Relevant bibliographies by topics / Experiential landscapes

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Experiential landscapes'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Experiential landscapes"

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Lv, Yuan Feng, and Qiao Si Fan. "Brief Analysis on Design of Experiential Business Landscape." Advanced Materials Research 1065-1069 (December 2014): 2866–69. http://dx.doi.org/10.4028/www.scientific.net/amr.1065-1069.2866.

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With the emerging of the experience economy and the rapid transformation of business model, Chinese business landscapes have already been unable to cater to the bidirectional demands of enterprises and customers. The design of business landscape needs a new design concept to coordinate with the future development trend of business district. This paper tries exploring the design methods for the new design of experiential business landscape by combining user experience theory with the theory of business landscape design.
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Ismail, Nor Atiah, and Mohd Yazid Mohd Yunos. "Cross-Cultural Ethnic Identity in Urban Residential Area: An Epistemology." Applied Mechanics and Materials 747 (March 2015): 172–75. http://dx.doi.org/10.4028/www.scientific.net/amm.747.172.

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Aresidential landscape is one expression of the intrinsic and cognitive values of a relationship between humans and their environment. Experiential and phenomenological landscapes are established when people shape their living environment; in turn they are shaped and constructed by this living environment. Landscape alteration is one of the responses to the feelings of “outsideness” during the post-occupancy period. This paper will provide an understanding of the landscape alteration phenomenon in urban residential housing and the landscape values embodied by these altered landscapes.
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Backman, Malin, Hannah Pitt, Terry Marsden, Abid Mehmood, and Erik Mathijs. "Experiential approaches to sustainability education: towards learning landscapes." International Journal of Sustainability in Higher Education 20, no. 1 (January 7, 2019): 139–56. http://dx.doi.org/10.1108/ijshe-06-2018-0109.

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Purpose This paper aims to critically reflect the current specialist discourse on experiential approaches to higher education for sustainable development (HESD). Limitations to the current discourse are identified, and as a result, an alternative approach to the study of experiential education (EE) within HESD is suggested. Design/methodology/approach Three research questions are addressed by analysing the literature on EE and experiential learning (EL) within HESD in specialist academic journals. Findings There is a consensus among authors regarding the appropriateness of experiential approaches to HESD. However, limitations to the current discourse suggest the need for an alternative approach to studying EE within HESD. Therefore, this paper proposes the application of the learning landscape metaphor to take a more student-centred and holistic perspective. Originality/value The learning landscape metaphor has previously not been applied to EE within HESD. This alternative conceptualisation foregrounds student perspectives to experiential initiatives within HESD. The holistic approach aims to understand the myriad influences on students learning, while allowing examination of how experiential approaches relate to other educational approaches within HESD.
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Hatoss, Anikó. "Linguistic landscapes." Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no. 2 (July 15, 2019): 146–70. http://dx.doi.org/10.1075/aral.00022.hat.

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Abstract Some of the key challenges in teaching intercultural communication (IC) are to engage learners in activities which develop their critical intercultural awareness and to prepare them for communication in superdiverse (Vertovec, 2007) contexts. This paper discusses linguistic landscapes (LL) as an innovative method for teaching intercultural competence. Undergraduate linguistics students conducted a LL project to explore linguistic diversity in their chosen suburb of Sydney and reflected on their own intercultural learning experience. Student reflections revealed that the project had a strong impact on their perceptions of diversity and their attitudes towards other languages and cultures. Students increased their critical awareness of how identity, ideology and attitudes influence language choices and intercultural interactions. The experiential learning project also made them reflect on their own identity as intercultural citizens. The findings of this study highlight the usefulness of the project in developing intercultural competence (ICC). The paper discusses methodological implications for teaching IC in the context of increasingly multilingual and multicultural learning communities.
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Richards, Benjamin, and Per Ingvar Haukeland. "A phenomenology of intra-play for sustainability research within heritage landscapes." Forskning og Forandring 3, no. 2 (December 15, 2020): 27–46. http://dx.doi.org/10.23865/fof.v3.2406.

