests broadening the model by considering the role of conversations and the value of group-based approaches in learning. (SK)

Evaluated use of drama as a teaching method to familiarize nursing students with various scenarios of patient death. The combination of drama and group discussion was considered very effective by students, who requested more similar sessions. (EV)

Critical reflection illuminates power dynamics and assumptions underlying experience. Adult educators can model critical reflection by viewing what they do through four lenses: their autobiographies as adult learners, their students' viewpoint, their colleagues' viewpoint, and the lens of theory. (Contains 34 references.) (SK)

Considers the implications of globalization for rethinking instruction. Suggests the use of location/dislocation in the sense of positioning as a metaphor and discusses its application to the theory of experiential learning. Contains 38 references. (SK)

In a postmodern world, experiential learning is located within a powerful consumerism offering illusions of choice. A framework of cultural theory and psychoanalysis suggests that experiential learning requires a holistic cultural psychology of human agency to transcend the narrow vocationalist discourse of lifelong learning. (Contains 41…

Journal writing promotes reflection on experience on three occasions: in anticipation of events, in the midst of action, and after events. Inhibitors of reflective journal writing include anticipation of the prospective audience and concerns about formal assessment in educational settings. (SK)

Describes how one math teacher presents trigonometry to gifted students through hands-on experiences. (JOW)

Today's leaders perform the following roles: systems thinker, change agent, innovator, servant, polychronic coordinator, teacher-mentor, and visionary. The elements of action learning (real problems, teams, reflective inquiry, commitment to action, focus on learning) contribute to the development of these critical skills. (Author/SK)