Just How Extreme is Adventure Learning? An Analysis and Comparison of Adventure Learning Web sites Justin Whiting Indiana University, Bloomington
[email protected] Curtis J. Bonk Indiana University, Bloomington
[email protected] Minkyoung Kim Indiana University, Bloomington
[email protected] Eulho Jung Indiana University, Bloomington
[email protected] Xiaokai (Katie) Jia Indiana University, Bloomington
[email protected] Matthew Callison Indiana University, Bloomington
[email protected] Verily Tan Indiana University, Bloomington
[email protected] Abstract Extreme learning is an emerging area of research that is related to adventure learning and other types of nontraditional or informal learning. Extreme learning explores the way that people use technology in novel, unique, or unusual ways in a variety of settings As a first step in our research, over three hundred extreme learning Websites were identified as containing some aspect of extreme learning and an in-depth analysis of the content of these Websites was conducted. Each site was independently rated by four researchers, according to eight predetermined criteria. The resulting list of resources was categorized six areas: language learning, outdoor/adventure learning, social change/global learning, virtual education, learning portal, and shared online video. Among six categories, this paper will focus primarily on the adventure learning Web sites that were identified. Findings from analysis of the adventure learning website will be discussed as they relate to the other categories. Introduction Despite all the promise of open education and open learning (Iiyoshi & Kumar, 2008), a lack or research exists about new learning formats and delivery mechanisms for open education. Questions arise about the tools and systems that might prove attractive to informal or nontraditional learners.