The document discusses the significance of experiential knowledge in enhancing innovation within higher education teaching-learning processes. It outlines critical concepts, processes of knowledge creation, and enabling conditions that facilitate this type of knowledge for teaching and learning. The authors emphasize the need for approaches that develop adaptive competencies and reflect on informal community support to foster innovation.

1. Experiential Knowledge Creation
Processes in the Higher Education
Teaching-Learning process
Didiosky Benítez, MSc
Dalgys Pérez, PhD
Frederik Questier, PhD
Chang Zhu, PhD

2. Knowledge acquired through life experiences
is one of the most important sources for
innovation in organizations, including higher
education institutions

3. Research Questions
1. What processes underlie the creation of knowledge
derived from teaching and learning experiences in
the Higher Education teaching-learning process?
2. How they are connected to innovation in Higher
Education?

4. Summary
• Basic concepts on experiential knowledge
• Experiential knowledge creation processes
• Enabling conditions
• Principles to encourage innovation in Higher
Education teaching-learning processes

5. Experiential knowledge
Refers to things perceived from concrete experiences,
things tacitly (or implicitly) learned or acquired after a
period of reflection on experiences
(Eraut 1994; Storkerson 2009)

6. Experiential knowledge in the
educational context
Knowledge
of People
Control Situational
Knowledge Knowledge
Experiential
Knowledge
Conceptual Knowledge
Knowledge of Practice
Process of
Knowledge
(Eraut, 1994)

7. Experiential knowledge in the Higher
Education teaching-learning process
In Teaching In Learning
Experiential Knowledge

8. Experiential knowledge
creation processes
Knowledge Knowledge
Production Use
• Knowledge
Creation Processes
• Knowledge
Evaluation
Knowledge Knowledge
Use Integration
McElroys’ Knowledge Life Cycle

9. Experiential knowledge creation processes in
the Higher Education teaching-learning process
Organizational
perspective
Construction of
Socialization of Development of Active
teaching-learning
stories “theories” experimentation
objects of attention
Enlarging
Sharing tacit
individual Conceptualization Crystallization
knowledge
knowledge
attention & reflection storytelling dialogue experimentation
Concrete Reflective Abstract Active
Experience observation conceptualization experimentation
Individual
perspective
(Nonaka & Takeuchi, 1995)
(Kolb, 1984)

10. Experiential knowledge creation processes in
the Higher Education teaching-learning process
Socialization of Socialization of
teaching-derived learning-derived
stories stories
Development of Construction of Development of
teaching-derived Teaching-Centered Teaching-Learning Learning-Centered learning-derived
theories Objects of Attention theories
Active Active
experimentation of experimentation of
teaching-derived learning-derived
theories theories

11. Enabling conditions
• Individual commitment
Participants • Adaptive competencies
• Institutionalization of reflection
• Redundancy
Environment •
•
Requisite variety
Support of communities
• Challenging goals

12. Experiential knowledge creation processes
can be used as a useful framework to
encourage innovation in the Higher Education
teaching-learning process

13. • Teaching-learning approaches should
develop learner’s adaptive
competencies and commitment
• Teaching-learning approaches should
plan reflection activities
• Teaching-learning approaches should
support the development of informal
communities

14. • Stories, theories and social networks (around
stories and theories) should be considered
foundational concepts for the development of ICT
that support teaching-learning approaches
looking for innovations

15. • Academic program assessments should consider
the use of measures and methods supported on
the social network analysis of stories and theories

16. Thank You!
didiosky@uclv.edu.cu
dalgys2@uclv.edu.cu
frederik.questier@vub.ac.be
chang.zhu@vub.ac.be