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Home= =C2=BB A Small-Scale Adventure Learning Activity and its Implications for= Higher Education Practice and Research

A Small-Scale Adven= ture Learning Activity and its Implications for Higher Education Practice= and Research

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Abstract 

In this paper, I discuss the implementation of a=20 small-scale Adventure Learning project in a higher education classroom.=20 Data used to evaluate the Adventure Learning project indicates that the=20 learner experience was engaging, meaningful, fun, and challenging.=20 Suggestions for future practice and research include a call to rethink=20 education in terms of pedagogy, social technologies, creative curricula, authentic learning, and narrative. Higher education learning=20 experiences should foster participation and interaction and envision=20 integrative approaches to learning that not only solve problems but also reconsider the kinds of experiences that we offer to learners.
 

Author Name(s) 
George Veletsianos
Issue 
16(1) =

Introduction

In this paper, I examine how instructors and designers can enhance=20 educational practice by discussing a small-scale Adventure Learning=20 activity designed within a higher education curriculum. To this date,=20 Adventure Learning =E2=80=9Chas only been implemented as a distance educati= on=20 approach in the K-12 environment in the context of large-scale projects=20 focusing on socio-scientific issues of global concern" (Veletsianos=20 & Kleanthous, 2009, pp. 97). This paper fills a gap in research and=20 practice by exploring the viability of Adventure Learning for=20 small-scale interventions in higher education settings.

Technological innovation has transformed diverse aspects of modern=20 society including business, healthcare, and transport. Widespread access to the Internet, the availability and reduced costs of broadband, low=20 cost of mobile devices, and familial and work commitments, have made=20 online learning accessible and desirable to increasing numbers of=20 students over the last ten years. For instance, enrolment in at least=20 one online course as a percentage of total enrolment for higher=20 education students in the United States has increased from 9.2% in 2002=20 to 25.3% in 2008 (Allen & Seaman, 2010). In other words, about 1 in 4 higher education students are now taking at least one online course.

While technological innovation has enhanced access to education and=20 provided opportunities for change, its impact on learning outcomes and=20 teaching methods has been mixed (Bednarz & van der Schee, 2006;=20 Cuban, 2001; Schrum et al., 2007; Van Hover et al., 2006). The nature of education has remained virtually the same, with new technologies=20 utilized in passive and familiar ways. For instance, Herrington et. al.=20 (2009), in discussing the use of mobile technologies in education,=20 note: 

Despite the significant potential of mobile technologies=20 to be employed as powerful learning tools in higher education, their=20 current use appears to be predominantly within a didactic,=20 teacher-centered paradigm, rather than a more constructivist=20 environment=E2=80=A6current use of mobile devices in higher education=20 (essentially content delivery) is pedagogically conservative and=20 regressive. Their adoption is following a typical pattern where=20 educators revert to old pedagogies as they come to terms with the=20 capabilities of new technologies. (p. 2)

Indeed, the greatest enhancement that technology seems to have=20 provided for education has been in terms of efficiency while=20 effectiveness and engagement seem to have suffered as a result of the=20 =E2=80=9Cstrong pressures [that exist] to produce mediocre instructional=20 products based on templates and preexisting content=E2=80=9D (Wilson, Parri= sh,=20 & Veletsianos, 2008, p. 42).

I proceed by discussing the Adventure Learning approach to education, and highlighting how technology can become an integral constituent of=20 education as opposed to a mere addition to the learning experience and=20 teaching practice. Next, I present a higher education activity designed=20 with these ideas in mind, and in the process, highlight the important=20 links between pedagogy, social media, curricula, narrative, and=20 participation in authentic practice. I conclude by proposing that the=20 purposeful integration of these five areas can accelerate transformation of educational practice.

Adventure Learning

Adventure Learning (AL) provides learners with opportunities to=20 explore real-world issues through collaborative, authentic, and=20 inquiry-based learning experiences within hybrid learning environments=20 (Doering, 2006; Doering & Veletsianos, 2008, Veletsianos &=20 Kleanthous, 2009). However, few Adventure Learning projects have been=20 grounded on a clear theoretical and research framework (Doering, 2006).=20 The one Adventure Learning project supported by theory and long-term=20 research focuses on a multi-disciplinary K-12 program entitled GoNorth! (Doering, 2007; Doering & Veletsianos, 2008; Veletsianos &=20 Doering, 2010). This project follows the same storyline each year: a=20 team of explorers and educators traverse an Arctic region of the world=20 on a dog sledding expedition to engage learners with a freely available=20 inquiry-based curriculum that explores socio-scientific issues of global concern (e.g., global warming). For example, the 2006 curriculum and=20 activity guide is available here. Students can follow the expedition and participate in the learning=20 experience via an online learning environment which is enhanced by=20 electronic media sent from the trail, such as audio (Artifact 1) and video (<= a href=3D"http://www.polarhusky.com/explore/scrapbook/expedition-movies/">A= rtifact 2) artifacts.

