Using Technology to Structure and Scaffold Real World Experiential Learning in Distance Education
Using Technology to Structure and Scaffold Real World Experiential Learning in Distance Education
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DOI：
10.1007/s11528-020-00515-2
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发表时间：
2020-06-06
期刊：
影响因子：
2.5
通讯作者：
Laufenberg, Philipp
中科院分区：
文献类型：
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作者：
James, Nikki;Humez, Andrea;Laufenberg, Philipp
团队项目允许学生将他们的技术技能应用于现实世界，并建立21世纪的能力，包括团队合作、项目管理和沟通技能。然而，这种体验式学习项目给学生和教职员工带来的复杂挑战可能会限制实施规模。本文认为，虚拟商业项目(VBP)是一种基于团队的体验式学习模式，学生团队为行业赞助商完成一个虚拟商业项目，可以通过利用教学技术和学习分析来缓解这些问题。VBP模式在多所大学部署，自2015年以来，这些大学已经提供了2500多个虚拟商业项目。我们将讨论嵌入到深思熟虑的学习设计中的创新技术如何通过利用可定制的脚手架、自动反思和反馈循环以及学习分析等功能来支持体验式学习。
Team projects allow students to apply their technical skills to a real-world context and build twenty-first century competencies, including teamwork, project management and communication skills. However, the complex challenges that such experiential learning projects present for students and faculty can limit the scale of implementation. This article argues that Virtual Business Projects (VBP), a model of team-based experiential learning where teams of students complete a virtual business project for an industry sponsor, can mitigate these problems by leveraging instructional technology and learning analytics. The VBP model is deployed in multiple universities, which have provided more than 2500 Virtual Business Projects since 2015. We will discuss how innovative technology, embedded in thoughtful learning design, supports experiential learning by taking advantage of features such as customizable scaffolding, automated reflection and feedback loops, and learning analytics.