Why Adventure Works in (Technology-Enhanced) Education PROCEEDINGS
Jeni Henrickson, Aaron Doering, Charles Miller, University of Minnesota, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Adventure has been incorporated into education in a variety of ways over the years: through literature, through outdoor and physical education, and most recently, through technology, which has, for example, allowed learners to virtually journey along with explorers and adventurers to the far-reaches of the world. This paper offers an overview of how adventure has traditionally been employed in formal and informal education, discusses the differences between adventure education and adventure learning, shares research conducted on the role of adventure in the GoNorth! Adventure Learning Series, and advances suggestions for how adventure can be used most effectively in distance, online, and mobile learning. The researchers propose the user-driven adventure learning environment (UDALE) as one model that educators and designers might draw from in both formal and informal learning settings as a means to fuse adventure and technology in a pedagogically meaningful way.
Henrickson, J., Doering, A. & Miller, C. (2012). Why Adventure Works in (Technology-Enhanced) Education. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1473-1481). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved May 27, 2018 from https://www.learntechlib.org/primary/p/41816/.
© 2012 Association for the Advancement of Computing in Education (AACE)