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Promoting Inclusive Excellence in Education:
Level the Playing Field for Employability Skills in Communities Using Adventure-Based Learning
Junell McCall, CWDP, M.S., M.Ed.
Associate Director, Office of Career Services
Learning Experience Designer, Trans-Disciplinary Data Scholars Development Program
Raphael Isokpehi, Ph.D
Director, Trans-Disciplinary Data Scholars Development Program
CC BY-SA
All Students are Not on Equal Footing
85%
Banking model of education
70%
You can simply impress your
audience and add a unique zing.
65%
You can simply impress your
audience and add a unique zing.
55%
You can simply impress your
audience and add a unique zing.
42%
You can simply impress your
audience and add a unique zing.
CC BY-NC
All Students are Not on Equal Footing
85%
Banking model of education
70%
You can simply impress your
audience and add a unique zing.
65%
You can simply impress your
audience and add a unique zing.
55%
You can simply impress your
audience and add a unique zing.
42%
You can simply impress your
audience and add a unique zing.
CC BY-NC
CC BY-SA
All Students are Not on Equal Footing
85%
Banking model of education
70%
You can simply impress your
audience and add a unique zing.
65%
You can simply impress your
audience and add a unique zing.
55%
You can simply impress your
audience and add a unique zing.
42%
You can simply impress your
audience and add a unique zing.
CC BY-NC
CC BY-SA
https://operations.du.edu/inclusive-teaching/inclusive-excellence
The Four Elements of Inclusive Excellence as defined by the Association of American Colleges and
Universities (AAC&U) (Milem et al., 2005, Sweeney, 2013) can further put our collective desire for
an Inclusive Excellence in Pedagogy within an institutional perspective.
1. A focus on student intellectual and social development. Academically, it means
offering the best possible course of study for the context in which the education
is offered.
2. A purposeful development and utilization of organizational resources to enhance
student learning. Organizationally, it means establishing an environment that
challenges each student to achieve academically at high levels and each member of
the campus to contribute to learning and knowledge development.
3. Attention to the cultural differences learners bring to the educational experience
and that enhance the enterprise.
4. A welcoming community that engages all of its diversity in the service of student
and organizational learning.
Association of American Colleges & Universities
https://www.aacu.org/sites/default/files/files/mei/williams_et_al.pdf
What is Inclusive Excellence?
The Four Elements of Inclusive Excellence as defined by the Association of American Colleges and
Universities (AAC&U) (Milem et al., 2005, Sweeney, 2013) can further put our collective desire for
an Inclusive Excellence in Pedagogy within an institutional perspective.
1.A focus on student intellectual and
social development. Academically, it
means offering the best possible course
of study for the context in which the
education is offered.
Inclusive Excellence
Overview
How to Attract and
Retain Students’
Attention
Recognize the
Stages of
Adventure
Learning
Content
Distinguish the
difference between
well-defined and ill-
defined problems.
Predict potential
applications of
adventure-based
learning in diverse
educational
settings.
Former methods of instruction are
not capturing students’ attention.
.
Across the country, the pandemic crisis has
brought about innovation, adaptation, and
creativity in teaching and learning, allowing
educators to broaden the ways in which they
engage students and assess their academic
talent.
KNOWLEDGE
Instructional strategies that place the learner as a listener and
the instructor as the expert; examples of teacher-
centered strategies include lectures, direct instruction,
demonstrations, drill and practice, instructor presentations.
We must plug into that in which they are plugged.
AA
CC BY-SA
CC BY-SA
Students need authentic learning:
an instructional approach that allows students to
explore, discuss, and meaningfully construct concepts
and relationships in contexts that involve real-world
problems and projects that are relevant to the learner.
.
BY-NC
BY
CC BY-SA
CC BY-NC-ND
Africa
.
Doering, A. 2006. Adventure learning: Transformative hybrid online education. Distance Education 27 (2).
• Online authentic learning
• Allows learners separated by distance and time to connect with one another while
providing them access to resources and opportunities for interaction with the real
world (Doering 2006).
Grounded in 2 Theories:
• Experiential Learning Theory
“The process whereby knowledge is created through the transformation of experience.