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In this article, we explore a phenomenology of intra-play for sustainability research, integral to the processes of transforming both cultural and natural heritage landscapes. Such processes are studied as active - always underway and in flux - across space and time, and through the intra-play between the human and more-than-human world. The authors have developed the exploration of intra-play within the fields of phenomenology and heritage studies with empirical examples of the processes of becoming, especially in experiential landscapes of post-industrial heritage sites. The article presents a phenomenology of intra-play as a haptic and ontogenetic philosophy of landscape studies, inspired by the anthropologist Tim Ingold, and a process methodology, inspired in part by the art of what Rita Irwin calls “a/r/tography”. Our approach animates the different forms, both human and non-human, that co-form heritage landscapes. The article traces these playful ways and discusses possible consequences for sustainability research and change within heritage landscapes.
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Rodríguez Iturriaga, Marta. "Learning from COVID-19: The Role of Architecture in the Experience of Urban Landscapes." Ri-Vista. Research for landscape architecture 19, no. 1 (July 26, 2021): 122–37. http://dx.doi.org/10.36253/rv-10182.

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The COVID-19 pandemic, with its lockdowns and mobility restrictions, has created an atmosphere of global reflection towards contemporary urban landscapes. Architecture is an essential component in them and determines, to a large extent, how building users perceive, interpret, and value the surrounding environment. From an experiential and phenomenological perspective, and taking into account the situations lived in 2020, the paper invites to examine the existing relations between architecture and urban landscape at three levels: first, the experience of the environment from the architectural space —namely, the home—; second, the experience of the “interior urban landscape” at street level; and finally, the experience of the “exterior urban landscape” from the city fringe or vantage points that provide vast prospects. The article advocates a holistic understanding of landscapes from the architectural and planning practice and proposes this integrating issue as the guiding axis of new urban policies.
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Jorgensen, Anna, Stephen Dobson, and Catherine Heatherington. "Parkwood Springs – A fringe in time: Temporality and heritage in an urban fringe landscape." Environment and Planning A: Economy and Space 49, no. 8 (April 13, 2017): 1867–86. http://dx.doi.org/10.1177/0308518x17704202.

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This paper aims to advance the theory and practice of landscape heritage planning, design and management, focusing especially on the question: what are the relationships between landscape narratives – the ways in which we tell the story of a landscape – and landscape heritage outcomes (landscape practice – planning, design, management – based on particular readings of the past)? The paper explores this question through a critical examination of three different narrative accounts of Parkwood Springs, an urban waste site in the city of Sheffield, UK: a conventional history, a personal experiential account, and an analysis based on the Sheffield Historic Landscape Characterisation. The critique is informed by a cross-disciplinary theoretical discussion of the ways time is conceptualized and presented in narrative, and how these conceptualizations influence future landscapes.
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Ergler, Christina R., Claire Freeman, and Anita Latai. "Samoan children's sense of place: Experiential landscapes in an urban village." Asia Pacific Viewpoint 61, no. 2 (February 10, 2020): 391–98. http://dx.doi.org/10.1111/apv.12263.

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Kiers, A. Haven, David de la Peña, and N. Claire Napawan. "Future Directions—Engaged Scholarship and the Climate Crisis." Land 9, no. 9 (August 29, 2020): 304. http://dx.doi.org/10.3390/land9090304.

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Climate change has the potential to disrupt ecosystem services and further exacerbate the effects of human activities on natural resources. This has significant implications for educational institutions and the populations they serve. As the current crop of landscape architecture students struggles to define its role within the climate crisis and its related social and political underpinnings, a core mission of colleges and universities moving forward should be to provide students with applied knowledge about how climate change affects the landscape. This goes beyond coursework in climate science or policy; for landscape architecture students to be leaders in the response to climate change, they need applied, practical skills. An ever-growing body of the literature focuses on landscape design strategies for climate change adaptation; however, few frameworks integrate these strategies with the hands-on experience students will need to face real-world challenges after graduation. Educational institutions have the potential to utilize their campuses as demonstration sites for applied ecosystem research programs and actively engage students with the design, implementation, politics, and ongoing stewardship of these landscapes. This paper uses a case study methodology to understand how experiential and public-engaged learning pedagogies contribute to student preparedness to address climate change. It examines three cases of engaged learning at the University of California, Davis campus and attributes their impact to intentional connections with research, to the delegation of responsibility; to the openness of spaces for experimentation, and to self-reflection that connects climate with everyday behavior. By promoting experiential learning programs that require students to actively use their heads and their hands to construct and sustainably manage their own campus landscapes, service-learning studios and internships can provide opportunities for students to address the real scenarios of climate crisis and resilience.
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Samuelsson, Karl, Johan Colding, and Stephan Barthel. "Urban resilience at eye level: Spatial analysis of empirically defined experiential landscapes." Landscape and Urban Planning 187 (July 2019): 70–80. http://dx.doi.org/10.1016/j.landurbplan.2019.03.015.

