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Fenwick, T. (2003) Reclaiming and Re-Embodying Experiential Learning through Complexity Science. Studies in the Education of Adults, 35 123-141.
http://www.researchgate.net/publication/233587255 https://doi.org/10.1080/02660830.2003.11661478

has been cited by the following article:

• TITLE: Complexity-Based Pedagogy for E-Learning: Description of Emergence in a Graduate Nursing Program

  AUTHORS: Gail J. Mitchell, F. Beryl Pilkington, Isolde Daiski, Nadine Cross

  KEYWORDS: Nursing Education, Complexity Pedagogy, Emergence, E-Learning

  JOURNAL NAME: Open Journal of Nursing, Vol.7 No.2, February 24, 2017

  ABSTRACT: This paper describes the kind of engagement and emergent learning that happened in three different sections of a graduate nursing course. Three nursing educators used an e-learning platform called Daagu that was developed by faculty guided by complexity pedagogy. A total of 43 students were enrolled in the full credit foundations course in theory and philosophy. Authors describe two specific instances of emergent learning: one was expressed by students in relation to a particular resource (article, TedTalk, YouTube, Poem) or discussion, and the second is in relation to specific “aha moments” or shifts in understanding that changed student attitudes and actions. Quotes of emergent learning provide a source of narrative data for conversing about and developing quality e-learning platforms for students and educators.