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Social and technological changes of the 21st century influence how and what students learn while in college. New research about student learning suggests a critical need for higher education to reform teaching and learning methods. Experiential and inquiry-based learning (IBL) are essential to engaging students and achieving the type of learning demanded by today’s global workforce. These skills include critical analysis, systems thinking, problem-solving, and spanning cultural and disciplinary boundaries. For decades, international educators purported that education abroad provided these skills for participants, yet recent research suggests that the same factors inhibiting deep learning on campus can also affect global, experiential environments. No longer can faculty members assume that students will learn from experience alone; they must intentionally construct activities accounting for the specific characteristics and needs of learners. This chapter outlines trends influencing student learning, making the case that traditional, content-based, directed instruction is poorly suited for student learning in the 21st century. The authors suggest that applying experiential and inquiry-based practices is essential to constructing effective education abroad program. Case studies, strategies, tools, and resources are provided to assist faculty with developing competencies to teach through an experiential and inquiry-based pedagogical framework.

This chapter describes a cyclical mentoring model that is designed to scaffold the use of video in a graduate literacy practicum for in-service teachers.

This chapter is organized by (1) an overview of the Literacy Practicum course and the three learning phases and activities within each phase; (2) a description of the mentoring process/procedures during each of the phases, and examples of their impact on teachers’ learning and practice; and (3) a discussion of implications for practice.

Drawing upon recent work in teacher inquiry and reflection, this model provides opportunities for teachers to take increasing ownership of their own professional growth.

The examples in this chapter are anecdotal. But they help to illustrate the processes and procedures in this model, which is described with great detail in order to be useful for pre- and in-service teachers, as well as school-based professional development programs.

The model can be effectively incorporated into both pre-service clinical settings as well as professional development with in-service teachers.

As a potential high impact tool, video analysis of teaching must not be viewed as an incidental approach; rather it must be an integral part of a learning cycle which is committed to student ownership and voice, social engagement, critical inquiry, reflection and integrative learning.

In this chapter, we, the authors Bishop, Etmanski and Page, argue for the need to disrupt the traditional notion of faculty solely as expert. We redefine the online faculty role to be that of a facilitator who creates the space for students to engage with both content and other students in the class. We discuss the adult learning principles behind our practices and our attention to building community. To illustrate what our online teaching work looks like in practice, we begin by providing a creative script on what online learning could look like. We then speak to utilising the specific strategies of online forums, behind the scenes outreach, synchronous meetings and assignments to create rich engagement in the online environment for higher education and learning.

We place a strong emphasis on building community among our students from the start of course and throughout. Recognising that people respond differently to different scenarios and have different learning preferences, we seek to offer a diverse range of options for experiencing community, with the intention of offering the possibility of belonging for everyone. The intention to create space for engagement in online learning has challenged us to continually ask ourselves how we can adapt or create new activities and experiences for the online learning environment, so as to enhance engagement.

The purpose of this article is to describe the similarities between abductive reasoning and entrepreneurial learning processes in order to contribute to the conceptual understanding of learning as an entrepreneurial process in itself.

The research is theoretically rooted in a conceptual development of the understanding of entrepreneurial learning processes as abductive reasoning inspired by the philosopher Charles Sanders Peirce. The theoretical explication of the connection between entrepreneurial learning processes and abductive reasoning is additionally illustrated by a hypotheses-based didactic model, developed by the authors to scaffold abducting reasoning into learning processes.

The authors found in the theoretical investigation of abductive reasoning a conceptualisation of entrepreneurial learning processes that connects entrepreneurial learning processes to basic cognitive human competences, and the authors found that key concepts in entrepreneurship, such as hunches and experiments, can be understood in a broader philosophical framework as basic cognitive competences.

The authors exemplify how abductive reasoning can be used in practice through a hypothesis-based didactic approach designed as a loop model.

The authors have discovered that abduction is closely related to entrepreneurship and can be a central conceptual link in understanding the relationship between entrepreneurship and learning. The athors also believe that Peirce's concept of abduction can contribute to the philosophical understanding of entrepreneurship as another name for a constant rethinking of the world.

The purpose of the paper is to show that The Netherlands offers an interesting case of apprenticeship as part of an elaborated system of vocational education, combining school and workplace learning. For reaching objectives of vocational education with regard to effective problem solving on the job and work process knowledge the quality of workplace learning is essential.

The research in this paper is explorative. It is based on policy analysis, literature review and meta‐analysis of recent research on workplace learning, done by the authors and some colleagues. New theoretical approaches on workplace learning are used to throw new light on developments in Dutch apprenticeships.

The paper finds that governments as well as schools and companies are attempting to uphold the quality of learning in apprenticeships. More intensive interaction between workplaces and vocational schools are developed. Still, there are two main issues in dispute: the quality of workplace learning (content, guidance, assessment) and the quality of the connection between workplace and school‐based learning, despite attempts to make VET more practice oriented and to improve connections between school and work.

The paper shows that VET innovation should pay more attention to quality improvement and connectivity of work‐based learning by establishing quality criteria for work‐based learning places, by enriching workplace learning and by designing curricula, which integrate learning places as well as learning experiences.

The value of the paper is delivering new insights on apprenticeships by confronting new theories with the Dutch case.

How people learn and create knowledge together through interactions in communities of practice (CoPs) is not fully understood. The purpose of this paper is to create and apply a model that could increase participants' consciousness about knowledge creation processes.

This four‐month qualitative research was conducted as action research (AR). Data were collected through participative inquiry.

Drawing on current developments in the knowledge creation theory of knowledge management (KM) and taking the collaborative learning approach (CLA), the model of collaborative knowledge creation process (CKCP) is constructed and applied. It brings structure into highly unstructured human processes of knowledge creation and helps participants to understand what they are doing and why.

It is difficult to assess the quality, validity and objectivity of the data as the researcher was a member of the community. Further research could address the role of diversity and social context, and the formation of the community identity.

Members of this specific community (i.e. managers, teachers, students, and experts) reflected that the implemented way of learning helped them to realize the importance of interactions, exchanges, and collective experiences in community knowledge creation.

Applying AR is rather exceptional in KM. However, it proved to be a good way of experiencing knowledge creation processes in communities. The novelty of the study is in contributing to the KM theory by opening the black box of community knowledge creation by demonstrating in practice how people interacted and created knowledge in a specific community.

Sets out to provide a selected bibliography or recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and exhibition catalogues examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This year’s annual bibliography includes materials reflecting various aspects of library instruction and information literacy. The academic literature continues to generate the greatest number of citations in these areas, but a small increase in the special libraries area was noted for 2000. The themes of standards for information literacy and assessment were apparent in all areas of the literature.