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Dissertations / Theses on the topic "Experiential landscapes"

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Price, Dawn. "An investigation of the experiential component of landscape preference in a rural Indiana landscape." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722770.

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Researchers' attempts to provide an objective, analytical basis for understanding observers perceptual preferences for landscapes is the basis of the field of landscape perception research. Within this field a series of paradigms have evolved around which the majority of research has been centered. One of these, the experiential paradigm focuses on the multi-sensory nature of mars relationship with the landscape. This study seeks to define a scope of dynamic variables effecting landscape perception and their impact on landscape preference.A study site in rural Indiana was selected and a loop trail was laid out to provide access to the site. Sixteen sites along the trail were defined as experiential test sites and were field marked and photographed. A test group was guided through the study area and was asked to give a preference rating for each site on a five point scale as well as in an open ended verbal response. Two weeks following the on site testing the same group was asked to provide preference ratings in the laboratory for slides of the same 16 sites experienced in the field.The resulting data was analyzed to determine to what extent dynamic variables were impacting preference for landscape experiences. Multisensory elements of the environment were found to have a direct impact on preference. This was reflected in both verbal and scaled preference data. In addition to this, experiential preference wwas also determined to be associated with the sequence in which experiences occurred. The linkage provided by transitional landscapes encountered as respondents progressed between test sites proved to be an important element of experiential preference. This 'clustering' effect was evident in the laboratory as well as in the field.T he results of this, research illustrate the importance of dynamic variables as essential components of landscape preference. This study further supports the use of verbal response formats as a method for determining the true scope of perceptual variables attributing to preference. In conjunction with this, the importance of transition landscapes and experiential sequencing identified in this research merits additional study in order to more precisely define the structure of the human / landscape interaction.
Department of Landscape Architecture
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Goodman, Cecil. "Landscapes of Belonging| Systematically Marginalized Students and Sense of Place and Belonging in Outdoor Experiential Education." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10278854.

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This qualitative case study explores the intersection of social justice pedagogy and Outdoor Experiential Education (OEE) sense of place and belonging curriculum. The purpose of this study was to gain a comprehensive understanding of, and engage in critical analysis of how students systematically marginalized by race, ethnicity, and/or class experienced sense of place and belonging in OEE. Data was collected through in-depth interviews of OEE Students and Interns of Color, and White OEE field instructors at one program site, as well as through the critical textual analysis of program materials. Theoretical and conceptual frameworks for this study used Critical Race Theory, critical multiculturalism, the cultural construction of the Outdoors, and core concepts from OEE scholarship. Data analyses revealed existing institutional and curricular inequities in OEE for Students of Color. To address these systemic inequities, findings supported the adoption of social justice pedagogy across the field of OEE. Specific recommendations for future practice as a result of the research included the implementation of equity and inclusion trainings for field instructors, professional development programs for OEE field instructors and administrators of Color, and the development of curriculum across the field of OEE to understand the implications of the cultural construction of the Outdoors in order to better serve a racially and ethnically diverse OEE student population.

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Rennell, R. "Exploring places and landscapes of everyday experience in the Outer Hebridean Iron Age : a study of theory, method and application in experiential landscape archaeology." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/1348202/.

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This thesis explores aspects of everyday experience and the creation of place within the Iron Age island landscapes of the Outer Hebrides. While investigations of place and landscape, as experiential phenomena, are well developed in the context of Neolithic and Bronze Age research such approaches have been largely neglected within British Iron Age studies and in the study of the Outer Hebridean Iron Age more specifically. A hitherto focus upon ritual landscapes partly explains the lack of uptake within British Iron Age contexts more frequently defined by concepts of domesticity. The experience of place and landscape, however, are not only of significance within 'ritual' contexts but play an important role in the shaping of human action in the realm of the everyday. Instead, the principal barrier appears to be methodological - how does one go about investigating everyday experiences within prehistoric landscapes? A major component of this research has therefore been to explore and develop a methodology for this research. Current archaeological practice provides two contrasting methods for the study of landscape experience - one rooted in the analysis of field observations, inspired more directly by phenomenology, and the other via the application of GIS as a means of modeling landscapes from the perspective of human engagement. Despite much shared theoretical ground there remains little dialogue between practitioners of these respective approaches. It is proposed, however, that both approaches can make valued contributions to our understanding of the past and this thesis aims to contribute to an emerging discourse between what are commonly conceived as contradictory methods of enquiry. By exploring the character and diversity of island landscape settlement locales and the everyday experiences of Iron Age places this research offers an alternative framework for understanding the Iron Age societies of the Outer Hebrides.
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Melvin, Rebecca. "Site as playground: expanding the experience of play." Kansas State University, 2012. http://hdl.handle.net/2097/13754.

