Experiential Learning Theory (ELT) is a model of learning that involves concrete experience, reflective observation, abstract conceptualization, and active experimentation. ELT proposes that learning is best facilitated by hands-on experience, reflection on that experience, conceptualization of lessons learned, and active testing of new ideas. Kolb identified four learning styles - diverging, assimilating, converging, and accommodating - that are suited to different parts of the ELT cycle. ELT is well-suited for higher education where students can engage in experiences like group work, lectures, lab work, and field work to actively learn through a cycle of experience, reflection, conceptualization, and experimentation.
We are students in our 2nd year of a BA (Hons) Professional Studies in Education. As a class we were asked to act as a 'community of practice' to explore different teaching and learning theories, the result was this presentation. Thank you Ann for inspiring us and getting us started.
We are students in our 2nd year of a BA (Hons) Professional Studies in Education. As a class we were asked to act as a 'community of practice' to explore different teaching and learning theories, the result was this presentation. Thank you Ann for inspiring us and getting us started.
Kolb’s learning styles - Manu Melwin Joymanumelwin
The principle of reinforcement: continuous and repetitive practice ensures the retention of knowledge and skills.
The principle of behavior modeling: set models for the trainees to follow.
The principle of feedback: timely and adequate feedback motivates the trainees.
The principle of learning transfer: those that can be transferred to work are most likely to be retained.
David Kolb published his learning styles model in 1984.
The model gave rise to related terms such as Kolb's experiential learning theory (ELT), and Kolb's learning styles inventory (LSI).
In his publications - notably his 1984 book 'Experiential Learning: Experience As The Source Of Learning And Development' Kolb acknowledges the early work on experiential learning by others in the 1900's, including Rogers, Jung, and Piaget.
In turn, Kolb's learning styles model and experiential learning theory are today acknowledged by academics, teachers, managers and trainers as truly seminal works; fundamental concepts towards our understanding and explaining human learning behaviour, and towards helping others to learn.
Kolb's experiential learning theory works on two levels: a four stage cycle of learning and four separate learning styles. Much of Kolb’s theory is concerned with the learner’s internal cognitive processes.
Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences.
“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38).
A learning style is student’s consistent way of responding to and using stimuli in the context of learning.
David A. Kolb, Harvard Professor of Organizational Behavior, put forward the mode of “experiential learning cycle”
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Models of Learning".
Presentation at the HEA-funded workshop 'Using an online, virtual reality audit simulation to enhance teaching and learning within Accounting and Finance'
The event was an opportunity for interested parties to meet together to experience an online audit simulation designed to enhance teaching and learning for Accounting and Finance students. The event also provided opportunities to build upon current expertise in sector by promoting knowledge exchange and sharing resources between institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1qer5PH
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
Kolb’s learning styles - Manu Melwin Joymanumelwin
The principle of reinforcement: continuous and repetitive practice ensures the retention of knowledge and skills.
The principle of behavior modeling: set models for the trainees to follow.
The principle of feedback: timely and adequate feedback motivates the trainees.
The principle of learning transfer: those that can be transferred to work are most likely to be retained.
David Kolb published his learning styles model in 1984.
The model gave rise to related terms such as Kolb's experiential learning theory (ELT), and Kolb's learning styles inventory (LSI).
In his publications - notably his 1984 book 'Experiential Learning: Experience As The Source Of Learning And Development' Kolb acknowledges the early work on experiential learning by others in the 1900's, including Rogers, Jung, and Piaget.
In turn, Kolb's learning styles model and experiential learning theory are today acknowledged by academics, teachers, managers and trainers as truly seminal works; fundamental concepts towards our understanding and explaining human learning behaviour, and towards helping others to learn.
Kolb's experiential learning theory works on two levels: a four stage cycle of learning and four separate learning styles. Much of Kolb’s theory is concerned with the learner’s internal cognitive processes.
Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences.
“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38).
A learning style is student’s consistent way of responding to and using stimuli in the context of learning.
David A. Kolb, Harvard Professor of Organizational Behavior, put forward the mode of “experiential learning cycle”
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Models of Learning".
Presentation at the HEA-funded workshop 'Using an online, virtual reality audit simulation to enhance teaching and learning within Accounting and Finance'
The event was an opportunity for interested parties to meet together to experience an online audit simulation designed to enhance teaching and learning for Accounting and Finance students. The event also provided opportunities to build upon current expertise in sector by promoting knowledge exchange and sharing resources between institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1qer5PH
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
This presentation is about the learning theories which are the subject-matter of Educational Psychology. It focuses on the three main domain of learning theories; Behavioral , Cognitive and Constructive. Further, it also contains the educational implication of all learning theories.