 

 Artifact 1: Complete White. April 28, 2010 au= dio update from the trail.

 

 Artifact 2: Narrow Trails= in the Arctic National Wildlife Rescue. April, 2006 movie from the trail.<= /strong>

In addition to the video and audio artifacts, participants engage with= the experience via numerous other media including weekly trail reports that= present the expedition and adventure (Figure 1), a dog blog that presents the expedition through the eyes of one of the=20 participating dogs, and collaboration zones where participants can=20 interact in real-time with experts and each other. Other features of the learning environment include web-based video games relating to the=20 issues of inquiry and region of travel, and opportunities for learners=20 to send notes of encouragement to the explorers.
 
3D"Fi=

Figure 1. A weekly trail report from the Arctic

Educational expeditions grounded on the Adventure Learning framework=20 have been scarce (Doering, 2006). Yet, the appeal of this approach is=20 demonstrated by (a) research efforts highlighting immersion in authentic practice (Herrington et. al., 2004; Lebow & Wager, 1994) and (b)=20 worldwide attempts by explorers to actively involve classrooms in their=20 expeditions. Examples of the most recent expeditions that have attempted to engage students in (curriculum-guided and adventure-based) distance=20 education approaches include Sou= thPoleQuest and Polar Bears in a Changing Climate. A short description of the experience of trekking to the South Pole=20 along with a sketch of student participation in one of these projects is provided by Ray Zahab in his 2009 TED talk embedded below (Artifact= 3).

 Artifact 3: Ray Zahab Treks to the South Pole=

In a recent metasynthesis of the Adventure Learning literature,=20 Veletsianos & Kleanthous (2009) note that the AL approach to=20 education is engaging and potentially powerful, while being flexible=20 enough to be integrated by teachers in the way that they feel best fits=20 their goals. For example, prior research has noted that a number of=20 students sought to change their parent=E2=80=99s driving behavior after lea= rning about climate change and that a number of parents asked teachers to=20 continue using the AL approach in their classroom. Although the Arctic=20 projects undertaken demonstrate the possibilities and excitement=20 afforded by this approach, research on small-scale Adventure Learning=20 activities within higher education is lacking.

A Higher Education Adventure Learning Activity

Participants in this activity were thirty face-to-face and distance=20 learning graduate students pursuing a degree in educational technology.=20 Face-to-face students were in their second semester of study, and=20 distance learning students were either in their second or fourth=20 semester of study. The course in which this particular activity took=20 place focused on the foundations and use of emerging technologies for=20 education.

The developed activity was grounded on a set of practical guidelines=20 proposed by the Learning Technologies Collaborative (in press) to guide=20 the design of =E2=80=9Cmini=E2=80=9D Adventure Learning projects (Figure 2)= . These=20 guidelines were used as the basis for designing the activity, but were=20 also adapted to fit the curricular and pedagogical needs of the course.=20 Specifically, providing opportunities for interaction between learners=20 and experts/professionals was an integral part of the design,=20 influencing how the design guidelines were conceptualized. The design of the learning activity is described below.
 
3D"Figure

Figure 2. Design and implementation guidelines for =E2=80=9Cmini=E2=80=9D Adventure Learning projects [from Th= e Learning=20 Technologies Collaborative (in press)]

Define: In this stage, the issue/problem that an=20 instructor wants to investigate is succinctly and clearly delineated.=20 The purpose of the AL activity in this situation was for learners to=20 explore openness in education and, in particular, to critique, discuss,=20 and assess how web technologies have =E2=80=9Copened up learning to the poi= nt=20 where anyone can learn anything from anyone else at any time=E2=80=9D (Bonk= ,=20 2009).

Identify: The second stage of the model calls for=20 identification of the location, populations, and experts that relate to=20 the issue under investigation. The location to be explored is the=20 Internet along with associated web 2.0 technologies in the context of=20 enabling open and free access to resources, knowledge, and learning. In=20 this activity, the students were the main participants and the=20 instructor of the course was the designer of the activities. The=20 students also interacted with two experts, one of which was the course=20 instructor. The second expert was a Professor of Education with a deep=20 knowledge of the topic under investigation. This person=E2=80=99s contribut= ion=20 is further described in the next stage.

