Discusses the ways in which games change to adapt to new circumstances or needs. Looks at four games used in adventure- or experiential-education settings and the changes in procedures and props that developed over time. (SV)

Describes four models of recognition of prior learning (PL): (1) procrustean--PL is made to match predetermined standards; (2) learning and development--PL approximates implicit academic standards; (3) radical--subjective knowledge is recognized as an alternative to dominant forms; and (4) Trojan-horse--PL is seen as socially constructed and…

In interviews with six pairs of mentors and proteges, mentoring was found to improve proteges' understanding of company and management issues. The extent of learning was influenced by openness and trust in the relationship. Mentors identified work-related and personal learning outcomes. Mentoring helps learning organizations share organizational…

While projects and activities have a legitimate place in the classroom, activities enthusiasts often substitute ersatz activity and shallow content for hard, serious work of the mind. Successful projects and activities require more planning, care, and work from teachers than standard lessons. No substitute exists for the foundations of education,…

Examines three theoretical traditions of experiential learning in adult education: professionalism, humanism, and radicalism. Presents a four-level framework: (1) assessment and accreditation of prior experiential learning, (2) experiential learning and change in higher and continuing education, (3) experiential learning and social change, and (4)…

The Congress of South African Trade Unions sought to include prior learning assessment in education and training as a mechanism for redressing inequities. Issues that arose included worker representation in implementation, linkage to accreditation and training opportunities, accessibility, and support and guidance for workers. (SK)

From a Heideggerian perspective, disorienting dilemmas and critical incidents do not necessarily lead to reflection but may trigger defensive responses. Both reflection and defensiveness are forms of explicitness, and adult education can play a role in transforming defensive responses into reflective ones. (SK)

Students in the Audubon Expedition Institute's undergraduate and graduate degree programs in environmental education get direct experience in dealing with community environmental issues. The model follows Kolb's stages of observation/reflection, concrete experience, abstraction/generalization, and application. (SK)

Managers in service and manufacturing organizations (n=433) identified top practices for improving their performance as focus, feedback, and learning from experience. There was a disparity between the management development they want and what organizations provide. (SK)

Delves into the potential learning capacity inherent in project-based organizations derived from conclusions drawn from action research as well as extensive field experience. Proposes project-based learning as a means to address the challenge of sustainable growth of learning capacity; i.e., developing learning capabilities that enable reasoning…

Relates adventure seeking and adventure education to the Norwegian phenomenon "friluftsliv" to focus on the inclusion of nature and nature-related values. Discusses the dichotomy between nature and culture. Describes friluftsliv as the legacy of the 19th-century explorer and environmental philosopher Fridtjof Nansen who praised the…

"Play" with computer applications is form of self-directed, experiential learning. This learning results in improved mental models of applications; application use for work tasks further refines the models. Application play may benefit organizations that invest considerable resources in technology training. (SK)

Describes how six women working within a liberal feminist Christian tradition sought to nurture learning communities that empower and transform. Relates how the group used metaphor and laughter as central processes. (SK)

Professionals engage in complex and unpredictable tasks for which they must exercise judgment. The foundation of professional judgment--practical wisdom--is acquired largely through experience. The exercise of judgment challenges the primacy of evidence-based practice and application of protocols. (Contains 24 references.) (SK)

Suggests that, as people become the key differentiation of competitive advantage, companies are turning to experiential learning programs to foster work force collaboration and cooperation. Discusses the history of experiential learning and its application in the workplace. (JOW)