ABSTRACT

The concept of lifelong learning is becoming increasingly important in contemporary educational research and development. Although the relationship between experience (practice) and knowledge (theory) is becoming an important aspect of the formal learning process, current instructional design models do not point to educational strategies that support learners in re- and de-contextualisation (both directions of Kolb's learning cycle). This article aims to provide more insight into the process of creating and redesigning experiential learning environments and to better understand the complex relationship that exists between the learning environments and experiential learning (considering underlying learning theories). We will present and discuss mARC (more Authentic, Reflective and Collaborative), a three-component instruction model with a set of instructional elements proved to facilitate the re- and de-contextualisation of knowledge. This article ends with practical guidelines for using the mARC model to support students in linking learning experience to academic knowledge development within higher education.

摘要

终身学习的理念在当代教育研究和发展中变得越来越重要。尽管经验（实践）和知识（理论）之间的关系正在成为正式学习过程的一个重要方面，但当前的教学设计模型并没有指出支持学习者重新情境化和去情境化（科尔布学习的两个方向）的教育策略。循环）。本文旨在更深入地了解创建和重新设计体验式学习环境的过程，并更好地理解学习环境和体验式学习之间存在的复杂关系（考虑基础学习理论）。我们将介绍并讨论 mARC（更真实、反思和协作），具有一组教学元素的三部分教学模型被证明可以促进知识的重新语境化和去语境化。本文最后提供了使用 mARC 模型支持学生将学习经验与高等教育中的学术知识发展联系起来的实用指南。