Develop: At this stage, a curriculum and online=20 learning environment are designed. The curriculum in this specific=20 instance was grounded on ideas of scaffolded inquiry (Brown &=20 Campione, 1994; Reiser, 2004) and situated learning (Lave & Wenger,=20 1991). The learners were first asked to individually (a) watch a=20 recorded keynote speech by the identified expert, (b) read a set of=20 relevant papers on the topic, and (c) write two questions that they=20 wanted to ask this individual. Student questions were collected via a=20 web-based form and it was observed that the questions fell into four=20 broad themes. The themes and accompanying questions were then sent to=20 the expert who replied to the questions via a video posted on a=20 video-sharing site. Finally, students were asked to watch the expert=E2=80= =99s=20 reply, respond with their own comments, and discuss the issues that=20 related to the topic of investigation. The process was facilitated by a=20 Wiki which served as the learning environment for this activity.

The Wiki hosted the following:

  • background information on the activity (such as resources and papers that the students were asked to read and links to the expert=E2=80=99s key= note=20 and personal webpage);
  • the students=E2=80=99 questions;
  • the expert=E2=80=99s video reply; and,
  • student-instructor and student-student conversations on the topic and= videos

Explore: At the explore stage, learners are asked to investigate the location of interest to collect data=20 supporting the curriculum. Note that while the guidelines call for a=20 =E2=80=9Cgeographic locale,=E2=80=9D the site for this activity was the Int= ernet and its associated web technologies. This step was modified to involve=20 exploration along with data generation and analysis, rather than data=20 collection. Since location exploration occurred in the prior step, in=20 this step learners were asked to generate their own resources relating=20 to the topic of openness. Specifically, collaborative teams of learners=20 were given 90 minutes to complete the following task:

You are a learning designer working for the University.=20 Your manager has asked you to develop a freely-available online resource that answers the question: What is it like to study for a Master of=20 Arts program at this University? When developing this resource, consider the lessons learned so far.

Importantly, this task allowed flexibility within a real and relevant scenario, while enabling learners to further take an active part in the learning process. Further, the resources developed served as=20 user-generated examples of the topic of investigation, while serving as=20 authentic case studies of openness in the next stages of the learning=20 activity.

Share: Once the learners developed their resources=20 (e.g., blogs, videos, social networking sites), these were then shared=20 on the online learning environment (i.e. the class Wiki). Both at this=20 point and on the discussion space provided by the wiki, the learners=20 critiqued and discussed the developed resources to reach new=20 understandings relating to the curricular goals identified in the defin= e step. Learners discussed the issue of openness and examined how web=20 technologies have enabled educators to share content, resources, and=20 expertise on the Internet, while at the same time, investigating the=20 structures that hinder free and personalized online learning.

Collaborate: The collaborate step calls for peer-expert, peer-instructor, and peer-peer collaboration to discuss=20 the experience. This step is the one that, at least in this activity,=20 was dispersed throughout the experience. Collaboration happened at=20 nearly all stages of the activity, as well as at the end of the activity when students discussed their resources with their colleagues. For=20 instance, learners developed online resources in teams and asked=20 questions of each other in relation to their resources and wiki=20 postings. Finally, throughout the activity, learners were encouraged and supported to explore ideas and issues relating to openness, technology, digital divides, and online education. Questions discussed included:=20 Are new technologies opening up education? What does openness mean? Who=20 benefits from open resources? What are the implications of openness for=20 organizations (e.g., universities), current practices (e.g.,=20 accreditation), and the individual? What are the purposes of education=20 and what is the role of the educator and the university, and how are=20 networked technologies influencing these? What are the difference=20 between knowledge and learning? Is =E2=80=9Copen education=E2=80=9D a goal= we should=20 strive towards?

Taken together, these six steps, define the narrative of the=20 experience where the story develops and unfolds over several steps that=20 traverse both face-to-face and online spaces. Importantly, while some=20 elements of the story are known in advance (i.e. the topic of study and=20 the fact that the learners were to interact with the identified expert), a number of aspects are =E2=80=9Chidden=E2=80=9D from the learners and rev= ealed at=20 appropriate times so as to spark feelings of excitement, anticipation,=20 and unexpectedness (e.g., learners were told to bring cameras, cell=20 phones, laptops, and any other piece of hardware they wanted to use for=20 the explore task that was to be revealed to them during class=20 time). Finally, note that the developed storyline encompasses a=20 beginning (watching the keynote), a middle (e.g., asking questions,=20 developing a resource, receiving feedback), and an ending that brings=20 the experience to closure (sharing the developed resources and=20 discussing any final questions/issues). The idea that learning=20 experiences may encompass a beginning, middle, and end in the same way=20 as narratives is explored by Parrish (2008) who discusses possible ways=20 to view a learning experience based on the learner=E2=80=99s =E2=80=9Cjourn= ey=E2=80=9D through=20 it and argues that =E2=80=9Cusing narrative as a guiding force for=20 instruction=E2=80=A6can be a powerful way to stimulate learning engagement.= Like a narrative, effective learning situations will have well established=20 beginnings, middles, and endings that follow the pattern of aesthetic=20 experience and contain the narrative components described above,=20 revealing a necessary struggle to resolve a problematic situation that=20 leads to learning.=E2=80=9D

