Share this

Learning Adventures - A New Approach for Transforming Real and Virtual Classroom Environments

In order to model constructionist non-coercive educational practice, I coined the term, "learning adventure," to replace "assignment" in describing classroom activity. Assignment connotes a requirement to be endured regardless of personal taste, experience, aptitude or motivation. "Learning adventure" implies excitement, challenge and personal benefit. It is for you; an assignment is for the teacher. This seemingly simple rhetorical shift has had a profound impact on the spirit and effectiveness of my tertiary and P-12 teaching. Details of learning adventures are deliberately absent from syllabi since the element of surprise is critical for open-mindedness or risk-taking. The objective is for students to embrace the experience, learn all they can, share their work with peers and reflect on the experience even if outside their "comfort zone." The emphasis of the learning adventures is on the learning process while traditional assignments focus on product. My students provide constant formative assessment, expertise and assistance to their classmates since they are in the same virtual space around-the-clock and because their work is public. The teacher's role shifts from one of judgment to one of supporting each learner. Even face-to-face classes benefit from non-coercive open-ended transparent learning adventures. Critical factors of learning adventures will be presented as well as their theoretical foundations.
AttachmentSize
Rev_conf_p_962_learningadventures.doc72.5 KB
ACCE Partners
ACCE Partners
ACCE Partners
ACCE Partners