Knowledge results from the combination of grasping and transforming experience" (Kolb 1984, 41).
• Inquiry-based Approach to Learning
• Students' learning processes involve pursuing answers to their own questions rather
than memorizing facts (Bransford, Brown, and Cocking 2002; National Research
Council 1999)
Bransford, J. D., A. L. Brown, and R. R. Cocking, eds. 2002. How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Kolb, D. A. 1984. Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
National Research Council. 1999. Designing mathematics or science curriculum programs: A guide for using mathematics and science education standards.
Washington, DC: National Academy Press.
• Provides students with opportunities to explore real-world issues through
authentic learning experiences within collaborative learning environments
.
• Both the curriculum and the online classroom are developed to foster students'
abilities to inquire as Keys and Bryan (2001) define inquiry: ". . . identifying and posing
questions, designing and conducting investigations, analyzing data and evidence,
using models and explanations, and communicating findings" (121).
What appears to be steps are
actually barriers to leveling the
playing field. The solution is
listed on the numbers.
Beauty
Aesthetically pleasing
environment
Curiosity—Quests, Treasure Hunts
Order—Structure Building, Levels
Interdependence-Guilds, Life Jacket
Status—Leaderboard, Vanity Items to Collect
Vengeance—Take Players Points
Aesthetically pleasing
environment
1. A researched curriculum grounded in problem-solving~
2. Collaboration and interaction
opportunities between students,
experts, peers, and content~
3. The utilization of the Internet for curriculum and learning
environment delivery~
4. The enhancement of curriculum with media and
text from the field in a timely manner~
Aesthetically pleasing
environment
5. The enhancement of curriculum with media and text from the
field in a timely manner~
6. Synched learning opportunities with the AL curriculum~
7. Pedagogical guidelines of the curriculum and online learning
environment, and education that is adventure-based~
Aesthetically pleasing
environment
3. Distinguish Between Ill-Defined and Well-Defined Problems
4. Potential Applications of Adventure Learning
Open to Collaboration
Members of our team are:
RMP Masters
Certified in Gamification
Certified as Global Career Development Facilitators
Junell McCall, CWDP, M.S., M.Ed.
Associate Director, Office of Career Services
Learning Experience Designer, Trans-Disciplinary Data
Scholars Development Program

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Promoting Inclusive Excellence in Education

  • 1. Promoting Inclusive Excellence in Education: Level the Playing Field for Employability Skills in Communities Using Adventure-Based Learning Junell McCall, CWDP, M.S., M.Ed. Associate Director, Office of Career Services Learning Experience Designer, Trans-Disciplinary Data Scholars Development Program Raphael Isokpehi, Ph.D Director, Trans-Disciplinary Data Scholars Development Program CC BY-SA
  • 2. All Students are Not on Equal Footing 85% Banking model of education 70% You can simply impress your audience and add a unique zing. 65% You can simply impress your audience and add a unique zing. 55% You can simply impress your audience and add a unique zing. 42% You can simply impress your audience and add a unique zing. CC BY-NC
  • 3. All Students are Not on Equal Footing 85% Banking model of education 70% You can simply impress your audience and add a unique zing. 65% You can simply impress your audience and add a unique zing. 55% You can simply impress your audience and add a unique zing. 42% You can simply impress your audience and add a unique zing. CC BY-NC CC BY-SA
  • 4. All Students are Not on Equal Footing 85% Banking model of education 70% You can simply impress your audience and add a unique zing. 65% You can simply impress your audience and add a unique zing. 55% You can simply impress your audience and add a unique zing. 42% You can simply impress your audience and add a unique zing. CC BY-NC CC BY-SA https://operations.du.edu/inclusive-teaching/inclusive-excellence
  • 5. The Four Elements of Inclusive Excellence as defined by the Association of American Colleges and Universities (AAC&U) (Milem et al., 2005, Sweeney, 2013) can further put our collective desire for an Inclusive Excellence in Pedagogy within an institutional perspective. 1. A focus on student intellectual and social development. Academically, it means offering the best possible course of study for the context in which the education is offered. 2. A purposeful development and utilization of organizational resources to enhance student learning. Organizationally, it means establishing an environment that challenges each student to achieve academically at high levels and each member of the campus to contribute to learning and knowledge development. 3. Attention to the cultural differences learners bring to the educational experience and that enhance the enterprise. 4. A welcoming community that engages all of its diversity in the service of student and organizational learning. Association of American Colleges & Universities https://www.aacu.org/sites/default/files/files/mei/williams_et_al.pdf What is Inclusive Excellence?
