Background: Experiential learning approaches applied in classrooms are often disconnected from theory and loosely connected in classroom practice. Given critiques of experiential learning, there is a significant need for process learning theory with a practice-driven model. Scholars have only begun to explore the enhanced learning that often emerges from educative experiences designed with the fullness of experiential learning theory—designing with context, meaning-making, and assessment equal to the learning. Purpose: Through the lens of scholar-practitioner reflective inquiry, we propose a remixed approach to designing experiential learning. By shifting approaches to experiential education (EE), experiential educators benefit from planning with intentional design, instruction, learning, and assessment. Methodology/Approach: We chose to interrogate our practice and conduct a methodological investigation to explore our questions through a blend of qualitative approaches, including collaborative and narrative inquiry, scholarly personal narrative, and transpersonal research. We explore approaches to process theory of learning and other influences on experiential learning. Findings/Conclusions: A shift in approaches in experiential education will benefit educators and students, specifically by attending to holistic design, instruction, assessment, and learning with context in mind. We remix familiar components of known theories to highlight a unique experiential teaching and learning mind-set. Implications: We commence with a discussion of the remixed framework of the Design–Instruction–Assessment–Learning (DIAL) model that promotes high-quality experiences for learners and instructors.

中文翻译：

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重新混合体验式学习、设计和评估方法

背景：应用于课堂的体验式学习方法通​​常与理论脱节，在课堂实践中联系松散。鉴于对体验式学习的批评，非常需要具有实践驱动模型的过程学习理论。学者们才刚刚开始探索强化学习，这种强化学习通常来自于充分利用体验式学习理论设计的教育体验——设计与学习等同的情境、意义构建和评估。目的：通过学者-从业者反思性探究的视角，我们提出了一种设计体验式学习的混合方法。通过将方法转变为体验式教育 (EE)，体验式教育工作者可以从有意设计、指导、学习和评估的规划中受益。方法论/方法：我们选择询问我们的实践并进行方法论调查，以通过混合定性方法来探索我们的问题，包括协作和叙事探究、学术个人叙事和超个人研究。我们探索学习过程理论的方法以及对体验式学习的其他影响。结果/结论：体验式教育方法的转变将使教育者和学生受益，特别是通过在考虑上下文的​​情况下参与整体设计、指导、评估和学习。我们重新混合已知理论的熟悉成分，以突出独特的体验式教学和学习心态。含义：