#294: Distributed Sensemaking Among Formal and Informal Educators Working Together to Support Nature-based Learning

Nature-based learning has many documented benefits, but it is inequitably accessible to learners because of infrastructural barriers, including lack of professional learning for educators. This study brings together 33 informal and formal educators and examines how they learned with and from one another and the more-than-human world during nature-based professional learning. Findings from analysis of videos, focus groups, surveys, and field notes show how educators shared distributed expertise and engaged in distributed sensemaking.