The Learning Experience

The learning experience with respect to this activity was evaluated=20 via (a) web analytics data and (b) an anonymous student questionnaire.=20 In their Framework of Experience, Wilson and Parrish (2009)=20 argue that investigating the learning experience means taking a deep and holistic look into situational and individual qualities of a learning=20 experience. Examples of situational qualities may be the extent to which an experience is compelling or immediate, while an example of an=20 individual quality may be the extent to which a learner is willing to=20 mentally and emotionally invest in the experience in anticipation of=20 future outcomes. Therefore, it is important to note that while the=20 experiences described below are generally positive, one needs to=20 recognize that personal qualities brought in the experience influence=20 its outcomes.

Web analytics refers to =E2=80=9Cthe measurement, collection, analysis,= and=20 reporting of Internet data for the purpose of understanding and=20 optimizing Web usage=E2=80=9D (Web Analytics Association, 2005). Data colle= ction through web analytics is a powerful method to track learner behaviors=20 and activities, and is an approach that is poised to influence the=20 design and evaluation of distance education (Rogers, McEwen, & Pond, in press). In this investigation, I used Google Analytics as the web analytics application because of its extensive reporting=20 capabilities and ease of integration with the online learning=20 environment hosting the Adventure Learning activity.

Comparative web analytics data indicate that this activity was=20 popular: The Wiki page hosting the Adventure Learning activity was the=20 third most visited page out of all the weekly session pages (the Learni= ng Platforms page and the Web 2.0 & Co-construction of knowled= ge pages being the top two). Average time spent on the wiki across all=20 pages was 2 minutes and 19 seconds, while the average time spent on the=20 Adventure Learning page was 4 minutes and 5 seconds (in comparison, the=20 average time spent on the page describing student assignments was 3=20 minutes and 44 seconds). Note that even though the AL page included an=20 embedded video of the expert=E2=80=99s response that may have influenced ti= me=20 spent on the page, numerous other pages throughout the course also=20 included embedded videos of similar length.

Overall, approximately 87% of respondents agreed or strongly agreed=20 with the statement that they imagined themselves in the position of a=20 learning technologist. In addition, 80% of respondents noted that the=20 activity has been one of the most fun times they=E2=80=99ve had at universi= ty,=20 and 80% of them liked the challenge presented to them by the activity.=20 Importantly, learners noted that the activity was motivating and=20 challenging as it presented an open-ended and complex issue. Students=20 noted that the activity =E2=80=9Cencouraged a lot of thinking and reflectio= n=E2=80=9D=20 while also demonstrating an understanding of some of the complexities=20 involved:

  • =E2=80=9CWorking with a team to create an open teaching resource was fu= n as a procedure but I don't know if the material we produced will be used= as=20 an open teaching resource because not really everyone can find it.=E2=80=9D=
  • =E2=80=9CThis [the idea of the internet opening education to everyone]= maybe is a bit too idealistic=E2=80=9D and =E2=80=9Cthe world is not actually op= en as it=20 claimed.=E2=80=9D

The majority of responses to the survey questions with regards to the learning activity were positive, with students describing their=20 experience as =E2=80=9Cactive,=E2=80=9D =E2=80=9Cmotivating,=E2=80=9D =E2= =80=9Cinnovative,=E2=80=9D =E2=80=9Cinspiring,=E2=80=9D =E2=80=9Cfun,=E2=80= =9D=20 =E2=80=9Cenlightening,=E2=80=9D and =E2=80=9Cfascinating.=E2=80=9D One stud= ent summarized these feelings succinctly: =E2=80=9CIt was an interesting experience, educational but at= the=20 same entertaining. It was really enjoyable.=E2=80=9D The negative feelings= =20 towards the activity related to the limited amount of time the students=20 had to complete the exercise.

