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Experiential learning encompasses a wide variety of activities both inside and outside of the classroom.
Along with providing an opportunity for students to apply their knowledge and skills, experiential learning can challenge students by presenting what is known as 'novelty space' (Orion and Hofstein 1994). Described by Cotton and Cotton (2007) as having four dimensions (cognitive, psychological, geographic, and social), teaching and learning literature appears to be in agreement that the amount of novelty space encountered by students can diminish their ability to meet cognitive learning objectives. An annotated bibliography to some of the literature on novelty space is provided here.
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