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Master of Landscape Architecture
Department of Landscape Architecture
Katie Kingery-Page
Encouraging creativity is an important part of a child’s education and often not adequately supported by outdoor school environments. Contemporary playgrounds are designed in response to perceptions of liability and a limited interpretation of child development. Prefabricated plastic constructions and expanses of asphalt are poor initiators of creative expression. This project proposes a more stimulating, artistically crafted alternative to the typical playground. Beginning with documented research of play, the project layers psychology, education and humanities to form an understanding of how formal space affects human experience. More specifically, poetry, land art, sculpture, narrative and character studies inform the design solution for a 6.4 acre site at Northview Elementary School in Manhattan, Kansas. Integrated design provides children a meaningful experience of space and direct contact with nature. This design encourages imaginative and creative play, expanding the experiential quality of a contemporary playground.
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LAW, CHARLES STUART. "AN EXPERIENTIAL ASSESSMENT OF THE ARIZONA LANDSCAPE." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187984.

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This study presents a systematic assessment of landscape experiences in the state of Arizona through the use of mail survey techniques. It investigates how residents perceive and experience the everyday nonurban landscape and identifies where valued landscape experiences occur, what activities are associated with those locations and why those places and activities are highly valued. Geographic and socio-economic differences in landscape experiences are explored among survey respondents and information is provided to resource managers for predicting valued outdoor activities and environmental experiences. The overall aims of this research were to develop ways of studying environmental experiences that would: (1) identify the places, the activities, and the reasons for engaging in those activities related to outdoor experiences; (2) indicate the relationships among these three components; and (3) assess the probable influence of personal background characteristics and place of residence variables upon these judgments, choices, and relationships. Findings suggest considerable agreement among respondents on the components of valued landscape experiences and show that different landscape types are supportive of different outdoor activities and of different kinds of experiences. Also revealed was a tendency by respondents to select items occupying positions at the beginning of reponse listings. Analyses also indicate few significant relationships between components of valued landscape experiences and socio-economic characteristics of respondents and between components of valued landscape experiences place of residence variables including geographic location, community size, and familiarity with or awareness of specific landscapes.
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Pankratz, Karissa Rachelle. "Playscape affordances: encouraging experiential learning." Kansas State University, 2014. http://hdl.handle.net/2097/17737.

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Master of Landscape Architecture
Department of Landscape Architecture/Regional and Community Planning
Mary Catherine (Katie) Kingery-Page
According to Barbara Hendricks, play environment designer and consultant, “If we want children to grow up with a zest for living we need to give them living spaces that express life as a grand experience.” Hendricks emphasizes playtime is important for children to process formal lessons (Hendricks 2011). This applied design research project seeks to facilitate child development through an experiential learning playscape while addressing stormwater management for Bluemont Elementary School. The central research question of this project is: How can school playgrounds be designed to afford children improved social interactions and experiential learning? An exploration of landscape affordances theory (Sanseter and Hansen 2009, Heft 1988) and experiential learning (Kolb 1984), combined with social interactions and cognitive child development (Addo-Atuah 2012), formed a theory base for the project. Playground observations, stakeholder surveys, stakeholder interviews, and site inventory and analysis informed the eventual design. Major factors influencing students’ play include age, playground rules, equipment available for use, and weather. Site conditions, including topography and site drainage, can also influence students’ play. In current conditions, stormwater is a schoolyard liability restricting play and safe site circulation. The researcher gathered insights from student surveys, playground observations, teacher interviews, and site inventory and analysis to complete a comprehensive master plan. The comprehensive master plan and detailed stormwater management plan address the schoolyard over the next twenty to fifty year outlook. The designs resolve practical issues while increasing the variety of site educational and play affordances available to students and teachers for play and learning. A primary goal of the detailed plan is to convert stormwater schoolyard liabilities into amenities and educational tools.
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Kim, Yuna. "The Experiential Bridge: remedial landscape for Hanford's nuclear future." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/79136.