Students also noted that the activity was quite different from what=20 they have been used to in their undergraduate and graduate careers. One=20 student wrote that this activity was =E2=80=9Cmore engaging and motivating= than=20 what I was used to,=E2=80=9D while another student clarified that the reaso= n may be because =E2=80=9Cwe are getting tired of listening to lectures. We need= more of these activities that we just =E2=80=98do=E2=80=99 things and we are ac= tive.=E2=80=9D=20 Similarly, other students stated that =E2=80=9C[the activity] made me walk= the=20 talk [of using emerging technologies in education],=E2=80=9D and =E2=80=9Ca= ctually=20 produce something in a short period of time using emerging technologies. I am not sure if a class can be more engaging than that.=E2=80=9D These=20 feelings were summarized by yet another student who stated that, =E2=80=9Ci= t was unique in the sense of getting to know [the expert] and what he=20 supports online, therefore getting to know the possibilities of online=20 education=E2=80=A6also the fact that we had to work with different kind[s]= of=20 modern technologies and be actively involved in learning, [becoming]=20 critical thinkers and not just passively accepting new knowledge.=E2=80=9D<= /p>

Finally, it is also important to address the qualities that=20 individuals brought to the learning experience. While a few learners=20 highlighted the situational aspects of their experience (e.g., =E2=80=9CWe= need=20 more of these activities that we just =E2=80=98do=E2=80=99 things and we ar= e active=E2=80=9D),=20 engagement also depends on individual qualities. For instance, Figure 3=20 shows visits from a city in which one of the distance students resided=20 during the teaching of this course.

3D=

Figure 3. One student=E2=80=99s visits= to the Wiki over the duration of the course

This student visited the Wiki 24 times (on 11 different days). The=20 graph above indicates that this student=E2=80=99s learning experience was=20 sporadic and fragmented. The student visited the site once during this=20 learning activity and did not participate in the discussion with the=20 expert. While this student may have been unable to participate in this=20 specific activity for a number of reasons relating to pursuing a degree=20 at a distance (e.g., work schedule), the overall activity shown on the=20 graph above indicates a low engagement overall. As a comparison, two=20 students who resided in a different city visited the Wiki 249 times (or, about 125 times each), and one student who resided in yet another city=20 visited the Wiki 147 times (Figure 4).

3D=

Figure 4. A second student=E2=80=99s= visits to the Wiki over the duration of the course

Finally, it is important to note one additional attribute of the=20 graphs that highlights the different levels of motivation and initiative that existed between the students: The University was closed for the=20 Easter holidays in the period between March and April. Prior to this,=20 students were reminded that this period would have been a good time to=20 work on their final assignment since they were not assigned any other=20 tasks. The graphs show that the student depicted in Figure 3 did not=20 visit the Wiki at all during that time (flat line between March and=20 April) while the student depicted in Figure 4 visited the Wiki multiple=20 times (further analysis of the logs indicated that the student in Figure 4 also visited the page describing the final assignment).

To summarize, overall, the student experience in the Adventure=20 Learning project can be described as engaging and appealing. Learners=20 cherished the situational qualities of the learning experience, but=20 individual engagement with the learning activity varied. They=20 appreciated the practical and participatory nature of the experience,=20 and valued its active and personalized aspects. Evidence to the=20 personally meaningful and compelling learning experience is the fact=20 that at the end of the activity, students, on their own volition and=20 discretion, invited friends from outside the course to participate in=20 and use their developed resources. The desire to share university work=20 with individuals that are close to the students (e.g., family and=20 friends) reveals the value that the students placed on this experience.

Implications for Research and Practice

Student comments shed light on the situational qualities of the=20 learning experience allowing us to draw implications for the design of=20 small-scale Adventure Learning projects. Specifically, this=20 investigation highlighted the links between powerful pedagogy, social=20 media affordances, creative curricula, authentic practice, and=20 narrative. An informed understanding and appreciation of how these five=20 issues relate to each other can enable practitioners, researchers, and=20 designers to harness the seamless integration of technology in education via the Adventure Learning approach.

3D"Figure

Figure 5. Focal points for seamless te= chnology integration

The =E2=80=9Creal world,=E2=80=9D Authentic Learning, & Social Medi= a

Learners are interested and intrigued by the real world, the world=20 that exists beyond the classroom walls, and not in simplified=20 representations or textbook examples of the world presented in the=20 classroom. Additionally, student interest and curiosity relating to the=20 real world is not limited to K-12 settings: the learning activity and=20 it=E2=80=99s associated outcomes discussed above demonstrate that curiosity= and=20 interest in the real-world exist and can be utilized in higher-education learning endeavours. Learners enjoyed engaging with a topic in a=20 real-world context, asking questions to a real-world expert, and=20 developing authentic materials for possible use.

