The students are assessed according to their presenations (process quality and progress) and the deliverable items (learning outcome and reflection).

Delivarables includa a project report, physical results and documentation, lessons learned and the reflection in the context of te course subject (e.g. sustainable development).

Hi Farley,

I attach some research papers on the kind of experiential methods we apply in our classes, simulation and gaming methodology, task- based learning, flipped classroom and collaborative learning. 

Hope it helps,

Laura

Data Angelini et al Student perceptions of gain in telematic simulation (1)

Conference Paper Scenario Design in EFL Teacher Training

Article Qualitative Research on Simulation and Collaborative Learning

Conference Paper Addressing multiple-intelligences through Tic-Tac-Toe MEMO g...

Have you thought about looking at the service  learning literature?

You may find useful this paper which includes case studies of immersion learning in the areas of sustainability and cross-cultural competence

Article Working in the border zone: Developing cultural competence i...

Experiential learning is best used for

kindly see the below paper for experimental learning, the author given much information.

Afida Ayob, Aini Hussain, Mohd Marzuki Mustafa, Muhd Fauzi Aminuddin Shazi Shaarani, Nurturing Creativity and Innovative Thinking through Experiential Learning, Procedia Social and Behavioral Sciences 2011.

I am not an expert on education . But experimental learning should have strong footing

on  conservation of nature , nature education, agriculture, forestry, environmental awareness & education and sustainable tourism  which is lacking in the present system of education. 

Hi,

I've tried some gamification in higher education (simple gamification techniques, applicable to all kinds of courses). Here are some publications I may suggest:

Article Student projects as an addendum to university study path

Conference Paper Implementing game elements into didactic process: a case study

Article What Can Gamified University Classroom Teach Us?

Hi Farley

There is an immense literature on experiential learning much of it becoming popular after Kolb's work in the 1980s.  Many museums try to devise these sorts of programs for their audiences. Here's one done at Macquarie University some years ago through their Biological Sciences museum.

http://www.researchgate.net/publication/255721559_University_Museums_and_Formative_Experiences_in_Natural_History

Programs for undergraduates and postgraduates, however, tend to be structured around university engagement strategies and vocationally specific internships.  We used to use our campus museums for experiential learning for undergrad and postgrad museum studies students.

http://www.researchgate.net/publication/255702847_Integrating_university_museums_into_Museum_Studies_programs

I think there is great value in these sorts of programs for both the students and the organisations involved.

Conference Paper University Museums and Formative Experiences in Natural History.

Article Integrating university museums into Museum Studies programs

Hi, Hawkesburry agricultural college under university of western sydney has used experiential learning in higher agricultural education for years. please get connected with richard bawden. [email protected] or [email protected].

good luck

Experiential (project based) learning and Educaition for Sustainable Development are addressed in our papers:

Holzbaur, U. (2008): Teaching Quality and Sustainability with Prepared Project Method (PPM). In: Gomez, L. et al (eds) INTED2008 International Technology Education and Development Conference, Valencia, IATED

Bühr, M., Holzbaur, U., Venus, C. (2013): Project Learning, Shaping Competence and other competences in Education for Sustainable Development. Edulearn, 2013 p 1622 – 1631

Holzbaur, U., Bühr, M., Jordaan, J.: (2013): Innovative Methods for Tertiary Education for Sustainable Development. 6 th ICEBE, p.80 – 86.

Holzbaur, U., Wenzel, T., Bühr, M. (2013): Curricular Aspects of Students´ Projects in the Bologna Framework – linking prepared project Method with curricular requirements . Edulearn 2013 p 1611 - 1621

You might also try the literature on constructivist learning in education or Savickas in Career counseling who uses lots of applied simulations in his learning.  

And if Experiential Learning is based on Constructivism, what procedures or methods have you applied to evaluate your students? Are these procedures different from traditional methods of evaluation such as exams and essays? How do you evaluate the Construction of Mental Models of your students? Best wishes and happy new year!

The students are assessed according to their presenations (process quality and progress) and the deliverable items (learning outcome and reflection).

Delivarables includa a project report, physical results and documentation, lessons learned and the reflection in the context of te course subject (e.g. sustainable development).

Farley -

In pursuit of clarifying the nature of transformative learning that I observed among students while teaching an upper-level undergrad / first-year grad course in software design & development, I came to understand that experiential learning is required in order for transformative learning to occur.  The investigation, data, and reasoning that led to understanding that dependency, and an explanation of the dependency's mechanism are documented in a paper found at the link below.

Schwartzman, L. (2007). Student transformative learning in software engineering and  design: discontinuity (pre)serves meaning.  In Proc. Seventh Baltic Sea Conference on Computing Education Research (Koli Calling 2007), Koli National Park, Finland.  CRPIT, 88. Lister, R. and Simon, Eds., ACS. 97-108.

                     http://www.crpit.com/confpapers/CRPITV88Schwartzman.pdf

If this interests you, you might find it useful to read / look at the paper in the following sequence:

- section 7.2.1

- qualitative (interview) data -- mostly section 6

- sections 2 & 3 -- background to explain the analysis

- sections 7 - 8.1 -- the analysis

- any / all other content

Leslie

Thank you to see that there is lot of research work on sustainable development, nature education, agriculture &forestry.However, when we look at practical realities there is quite lot of gaps in know how and lack of expertise in the field. Hence it is very important to build manpower&expertise in the form of quality trainers capable of providing  training, research & extension activities  in these areas at various levels. This should include right  from primary education to university levels, so that  children, youth, farmers, various sectors of general public ,teachers, administrators, policy planners, media, politicians and leaders have sufficient exposure and expertise to make informed decisions.

During the last three years I am applying it through projects and the students are enjoying it . the students are separated in groups and they present aninnovative food product. A competition among them is taking place and for the first eight  we supply to them mentors in order to have a more integrated approach for their work. The students are presenting the their proposed product and up to now all of them had enjoyed it. This approach is taking place during the second semester of the first year students and they are enjoying very much the whole process.

It is a very good news that many teachers,researchers and students are using experimental learning in different part of the globe. Nature is an excellent lab and progress in different branches of sciences including social sciences,engineering,  technology,medicine,arts,   literature,linguistics,culture, religion,spirituality  are the results of observation,experimentation  and analysis of nature.However, in the process of in depth studies involving narrow specialization we often lose track of nature  and natural philosophy which are the foundation and very basis of knowledge and ignore them completely. This often adversely effect quality of experimental learning and result in lack of proper exposure or expertise in the  respective area of knowledge or discipline.

And what about using Design Thinking (DT) as an approach or perspective of learning in classroom? Have you tried the processes of Inspiration, Ideation and Implementation? 

Brown, T. “Design Thinking”, Harvard Business Review, June (2008): 84-92.Brown, T. “Design Thinking”, Harvard Business Review, June (2008): 84-92.

Through the project process students integrate their subject knowledge, DT is part of the project process. Furthermore students are getting a better understanding of their study field.

Here you have a link with some publications about Experiential Learning in higher education (at undergrad. and graduate levels).

They might help

Amparo García-Carbonell

Experiential learning for disfferent disciplines

I applied Experiential Learning through Game based approach in Higher Education [Post Graduation] and had phenomenal success in getting students comprehend subjects like; (1) ERP and it’s significance to an Enterprise or (2) the Success Factors impacting a Project Management [refer Tweets that mentions applications in Education]

https://twitter.com/IT_THRU_EL/status/789460886263959552

https://twitter.com/IT_THRU_EL/status/793886925840986112

Book IT Through Experiential Learning