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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2013.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (p. 101-103).
The groundbreaking discovery of nuclear fission opened up new possibilities for generating power and resources for people. Nuclear energy was much preferred over fossil fuel because of its efficiency in production, availability of resources, and cost. However, the reoccurring nuclear disasters around the world provoke us to reconsider the future of nuclear energy. This thesis acknowledges the contemporary issues particularly surrounding nuclear waste contamination and the risks that associated toxins present to human health and the existing ecosystem. The risk of exposure to radioactive materials and groundwater contamination can be reduced with proven technological methods but the public perception of nuclear waste treatment remains a daunting deterrent, preventing people from confronting the waste management issues effectively. The thesis investigates ways to create new typology of remedial infrastructure where nuclear waste management technologies can co-exist with cultural programs; the new typology becomes an instrument that helps people to rethink the future of nuclear energy. The Experiential Bridge enables greater adoption of environmentally friendly nuclear waste treatment by exposing the process to the public and creating an educational experience for people. The Experiential Bridge not only treats toxins, but also serves as a pathway for recreational activity, and a source of education for the treatment of contaminated water and soil.
by YuNa Kim.
M.Arch.
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Xie, Fangyuan. "Spatial Phenomenon of Reflection Effect in Landscape Design." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1385979430.

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Yeates, Todd. "Exploring the experiential qualities of landscape settings at a psychiatric hospital." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24522.pdf.

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Douglass, D. Kim. "Quality of experience: a discussion on experiential access to outdoor environments." Thesis, Virginia Tech, 1995. http://hdl.handle.net/10919/40740.

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Books on the topic "Experiential landscapes"

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Ian, Simkins, ed. Experiential landscape: An approach to people, place and space. London: Routledge, 2007.

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Thwaites, Kevin. Experiential Landscapes: A Design Language for People, Space and Place. Routledge, 2007.

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Fenton-O'Creevy, Mark, Steve Hutchinson, Etienne Wenger-Trayner, Chris Kubiak, and Beverly Wenger-Trayner. Learning in Landscapes of Practice: Practice-Based Learning, Knowledge and Identity. Taylor & Francis Group, 2014.

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Learning in Landscapes of Practice: Practice-Based Learning, Knowledge and Identity. Taylor & Francis Group, 2014.

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Thwaites, Kevin, and Ian Simkins. Experiential Landscape. Routledge, 2006. http://dx.doi.org/10.4324/9780203462096.

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Thwaites, Kevin, and Ian Simkins. Experiential Landscape: An Approach to People, Place and Space. Taylor & Francis Group, 2016.

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Atkinson, Sarah. Care, Kidneys and Clones: The Distance of Space, Time and Imagination. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474400046.003.0035.

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Care as a concept is central to any engagement with health, ill-health and the practices that aim to prevent, mitigate or cure, and the term itself is mobilised in a variety of different ways and at a variety of different scales. The vibrancy of the medical humanities as a relatively new field of inquiry has principally derived from the elaboration of experiential accounts of differential and dynamic conditions of health. Given this particular emphasis, attention to care and caring practices has predominantly concerned the nuanced and complex relations of care at an interpersonal and proximate scale. However, in contemporary landscapes of healthcare, given that the resources for caring for ourselves or for those whom we cherish in our immediate environment are often scarce and demand greatly outstrips the supply available within a national system, healthcare resources increasingly are sourced globally: from the migrant care worker2 through to the transplant tourist.
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Brewer, Beverley Ann. Navigating the community college landscape: Toward relationship and community. 2002.

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Zahl, Simeon. The Holy Spirit and Christian Experience. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198827788.001.0001.