While the simple understanding that learners are intrigued by the=20 real world has wide implications for education in general, I will focus=20 on technology-enhanced learning in particular. For example, the=20 realization that students are intrigued by the real world, coupled with=20 the fact that modern technology flattens the world both in distance and=20 access to networks (e.g., informal networks of professionals), allows us to rethink the role of technology in education. In the same way that=20 the GoNorth! students in the Arctic regions of the world present their=20 day-to-day life to and discuss whaling methods with participants=20 worldwide, students can collaborate with any willing expert. Examples=20 abound, within numerous learning contexts:

  • students enrolled in a formal program of study at the graduate level (as the course described by Couros (2009) and the one reported in this=20 paper show);
  • students enrolled at the K-12 level (e.g., see this collaboration between 7th graders and Professor= Lawrence Lessig relating to copyright law); and,
  • learners who are engaging in informal learning (see for example, http://www.conversations.net = and the site=E2=80=99s interview series on the impact of the Internet on= society)

Further, technology, and social media in particular, extend beyond=20 enabling expert-learner collaboration. Participation in networks of=20 practice can take many forms: Students can participate in virtual=20 explorations of building sites to learn mathematics, archaeological=20 areas to learn history, drainage basins to explore ecological processes, and court deliberations to investigate the application of law. Students who are investigating a career choice can follow the day-to-day=20 happenings of artists, bankers, brokers, video game programmers, nurses, and any other profession imaginable effortlessly and synchronously.=20 Importantly, Web 2.0 technologies have diminished conversational=20 obstacles and made interaction between participants more feasible,=20 cost-effective, and manageable. Take the example of a group of students=20 learning about the craft of carpentry and following the day-to-day=20 activities of a carpenter. The carpenter could keep a blog where s/he=20 could post reflections of the day=E2=80=99s activities along with other rel= evant information such as images of his/her designs and video of his/her=20 ongoing activity. The images and video could invite feedback and=20 scaffolded inquiry via a number of social tools (e.g., Voicethread).

Furthermore, recent developments on the web have allowed networked=20 participants to be alerted of news and messages as they are published=20 (i.e. in real-time), and these developments may allow greater immersion=20 in a learning experience. For instance, medical school students can=20 participate in a learning adventure of what it means to be a doctor by=20 subscribing to receive a doctor=E2=80=99s microblogging feed via text alert= s on=20 their mobile phones. In this way, when the doctor is called in for an=20 emergency in the early hours of the morning, for example, the learners=20 can be alerted of the event, thus gaining vicarious, but immediate and=20 first-hand, experience of the profession. The ability to exchange=20 real-time messages can bridge physical and virtual experiences, and=20 relay a sense of immediacy and connectedness that may heighten the=20 learning experience.

Creative Curricula & Powerful Pedagogy

Implicit in the discussion of authentic experiences that are mediated by social media and that bridge in- and out-of-classroom practices, is=20 the idea that educators need to rethink curricula and pedagogy.=20 Importantly, social media use and participation in real-world=20 experiences do not guarantee, or even foster, engaging learning=20 experiences. For instance, what is the value of field trips to=20 historical monuments, museums, archaeological areas, or any other=20 out-of-classroom spaces, when the students are lectured to or are told=20 to =E2=80=9Cexplore=E2=80=9D under the premise of =E2=80=9Cconstructing kno= wledge=E2=80=9D without any=20 scaffolded guidance? These two extremes are highly problematic:

  • Knowledge dissemination in the form of information delivery fosters=20 passive, dispassionate, and noncritical learners (Freire, 1970), along=20 with poor learning experiences.
  • =E2=80=9CPure=E2=80=9D discovery-based (or, completely= -unguided)=20 methods are ineffective with individuals who are not self-directed or=20 with those who do not have the prerequisite background knowledge.

Returning to our Adventure Learning example, a visit to a (virtual or physical) space needs careful examination and development of a creative curriculum, along with support from inquiry- or problem-based pedagogy=20 that is truly guided or scaffolded (Hmelo-Silver, Duncan, & Chinn,=20 2007). Such pedagogy should strive to support and extend learners=E2=80=99= =20 thinking, skills, and learning beyond their current levels, in what=20 Vygotsky (1978) called the Zone of Proximal Development (ZPD).=20 Importantly, a learner=E2=80=99s thinking and knowledge can be expanded via= =20 interactions with the instructor, other experts (see previous section),=20 other students/colleagues, and mediating artifacts (e.g., museum objects or virtual objects).