In this chapter of Effective HR, Theories of Learning is explained. This chapter covers topics like understanding what learning is, the classification of learning capabilities and to understand the various theories of learning. This presentation on Effective HR is an initiative by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/SlideShareEffectHR
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MML2008 Anglia Ruskin Cambridge Simon BignellSimon Bignell
A talk given at MML2008 conference at Anglia Ruskin University. Blended Learning with 3D Virtual Environments. Simon Bignell - University of Derby.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
This presentation shared what neuroscience, cognitive science, and biology have to tell us about developing a learner centered approach to teaching. Originally presented at the Upper Peninsula of Michigan Conference on Teaching and Learning, May 11, 2018.
I gave a one hour overview to librarians from NH about assessment. My approach to assessment focuses on collection of performance assessments, mapping session level outcomes to program outcomes, aggregating data by outcome, SHARING what you learn, and contributing to program level assessment. I plan for and organize assessment methods into “tiers” with tier one assessments capturing student development of information literacy from a variety of academic experiences, and tier two assessment methods capturing librarians contribution to students development of information literacy. One librarian asked me after the discussion: where should I begin, especially with limited access to students? My recommendation is always to start with what’s already being done. Where are students already being assessed? Look there and see what you can learn about the challenges students are having. Then create your plan, and “start small, but start” as Deb Gilchrist and other ACRL Immersion faculty always mantra.
https://docs.google.com/presentation/d/1pOxo0s29jsQw9PVr7fp1AA7HKeOL8T_YiupQjyZFpGM/edit?usp=sharing
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Experiential Learning
Theory
Experiential Learning Theory (ELT) provides a holistic
model of the learning process and a multilinear model of
adult development, both of which are consistent with
what we know about how people learn, grow, and develop.
-David A. Kolb(Theory Originator)
5. Key Points
• Concrete Experience(CE)-Learner actively experiences
and activity (lab sessions,field work, etc.)
• Reflective Observation(RO)-Learner consciously reflects
on that experience.
• Abstract Conceptualization(AC)-Learn tries to
conceptualize a theory about that experience, and what
is observed.
• Active Experimentation(AE)-Learner tries to plan to
test the theory on what they had observed.
6. Key Points
•Kolb’s ELT is a cyclical theory where a learner
may start at any point in the cycle.
•Kolb has identified 4 different learning styles that
are heightened under the Experiential Learning
Theory, known as the Learning Style Inventory
7. Learning Style Inventory
• Diverging-dominantly use CE and RO. These types of learners
view “concrete situations” from many different viewpoints. They
learn best when working in groups, listening with open minds, and
receiving personalized feedback.
• Assimilating-dominantly use AC and RO. These types of learners
can take a wide range of information and put it into a more logical,
concise form. They learn best through readings, lectures, viewing
analytical models, and having time to think things through.
8. Learning Style Inventory
• Converging-dominantly use AC and AE. These types of learners
find practical uses for ideas and theories. They learn best through
experimenting with new ideas, simulations, lab assignments and
practical applications.
• Accommodating-dominantly use CE and AE. These types of
learners favor “hands-on experience.” They learn best when
working with others to finish assignments, set goals, field work,
and testing ways to complete a project.
9.
10. Classroom Implications for
Teachers
• Experiential learning is best focused on higher
education-for students in colleges and universities.
• Professors can provide quality lectures, thorough
readings, and means to quality group work in a college
setting.
• Through technology, professors can teach online
classes, create simulations, provide online and technical
lab work for students, and virtual field work for fields
that qualify.
11. Classroom Implications For
Students
• College students become more independent than they once
were, making the ELT more applicable to the student,
rather that the teacher.
• A student can learn with subtle facilitation-such as online
classes, readings/lectures, lab sessions, and field work.
None of these take one-on-one facilitation.
• Technology can play a great part in a learner’s experience
with ELT such as online classes, etc. Virtual field work,
online training, and model simulation can be used.
12. In My Classroom...
• As an Elementary Ed major, I chose to research an upper level learning theory. This
is how my students will learn in the future. As a teacher, it is my respondsibility to
educate students in the best way possible so that they may attain a quality
education. To teach with the ELT model at a young age may be helpful- I can utilize
group work and hands-on experience so that my students may learn through doing.
Cognitive reflection of the activity will allow the student to understand what they
have learned through such experience.
• For example, I could assign a group science project on which soil helps plants grow
faster. Through this hands-on assignment, the students will not only perform the
experiment, but learn how and what it takes for a plant to grow.