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This book presents a fresh vision for Christian theology that foregrounds the relationship between theological ideas and the experiences of Christians. It argues that theology is always operating in a vibrant landscape of feeling and desiring, and shows that contemporary theology has often operated in problematic isolation from these experiential dynamics. It then argues that a theologically serious doctrine of the Holy Spirit not only authorizes but requires attention to Christian experience. Against this background, the book outlines a new methodological approach to Christian theology that attends to the emotional and experiential power of theological doctrines. This methodology draws on recent interdisciplinary research on affect and emotion, which has shown that affects are powerful motivating realities that saturate all dimensions of human thinking and acting. In the process, the book also explains why contemporary theology has often been ambivalent about subjective experience, and demonstrates that current discourse about God’s activity in the world is often artificially abstracted from experience and embodiment. The book culminates in a proposal for a new experiential and pneumatological account of the theology of grace that builds on this methodology. Focusing on the work of the Holy Spirit in salvation and sanctification, it retrieves insights from Augustine, Luther, and Philip Melanchthon to present an affective and Augustinian vision of salvation as a pedagogy of desire. In articulating this vision, the book engages critically with recent emphasis on participation and theosis in Christian soteriology and charts a new path forward for Protestant theology in a landscape hitherto dominated by the theological visions of Karl Barth and Thomas Aquinas.
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Mack, Adam. Sensory Overload. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039188.003.0003.

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This chapter examines the Chicago Fire of 1871 as a multisensory spectacle—an object of curiosity and marvel. More specifically, it considers how the fire destabilized sensory perception and threw up an array of strange sensations that mocked the civic elite's attempts to control Chicago's sensory landscape. After providing a background on the fire and describing its immediate experiential aspects, the chapter discusses the disaster's impact on survivors and how they represented that impact in terms of social difference. It also looks at the relief and rebuilding efforts that followed and suggests that the firestorm of 1871 called into question Chicago's future as a site of modern industrial capitalism. It explains how the fire tested the senses of victims to expose the connections that elites drew between sensory refinement and social distinction. Finally, it shows how the fire lent credence to the notion that social class expressed itself through the senses, a notion used by elites to promote their vision of civic order even while the city burned.
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Book chapters on the topic "Experiential landscapes"

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Solano, Samantha, and Alberto de Salvatierra. "Notational topographies and experiential literacies through constructive drawings." In Representing Landscapes, 85–92. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351048903-11.

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Waterworth, John A. "Spaces, Places, Landscapes and Views: Experiential Design of Shared Information Spaces." In Social Navigation of Information Space, 132–54. London: Springer London, 1999. http://dx.doi.org/10.1007/978-1-4471-0837-5_8.

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Francis, Charles, Shannon Moncure, Nick Jordan, Tor Arvid Breland, Geir Lieblein, Lennart Salomonsson, Mary Wiedenhoeft, et al. "Future Visions for Experiential Education in the Agroecology Learning Landscape." In Issues in Agroecology – Present Status and Future Prospectus, 1–105. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4485-1_1.

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Wolf, Werner. "The emergence of experiential iconicity and spatial perspective in landscape descriptions in English fiction." In The Motivated Sign, 323–50. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/ill.2.24wol.

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Curran, Kimm. "‘Shadows of Ghosts’: Rediscovering the Special Places of Medieval Female Monasteries through Experiential Approaches to Landscape’." In Medieval Monastic Studies, 523–44. Turnhout, Belgium: Brepols Publishers, 2019. http://dx.doi.org/10.1484/m.mms-eb.5.117277.

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Saikia, Sukanya Bor, and Debkumar Chakrabarti. "Experiential Design Intervention to Motivate Tourist Local Interaction and Connect with Unexplored Landscape—A Case Study of North Guwahati." In Smart Innovation, Systems and Technologies, 757–67. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5974-3_66.

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Jayabharathi, P., and Ranee Vedamuthu. "Experiential Tourism as a Response to the Sustenance of a Cultural Landscape: The Case of Banni, Kutch, Gujarat, India." In Proceedings of the 6th International Conference of Arte-Polis, 149–66. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5481-5_15.

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Wang, Cuizhen, Camelia M. Kantor, Jerry T. Mitchell, and Todd S. Bacastow. "Digital Earth Education." In Manual of Digital Earth, 755–83. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9915-3_24.

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Abstract Digital Earth (DE) education provides students with geospatial knowledge and skills to locate, measure, and solve geographic problems on Earth’s surface. The rapid development of geospatial technology has promoted a new vision of DE to embrace data infrastructure, social networks, citizen science, and human processes on Earth. The high demand for a geospatial workforce also calls for an ever-changing, diverse form of learning experiences. Limited efforts, however, have been made regarding DE education to adapt to this changing landscape, with most interventions falling short of expectations. This chapter gives an overview of current teaching and learning structures with DE technologies. Successes and obstacles for K-12 education are explored first, followed by classroom technologies and experiential learning and outreach exercises such as academic certificates and internships in higher education. Taking the geospatial intelligence model from the U.S. Geospatial Intelligence Foundation (USGIF) as an example, recent advancements in DE education for professional careers are described via its geospatial competencies, hierarchical frameworks, and credentials. In alignment with the principles of DE development, future DE education calls for an integrated learning framework of open data, real-world context, and virtual reality for better preparedness of our students in the geospatial world.
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Gómez, Pablo F. "Landscapes." In Experiential Caribbean. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469630878.003.0003.

