English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Drawing from student-centered learning theories, this paper identifies key issues related to active participation of students, collaboration and independent learning. It draws from the author’s experience of developing and delivering a student-centered curriculum delivered around a field study trip. It explores approaches to active and experiential learning in Higher Education through the various stages of the curriculum development and the identification of the pedagogical benefits. The student-centered curriculum is part of a professional accredited course in Landscape architecture. The Field study trip is an opportunity to actively explore the topics of study in real settings and to learn through hands on experience, which is essential to form professionals confronted with making places through planning and design. More generally the field study trip module is an opportunity to understand how to practically embed experiential learning approaches in Higher Education.  The paper also discusses the merits of field trip to address some issues related to the learning experience and participation in the context of the internationalisation of the students’ cohort.

Experiential Learning: the field study trip, a student-centred curriculum.