  • 6. The Four Elements of Inclusive Excellence as defined by the Association of American Colleges and Universities (AAC&U) (Milem et al., 2005, Sweeney, 2013) can further put our collective desire for an Inclusive Excellence in Pedagogy within an institutional perspective. 1.A focus on student intellectual and social development. Academically, it means offering the best possible course of study for the context in which the education is offered. Inclusive Excellence
  • 7. Overview How to Attract and Retain Students’ Attention Recognize the Stages of Adventure Learning Content Distinguish the difference between well-defined and ill- defined problems. Predict potential applications of adventure-based learning in diverse educational settings.
  • 8. Former methods of instruction are not capturing students’ attention. . Across the country, the pandemic crisis has brought about innovation, adaptation, and creativity in teaching and learning, allowing educators to broaden the ways in which they engage students and assess their academic talent. KNOWLEDGE Instructional strategies that place the learner as a listener and the instructor as the expert; examples of teacher- centered strategies include lectures, direct instruction, demonstrations, drill and practice, instructor presentations.
  • 9.
  • 10. We must plug into that in which they are plugged. AA CC BY-SA CC BY-SA Students need authentic learning: an instructional approach that allows students to explore, discuss, and meaningfully construct concepts and relationships in contexts that involve real-world problems and projects that are relevant to the learner.
  • 12. . Doering, A. 2006. Adventure learning: Transformative hybrid online education. Distance Education 27 (2). • Online authentic learning • Allows learners separated by distance and time to connect with one another while providing them access to resources and opportunities for interaction with the real world (Doering 2006). Grounded in 2 Theories: • Experiential Learning Theory “The process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience" (Kolb 1984, 41). • Inquiry-based Approach to Learning • Students' learning processes involve pursuing answers to their own questions rather than memorizing facts (Bransford, Brown, and Cocking 2002; National Research Council 1999) Bransford, J. D., A. L. Brown, and R. R. Cocking, eds. 2002. How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Kolb, D. A. 1984. Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. National Research Council. 1999. Designing mathematics or science curriculum programs: A guide for using mathematics and science education standards. Washington, DC: National Academy Press.
  • 13. • Provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments . • Both the curriculum and the online classroom are developed to foster students' abilities to inquire as Keys and Bryan (2001) define inquiry: ". . . identifying and posing questions, designing and conducting investigations, analyzing data and evidence, using models and explanations, and communicating findings" (121).
  • 14. What appears to be steps are actually barriers to leveling the playing field. The solution is listed on the numbers.
  • 16. Curiosity—Quests, Treasure Hunts Order—Structure Building, Levels Interdependence-Guilds, Life Jacket Status—Leaderboard, Vanity Items to Collect Vengeance—Take Players Points
  • 17.
  • 18. Aesthetically pleasing environment 1. A researched curriculum grounded in problem-solving~ 2. Collaboration and interaction opportunities between students, experts, peers, and content~ 3. The utilization of the Internet for curriculum and learning environment delivery~ 4. The enhancement of curriculum with media and text from the field in a timely manner~
  • 19. Aesthetically pleasing environment 5. The enhancement of curriculum with media and text from the field in a timely manner~ 6. Synched learning opportunities with the AL curriculum~ 7. Pedagogical guidelines of the curriculum and online learning environment, and education that is adventure-based~
  • 20.
  • 21. Aesthetically pleasing environment 3. Distinguish Between Ill-Defined and Well-Defined Problems
  • 22.
  • 23. 4. Potential Applications of Adventure Learning Open to Collaboration Members of our team are: RMP Masters Certified in Gamification Certified as Global Career Development Facilitators
  • 24.
  • 25.
  • 26. Junell McCall, CWDP, M.S., M.Ed. Associate Director, Office of Career Services Learning Experience Designer, Trans-Disciplinary Data Scholars Development Program