Adventure Learning

The description of adventure learning by Walczak (2002) is futuristic in nature, prodding us to think about where technology is leading us in the design and definition of education. Many constructivist principles are the basis for adventure learning. Alessi & Trollip (2001, pg. 32) provide a list of such principles. Adventure learning is perhaps constructivist learning supported by very high technology. For example, adventure learning facilitates knowledge construction by the learner, focuses on learning and not teaching, has the student discover rather than provide the student with answers, and describes the learning tasks as being relevant to the learner.

Where the article does not include constructivist principles is in the area of group collaboration. The article does indicate support for "group immersion education experience" but Iona seems to work only in the individual immersion education. Alessi & Trollip (2001) provide many references of research where the advantages of group cooperation and collaboration are demonstrated. Also it is questionable just how purposeful Iona's activities are. There is much student interactivity but the goals are not apparent. As Iona moves from one activity to another, the benefits of reflection may also be missing. In addition, the virtual reality aspects assume that real world complexity is expressed to its fullest, an unlikely attainment by the year 2020. Authentic real world tasks solving real world problems shows the student the complex world in which we must live and the need for complex answers.


Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: Methods and development (3rd ed.). Boston: Allyn and Bacon.

Walczak, D. (2002). Encompassing education, pp. 60-64, In Department of Commerce. (2003). Visions 2020: Transforming education and training through advanced technologies. Government Report. Retrieved September 19, 2008 from, http://www.technology.gov/reports/TechPolicy/2020Visions.pdf