Experiential Learnings Revised
The proposition is challenged that experience and learning are separate. It is argued that all experience is necessarily learning, and that any object of experience may disclose unlimited learnings in both extent and profundity. The implications of these claims are examined for teaching and learning, for the openness of the academy and for social justice.
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Sustaining Work-based Learning During COVID 19 Pandemic: Case study of work-based degree program implemented in India Namjoshi, Revati; Pani, Soumya; Despande, Ujjwala; Ranade, Amit (Commonwealth of Learning (COL), 2021-07-20)Sustaining Work-based Learning during the COVID-19 pandemic became a challenge since access to working-cum-learning places for students of a work-based degree programme was depleted. Socio-economic challenges needed to be ...
Tracking Students’ Eye-Movements when Reading Learning Objects on Mobile Phones: A Discourse Analysis of Luganda Language Teacher-Trainees’ Reflective Observations Kabugo, David; Muyinda, Paul B; Masaazi, Fred M; Mugagga, Anthony M; Mulumba, Mathias B (Commonwealth of Learning (COL), 2016)Although eye-tracking technologies such as Tobii-T120/TX and Eye-Tribe are steadily becoming ubiquitous, and while their appropriation in education can aid teachers to collect robust information on how students move their ...
Evans, Terry; Jakupec, Victor (Commonwealth of Learning (COL), 2021-11-19)This article reflects on some influential theories, concepts and institutions that have shaped the nature and substance of international development since the mid-20th century. In particular, theories of modernisation and ...
Panda, Santosh (Commonwealth of Learning (COL), 2021-11-19)‘Learning for development,’ or for that matter the broader formulation of ‘education for development,’ has attracted greater attention during the past decades with further articulations within lifelong learning/ education, ...
Gaskell, Anne (Commonwealth of Learning (COL), 2018-04)The articles in this issue all provide important contributions towards meeting SDG4. They highlight the role of informal learning (Kidu), community development (Pascevicius & Hodgkins-Williams), Open Educational Resources ...