Abstract:

Ball State University (Muncie, Indiana, USA) has embraced collaborative, student-centered and problem-based learning for over a decade, under its umbrella term Immersive Learning. Faculty mentor students and student teams in the learning structure of a for-credit course as the students develop programs and products based on research for real-world community partners. Pedagogical literature supports the positive outcomes of this type of learning, and the importance of the tangible result, whether assessment studies, promotional and educational media and programs, exhibit and museum designs, media for tourism, or other. Both faculty and students benefit, with each project generating opportunities to engage in unique and rewarding learning experiences, often paving the way for students to make career connections, and build both networks and portfolios. The success of the program is evidenced by Emmy nominations, national and regional awards, keynote presentations at national and international conventions, and enhanced research agendas focused on teaching and learning. As encouraging as these accomplishments are, it is important to consider the practice of immersive learning to advance and evolve our teaching and learning approaches and techniques. To this end, this presentation shares reflections on the planning and implementation of an immersive learning course, The Vietnam Veterans Memorial Project: Learning about Landscape + Meaning. This includes a critical review of selecting an interdisciplinary student team (landscape architecture, art, history, telecommunications, graphic design, education, etc.), establishing productive relationships with community partners as they navigate the complex duality of serving as educators and clients, and managing the ever-present challenges inherent in teamwork, in the context of the shifting roles of students and teachers as collaborators in the learning process.

Keywords:

Immersive learning, collaborative learning, problem-based learning, student-driven learning.