Designing and delivering Embedded Immersive Learning Sessions (ELIS) within Experiential and Intensive Learning Frameworks
Details:
3:10- 4:00 pm
5th of December
Room: 1S-210
Craig Kappes
Experiential Based Learning (EBL) provides an important framework that guides and informs applied and authentic learning. However, the degree to which applied, or EBL environments become engaging, active, or “enduring” (Hansen 2011) may be related to how they are facilitated or structured. Immersive learning is not fully captured by existing pedagogical models such as experiential education or in the current list of high-impact practices, or in literature on applied learning, according to (Motley et al., 2024) .
Though there is agreement that EBL does provide valuable “authentic” and “learner centred” educational experiences , (Smith et al. 2007) , questions remain of how EBL programs ensure consistent quality program deliveries that meet unit/subject Intended Learning Outcomes.
This presentation will provide a case study examining how Embedded Immersive Learning Sessions (EILS) have been programmed using student centred design and delivery principles. The attenuation of Immersive Learning Practices and embedded into experiential programming may also promote enduring understanding , while supporting Active Learning, Brame (2016)
Brame, C. (2016). Active learning. Vanderbilt University Center for Teaching. Retrieved from
https://cft.vanderbilt.edu/active-learning/.
Hansen, E. J. (2011). Idea-Based Learning : A Course Design Process to Promote Conceptual
Understanding. Sterling, UNITED STATES: Stylus Publishing, LLC.
Motley, P., Archer-Kuhn, B., Hondzel, C. D., Dobbs-Oates, J., Eady, M., Seeley, J., & Tyrrell, R. (2024).
Defining Immersive Learning. Teaching and Learning Inquiry, 12.
Smith, M., Brooks, S., McIlveen, P., Torjul, P., Tyler, J., & City. (2007). Career development learning:
Maximising the contribution of work integrated learning to the student experience.
About the Presenter
Motivated by a passion for experiential learning and adventure, I am a dedicated tertiary educator focused on designing, facilitating and engaging with a wide range of curricula often delivered in remote and wilderness settings. With a diverse background in outdoor adventure, experiential education and environmental science, I carry a unique blend of academic knowledge and real-world experience to these authentic and often beautiful learning environments
