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The Nature of Experiential
Learning
Often dysfunctional, always incomplete
Need to use present experience to test our
be...
Stop and Think
Can you recall a personally
significant learning experience?
In formal education or in the school of life?
...
What Makes Learning Significant?
(experience attended to
and reflected on)
(experience not
attended to)
Learning Non-Learn...
Informal and Incidental Learning
from Experience
Informal Learning: Can be planned or unplanned,
but usually conscious aw...
Informal Learning
Requires becoming aware of conscious
learning in a non-routine situation as people
reflect on experience
Incidental Learning
When incidental learning occurs, people
often act with little or no reflection, and the
learning is t...
What proportion of our learning
do you think is informal and
incidental as compared to
formal learning?
What are the impli...
What do we mean by “reflective
practice?”
Stephen
Brookfield’s
concept of
critical
reflection
David Boud’s
ideas about
ref...
What strategies do you use to
engage learners in reflective
practice?
Journal writing
End-of-course reflective essays
B...
Practices to Enhance Student Blogging
Explain the
“WHY” for
engaging in
reflective
practice
Explain the “HOW” of
reflectiv...
How do Digital
Stories
Contribute to
Reflective
Learning?
Steps in the Digital Storytelling Process
First, write the story –
aim for 300 words
Share the story orally in
a story c...
Search free digital media sites
for photos licensed under the
Creative Commons for remixing
and Attribution/ Share Alike
...
What is the Creative Commons?
A San Francisco non-
profit organization
founded in 2002 that
has developed several
copyrig...
In Conclusion, Reflective Practice …
Engages students in deeper-level learning
from experience
Can challenge taken-for-gra...
References for this presentation
Boud, D. (2001, Summer). Using journal writing to enhance reflective practice. New Direct...
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Experiential learning and reflective practice 7 17-13

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Transcript of "Experiential learning and reflective practice 7 17-13"

  1. 1. The Nature of Experiential Learning Often dysfunctional, always incomplete Need to use present experience to test our beliefs, correcting the misinterpretations we’ve made We often manipulate experience to fit our beliefs We usually see and hear selectively
  2. 2. Stop and Think Can you recall a personally significant learning experience? In formal education or in the school of life? What was it? What were the circumstances surrounding the experience? Why was it significant to you?
  3. 3. What Makes Learning Significant? (experience attended to and reflected on) (experience not attended to) Learning Non-Learning Experience Non-Significant Significant (can involve expansion but is not subjectively valued) • Subjectively valued AND • Has personal impact involving expansion or transformation
  4. 4. Informal and Incidental Learning from Experience Informal Learning: Can be planned or unplanned, but usually conscious awareness that learning is taking place Incidental Learning: A by-product of some other activity; usually unintentional, unexamined, and embedded in closely held belief systems Marsick and Watkins’ definitions, 1990, 1992
  5. 5. Informal Learning Requires becoming aware of conscious learning in a non-routine situation as people reflect on experience
  6. 6. Incidental Learning When incidental learning occurs, people often act with little or no reflection, and the learning is thus embedded in their action To bring awareness of learning to surface requires making tacit assumptions explicit; Langer calls this concept “mindfulness”
  7. 7. What proportion of our learning do you think is informal and incidental as compared to formal learning? What are the implications of this for the learners you teach?
  8. 8. What do we mean by “reflective practice?” Stephen Brookfield’s concept of critical reflection David Boud’s ideas about reflective learning through writing Donald Schön’s concepts • Knowing-in- action • Reflection-on- action • Reflection-in- action
  9. 9. What strategies do you use to engage learners in reflective practice? Journal writing End-of-course reflective essays Blogs as reflective learning journals Digital storytelling
  10. 10. Practices to Enhance Student Blogging Explain the “WHY” for engaging in reflective practice Explain the “HOW” of reflective practice with a blog Create some structure: Model the process with your own blog!
  11. 11. How do Digital Stories Contribute to Reflective Learning?
  12. 12. Steps in the Digital Storytelling Process First, write the story – aim for 300 words Share the story orally in a story circle with peers Continue to refine and reduce the story to its key elements; peer feedback helps Create a storyboard Remember, it’s an iterative process
  13. 13. Search free digital media sites for photos licensed under the Creative Commons for remixing and Attribution/ Share Alike Choose music to create tone and set the emotion of the story Download Microsoft Photostory 3 and begin to arrange photos, music, transitions, and narration to create the desired effect Photostory saves work as a movie file; can upload to YouTube Steps in the Digital Storytelling Process
  14. 14. What is the Creative Commons? A San Francisco non- profit organization founded in 2002 that has developed several copyright licenses that are free to the public, designed to expand the range of creative works for others to build upon
  15. 15. In Conclusion, Reflective Practice … Engages students in deeper-level learning from experience Can challenge taken-for-granted assumptions Generates social learning when carried out in a supportive community of student bloggers Can be creative and emotionally expressive when learners are engaged in digital storytelling
  16. 16. References for this presentation Boud, D. (2001, Summer). Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 90, 9-17. Boud, D., Keogh, R., & Walker, D. (1985). (Eds.). Reflection: Turning experience into learning. New York: Kogan Page. Brookfield, S. D. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass. Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass. Brookfield, S. D. (1997, Fall). Accessing critical thinking. New Directions for Adult and Continuing Education, 74, 17-29. Carter, T. J. (2010, in press). Blogging as reflective practice in the graduate classroom. In K. King & T. Cox (Eds.), Teaching with digital media: Best practices and innovations in higher education. Charlotte, NC: Information Age Publications. Hull, G. A., & Katz, M. (2006, August). Crafting an agentive self: Case studies of digital storytelling. Research in the Teaching of English, 41(1), 43-81. McLellan, H. (2008, October). Digital storytelling: Expanding media possibilities for learning. Educational Technology, 18-21. Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47, 220-228. doi: 10.1080/00405840802153916 Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass. Wilson, A. L. (2009, Fall). Reflecting on reflecting on practice. New Directions for Adult and Continuing Education, 123, 75-85.
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