The activity described in this paper sought to engage learners in an=20 active exploration of =E2=80=9Copenness=E2=80=9D in a situated learning fas= hion. In=20 particular, learners investigated openness by watching a freely=20 available keynote, engaging in conversations with experts and=20 colleagues, and developing open educational resources. During these=20 activities, learners=E2=80=99 thinking was supported and extended by=20 interactions with experts and each other, enabling them to investigate=20 diverse points of view and critically evaluate =E2=80=9Copenness.=E2=80=9D= For instance, in their questions to the expert, a number of learners questioned the=20 idea of open educational resources representing free learning, and=20 sought explanation on how openness relates to digital divides, =E2=80=9CMy= =20 question is about the digital divide=E2=80=A6 What about those who have no= hope=20 and for whom their respective governments are caught in a hegemonic=20 stronghold that is in the latter's interest to perpetuate? How do we=20 deal with the complex issues of human behavior rooted in cultural,=20 social, and political hegemonic struggles and tensions?=E2=80=9D and = =E2=80=9CHow=20 does openness provide for the marginalized communities to avoid=20 multiplying the effects of [the] digital divide?=E2=80=9D

One of the premises of this paper therefore is that learning=20 experiences need to be enhanced in ways that invite participation,=20 inquiry, and immersion in authentic practice. One example that=20 highlights these ideas comes from Doering et. al. (2009) who describe an online learning environment in which real geographic problems are=20 presented to learners. In this environment, learners take on the role of geographers that solve authentic problems based on real-world data, and are invited to present solutions to real organisations. The problems=20 are relevant and contemporary, and learners are asked to use tools=20 employed by real geographers to solve real problems. For example, one=20 module asks learners to decide where would be the best location to build a new football stadium given data relating to income levels, population density, competing football teams, etc.

Narrative

Even though the ideas of narrative and storytelling within=20 technology-enhanced learning and instructional endeavours are still=20 emerging forms of practice and research (Andrews, Hull, & Donahue,=20 2009; Brna & Luckin, 2008; Hokanson & Fraher, 2008), narratives=20 are pervasive in our everyday lives as they are embedded in human=20 cultures and oral tradition. A narrative structure brings together the=20 learning experience and its diverse activities under a unified purpose,=20 establishing continuity and coherence to learning experiences that span=20 across multiple media and information spaces (Hazel, 2008). In the=20 example of the Adventure Learning project described above, both the=20 activity and learners=E2=80=99 participation in it reside in multiple space= s=20 (e.g., wiki, website hosting the expert=E2=80=99s keynote, face-to-face=20 meetings). Navigating these spaces can be both confusing and difficult.=20 Structuring the experience in terms of a narrative however, establishes a sequence and a storyline, and enables the multiple pieces of the=20 experience to form a uniform whole. Additionally, narratives serve=20 purposes beyond the establishment of continuity and coherence (Hokanson=20 & Fraher, 2008) as they allow (and encourage) creativity and=20 imagination in learning design, enabling effective, enjoyable, and=20 entertaining learning experiences. In the case of the activity described in this paper, the =E2=80=9Cstory of openness=E2=80=9D could have been tol= d in multiple ways: It could have been presented as a narrative of hope, a narrative=20 of opening up access to everyone regardless of socio-economic status;=20 or, the story could have taken a narrative of liberating learning from=20 institutional control. The way a story is told is important: plots give=20 stories their power and enable conveying of meaning, which is part of=20 the reason that narrative and storytelling have been proposed as viable=20 approaches to teaching (Kieran, 1985). In this situation, the story of=20 openness took on a narrative of possibilities: the possibility=20 of learning from a well-known expert, the possibility of the expert=20 answering learner questions, and the possibility of others discovering=20 the open educational resources that students developed. The results=20 discussed above, highlight the exciting, engaging, and meaningful=20 aspects of these possibilities.

Conclusion

In this paper, I presented a small-scale Adventure Learning activity=20 designed within a higher education curriculum. Results from the=20 implementation of this activity are promising and highlight the=20 viability of Adventure Learning in the context of (a) small-scale=20 projects and (b) higher education settings. To facilitate the=20 development of small-scale AL projects in higher education (and to=20 enhance higher education practice) we need to rethink education in terms of pedagogy, social media, creative curricula, authentic learning, and=20 narrative. Rather than thinking about products (e.g., courses contained=20 within learning management systems), we need to think of experiences,=20 engagement, and interaction, and view ourselves as designers of learning experiences. Such experiences should foster participation and=20 interaction, be situated in authentic practice, and be supported by=20 creatively designed pedagogies and curricula. Future advances in=20 small-scale Adventure Learning implementations can provide valuable=20 information to enhance educational practice and inform implementations=20 that cross disciplinary lines. Future research should investigate how to effectively prepare educators in designing their own Adventure Learning projects, examine the extent to which adventure learning projects=20 enable similar outcomes, explore how to best scale such projects, and=20 further delineate how to design engaging and powerful adventure learning experiences.

The Adventure Learning activity described in this paper represents a=20 model of education that has the potential to (a) resonate with designers and academics, while (b) transforming formal practice in higher=20 education institutions. We need to stop positioning our hopes of=20 improving education on one item (most usually technology), and envision=20 integrative approaches to learning that not only solve problems but also change the nature of education and reconsider the kinds of experiences=20 that we offer to learners. To do so, we need to reflect on the purposes=20 of education and review the role of the physical classroom in the world.

