Learning from the Lessons: Developing Experiential and AI-Safe Activities and Assessments https://doi.org/10.34074/rere.00505
By: Bruno Balducci Sean Bell
Abstract
This conceptual analysis of experiential learning is framed in the context of a recent Experiential Education Initiative at Auckland International Campus. Our study is based on emergent themes from student activities submitted by lecturers in Applied Management, Construction and IT. From this qualitative data, four key concepts of activity design (context, interaction, process, product) and four phases of learning experience (concrete experience, reflective observation, abstract conceptualisation, active experimentation) were identified. The article analyses each of these separately and conjointly from a pragmatist perspective aimed at informing the practice of lecturers, facilitators and activity designers in vocational tertiary education. Attention is given to the application of the above concepts and phases through a non-discipline specific enquiry focused on authentic activities and non-exam assessments which are, by virtue of their design, both AI-resilient and AI-tolerant, and thus deemed AI-safe.
Keywords:
tertiary vocational education, experiential education, assessment design, AI-resilient assessment, AI-tolerant assessment.