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This chapter describes the sanitary conditions of the seventeenth-century Caribbean, the diversity of ideas about illnesses, spaces for healing and diseasing, and the multitude of practitioners who operated in this context. It introduces a Caribbean geography of health and disease, the contours of which appear familiar, but upon closer scrutiny morph into unsettling spaces. Rather than being mere reproductions of Old World hierarchies and dynamics, the chapter shows, Caribbean landscapes of healing were created anew through the multiple encounters that occurred between mostly black historical actors in the highly competitive cultural economy based on the experiential that developed in the region. These were arenas in which a variety of actors deployed multiple visions of the natural, cultural, and social world of the early modern Atlantic. The multiplicity of origins of practitioners of African descent implies that analysis of their historical circumstances cannot be contained in simple dialectic terms of continuities, ruptures, or coarsely defined hybridities. By unmasking muddying labels and maps of social and physical landscapes conceived through Old World imaginaries, we begin to perceive the countless ways in which black Atlantic actors usurped canonical and mundane spaces in which to enact their own corporeal encounters.
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Conradson, David. "The Experiential Economy of Stillness: Places of Retreat in Contemporary Britain." In Therapeutic Landscapes, 33–48. Routledge, 2017. http://dx.doi.org/10.4324/9781315551166-3.

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Conference papers on the topic "Experiential landscapes"

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Sepe, M. "Smart experiential paths and Historical Urban Landscape: a case of sustainable enhancement." In SUSTAINABLE CITY 2014. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/sc140972.

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Samuel, Robello. "Petroleum Energy Engineering Education Reform: Flipping the Curriculum." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206305-ms.

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Abstract The syllabus getting outdated, classroom attendance getting less importance, fast advancements of technology and changing workforce, and demography require us to rethink and re-examine the core curricula being taught at petroleum schools. The changing landscape like clean energy and carbon neutral delivery are adding pressure to re-examine the subjects taught in the classroom so that the long-term sustainability is established. So, acquiring interdisciplinary skills is crucial with the reformed curricula. The questions to be addressed include: "What is the fundamental problem in the present petroleum education?," "Is there any problem with the present theoretical framework?," "Is the petroleum education aligned with the latest developments such as edge devices, sensors, machine learning and artificial intelligence?," "Is there an academia-industry-regulatory agencies tighter participation?," and "What are the structural changes needed like rebranding as energy engineering?." The paper addresses these questions by proposing a new approach to petroleum engineering education by way of a changed energy engineering program, which involves fundamentals of engineering, sciences, and technologies that culminates in the development of experiential learning on cyber-physical systems.
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Braithwaite, Naomi Joanna. "The Virtual Shoe Salon: A creative and active approach for teaching research and data analysis to fashion students." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13101.

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The push towards creative and active learning in higher education has gained momentum in recent years, creating opportunities for innovative, student focused approaches. The Covid-19 pandemic shifted the educational landscape to the online world, propelling the need to create compelling learning activities for students. While also fostering a sense of community and facilitating both peer relationships and peer learning. This paper presents the development and initial implementation of an innovative teaching tool, The Virtual Shoe Salon, which is based on creative pedagogies and experiential learning. The Virtual Shoe Salon has been implemented to embed stronger skills in research and data analysis within the curriculum of our fashion business courses. As a teaching method it can embrace both online and face to face environments. Drawing from a theoretical foundation of material culture, combined with an adaptation of the photovoice research approach, this salon takes the ordinary, but expressive objects of shoes to engage students in research and analysis through collaboration, conversation and peer to peer learning. The paper presents the rationale for the Virtual Shoe Salon, and findings from its implementation with 250 students. Subsequent evaluation and reflection with both students and staff have evidenced the positive role of the Virtual Shoe Salon in facilitating active and collaborative learning around research and data analysis. While it has actively encouraged a dynamic and collaborative learning environment, the Virtual Shoe Salon has initiated a shared space underpinned by the sense of community and belonging for students that Covid-19 had eroded .
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