Theory Of Experiential Learning Fields[1]

Theory of Experiential Learning Vida Williams Walden University Richard W. Riley School of Education and Leadership EdD Student EDUC 8101

Objectives
To construct a definition of experiential learning.
To identify individuals who use experiential learning.
To identify the strengths of experiential learning.

Consider
What is you definition of learning?
What role does experience play in the learning process?
What are the different stages of experiential learning?
How does experiential learning benefit us?

Definition of Learning.
Learning is acquiring information or “knowing a lot”
Learning is storing information that can be reproduced.
Learning involves relating parts of the subject matter to each other and to the real world.
Learning is interpreting and understanding reality in a different way.

David Kolb
Learning emphasizes the learner’s perspective.
Learning is crucial to the experiential learning concept.
Experiential means one learns and develops through his own personal experiences and involvements.
Experiential learning can be described as
“ hands on.”

David Kolb’s four stages of experiential learning

Four-stage cycle of learning
Immediate or concrete experiences (CE) or feeling.
Observation and reflecting (RO) or watching.
Abstract concepts (AC) or thinking.
Actively tested (Experimentation) (AE) or watching.

Learning Movement

Processing Continuum
How we approach a task

Processing continuum II
East- West axis or Processing Continuum
how we approach a task. Watch or do.
. North-South axis or Perception Continuum
our emotional response or how we feel about it. Think or feel.

David Kolb

Kolb’s and Fry’s learning styles
Converger
Diverger
Assimilator
Accommodator

Learning Characteristic Descriptions
Kolb and Fry on learning styles (Tennant 1996)
Converger
Abstract conceptualization + active experimentation
strong in practical application of ideas
can focus on hypo-deductive reasoning on specific problems
unemotional
has narrow interests

Diverger
Concrete experience + reflective observation
strong in imaginative ability
good at generating ideas and seeing things from different perspectives
interested in people
broad cultural interests

Assimilator
Abstract conceptualization + reflective observation
strong ability to create theoretical models
excels in inductive reasoning
concerned with abstract concepts rather than people

Accommodator
Concrete experience + active experimentation
greatest strength is doing things
more of a risk taker
performs well when required to react to immediate circumstances
solves problems intuitively

Carl Roger’s experiential learning
Learning is easier if the personal self-esteem is not threatened
External pressures must be dramatically decreased
The knowledge acquired through a self-initiated learning is more durable.
Experiential learning can be seen as a self-initiation personal development and growth

The role of the facilitator, teacher (trainer)
Ensure a positive learning context;
help the learner to clarify the goals.
offer to the learner all the educational resources;
balance the emotional and intellectual components of learning.
have feelings and knowledge
do not dominate

Examples of experiential learning
Going to the zoo and learning through observation and interaction with the zoo environment , as opposed to reading about animals from a book.
Playing simple games such as hopscotch. These games can teach many valuable academic and social skills.

An effective facilitator
Is passionate about his or her work.
Is able to immerse participants totally in the learning situation.
Allows students to gain knowledge from their peers and the environment created.

Benefits of experiential learning
Can help to provide a positive emotional platform for future learning.
Keeps learner motivated.
Provides a way to break out of the received conditioned training and teaching practices that constrain people’s development at school and work.

conventional experiential training learning training centered/focused - theoretical learner –centered/ focused – really doing it prescribed fixed design and content flexible open possibilities for external need (organisation, exams, etc.) for internal growth and discovery Transfers/explains knowledge/skills develops knowledge/skills/emotions via experience fixed structured delivery/facilitation not delivered, minimal facilitation, enstructured Timebound measurably components (mostly) not timebound, more difficult to measure Suitable for groups and fixed outcomes Individually directed, flexible outcomes Examples: powerpoint presentations chalk and talk classes, reading, exam study, observation, etc. Examples: learning a physical activity, games and exercises, drama and role-playing which become real, hobbies, etc.

References
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood cliffs, N.J.: Prentice Hall
Kolb D.A. and Fry, R. (1975) “Towards an applied theory of experiential learning., in C. Cooper (ed.) Theories of group Process, London

References
Merriam, S. Caffarella, R, & Baumgartner, L. (2007) learning in adulthood: A comprehensive guide, third edition. San Francisco, CA: Josey-Bass.
Rogers, C.R. (1969) Freedom to learn. Columbus, OH: Merrill.

References
Thompson, M., (2009), Beyond the Ropes’ Mta international learning

Theory Of Experiential Learning Fields[1]

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