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Author's Note: Data collection for this research was conduct= ed while the author was affiliated with the University of Manchester, UK.

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} /* ** Password confirmation checker */ input.password-confirm { margin-right: 10px; /* LTR */ } .confirm-parent { margin: 5px 0 0 0; } span.password-confirm { visibility: hidden; } span.password-confirm span { font-weight: normal; } ------=_NextPart_000_0000_EBA49B2D.A74BD532 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: file:///C:/Documents%20and%20Settings/johndona/My%20Documents/in%20education/16(1)/small-scale-adventure-learning-activity-and-its-implications-higher-education-practice-and-161_files/system-menus.css /* $Id: system-menus.css,v 1.1 2007/10/05 14:50:25 goba Exp $ */ ul.menu { list-style: none; border: none; text-align:left; /* LTR */ } ul.menu li { margin: 0 0 0 0.5em; /* LTR */ } li.expanded { list-style-type: circle; list-style-image: url(../../misc/menu-expanded.png); padding: 0.2em 0.5em 0 0; /* LTR */ margin: 0; } li.collapsed { list-style-type: disc; list-style-image: url(../../misc/menu-collapsed.png); /* LTR */ padding: 0.2em 0.5em 0 0; /* LTR */ margin: 0; } li.leaf { list-style-type: square; list-style-image: url(../../misc/menu-leaf.png); padding: 0.2em 0.5em 0 0; /* LTR */ margin: 0; } li a.active { color: #000; } td.menu-disabled { background: #ccc; } ul.links { margin: 0; padding: 0; } ul.links.inline { display: inline; } ul.links li { display: inline; list-style-type: none; padding: 0 0.5em; } .block ul { margin: 0; padding: 0 0 0.25em 1em; /* LTR */ } ------=_NextPart_000_0000_EBA49B2D.A74BD532 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: file:///C:/Documents%20and%20Settings/johndona/My%20Documents/in%20education/16(1)/small-scale-adventure-learning-activity-and-its-implications-higher-education-practice-and-161_files/user.css /* $Id: user.css,v 1.7 2007/06/21 04:38:41 unconed Exp $ */ #permissions td.module { font-weight: bold; } #permissions td.permission { padding-left: 1.5em; /* LTR */ } #access-rules .access-type, #access-rules .rule-type { margin-right: 1em; /* LTR */ float: left; /* LTR */ } #access-rules .access-type .form-item, #access-rules .rule-type .form-item { margin-top: 0; } #access-rules .mask { clear: both; } #user-login-form { text-align: center; } #user-admin-filter ul { list-style-type: none; padding: 0; margin: 0; width: 100%; } #user-admin-buttons { float: left; /* LTR */ margin-left: 0.5em; /* LTR */ clear: right; /* LTR */ } #user-admin-settings fieldset .description { font-size: 0.85em; padding-bottom: .5em; } /* Generated by user.module but used by profile.module: */ .profile { clear: both; margin: 1em 0; } .profile .picture { float: right; /* LTR */ margin: 0 1em 1em 0; /* LTR */ } .profile h3 { border-bottom: 1px solid #ccc; } .profile dl { margin: 0 0 1.5em 0; } .profile dt { margin: 0 0 0.2em 0; font-weight: bold; } .profile dd { margin: 0 0 1em 0; } ------=_NextPart_000_0000_EBA49B2D.A74BD532 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: file:///C:/Documents%20and%20Settings/johndona/My%20Documents/in%20education/16(1)/small-scale-adventure-learning-activity-and-its-implications-higher-education-practice-and-161_files/content-module.css /* $Id: content-module.css,v 1.1.2.6 2009/03/14 18:45:38 yched Exp $ */ /* Node display */ .field .field-label, .field .field-label-inline, .field .field-label-inline-first { font-weight:bold; } .field .field-label-inline, .field .field-label-inline-first { display:inline; } .field .field-label-inline { visibility:hidden; } /* Node form display */ .node-form .content-multiple-table td.content-multiple-drag { width:30px; padding-right:0;/*LTR*/ } .node-form .content-multiple-table td.content-multiple-drag a.tabledrag-han= dle{ padding-right:.5em;/*LTR*/ } .node-form .content-add-more .form-submit{ margin:0; } .node-form .number { display:inline; width:auto; } .node-form .text { width:auto; } /* CSS overrides for Views-based autocomplete results. - #autocomplete uses "white-space:pre", which is no good with Views' template-based rendering - Field titles are rendered with