experiential learning ppt

1. EXPERIENTIAL
LEARNINGE
concept, importance and
scope

3.  Learning is a dynamic, action process
 The learner learns best by participation (using his eyes,
muscles, thinking processes and feelings, rather than just
his ears)
 The fully functioning or self-actualizing learner engages in
experiences at a qualitatively higher level

4. Experiential learning is a well-known model in education, training,
facilitation and organisational development.
Experiential education is an immersive, participant focused active
approach to learning that engages learners of all ages, backgrounds and
experience levels.
It is effectively used in schools, higher education, therapy, corporate
training and other areas for educational learning, personal development
and skills building.
Introduction

5. According to the Association for Experiential Education, experiential learning can be summed
up in the phrase “challenge and experience followed by reflection and application leading to
learning and growth.”
The concept of experiential learning was first explored by John Dewey, Kurt Hahn, Kurt Lewin
and Jean Piaget, among others. It was made popular by David A. Kolb.
Experiential Education is one that:
• Combines direct experience with focused reflection;
• Builds on past knowledge and experiences;
• Requires active involvement in meaning construction;
• Encourages collaboration and exchange of ideas and perspectives;
• Can be course focused or in-class, community focused, or work focused.
What is experiential learning ??

6. Main points -----
 ELT has its roots in works of Dewey, Lewin, and Piaget
 Experience plays a role in ELT’s process
 ELT is a holistic adaptive process on learning.
 It merges experience, perception, cognition, and behaviour

7.  In the 1970s and 1980s David Kolb drew on the work of Dewey, Piaget, and
the action research model of Kurt Lewin to develop his famous ‘learning
cycle” which saw reflective observation as being a stage in the learning
process in which we strive to understand and conceptualize or interpreting
understanding and interpretation of experience
 Kolb’s learning cycle is widely used in organizational and community action-
learning and participatory research processes.
 Experiential Learning draws on Carl Rogers’ (1969) claim that self-initiated
learning which involves the whole person as the learner (feelings as well as
intellect) is the most lasting and pervasive learning
History

8. How Experiential LearningWorks.
The basic model of expereintial learning cycle is "do reflect decide".
Kolb's Experiential LearningTheory (Kolb, 1984) defines experiential
learning as "the process whereby knowledge is created through the
transformation of experience. Knowledge results from the combination
of grasping and transforming experience."

10. Kolb's Experiential Learning
Theory presents a cycle of four
elements
1. Concrete Experience
2. Reflective Observation
3. Abstract Conceptualization
4. Active Experimentation

11. Kolb described two different ways of grasping experience:
1. Concrete Experience
2. Abstract Conceptualization
He also identified two ways of transforming experience:
1. Reflective Observation
2. Active Experimentation
Understanding the 4 Stages of Experiential Learning Cycle
1. CONCRETE EXPERIENCE:
Concrete experience describes the hands-on experiences that we learn
from. It’s here that we try new things, face problems and step out of our
comfort zone.These experiences could be anything in our personal or
professional lives. its through experience that we get to learn from our
successes or failures.

12. 2. REFLECTIVE OBSERVATION
Next we need to reflect to learn from our experiences. The ‘reflective
observation’ phase of the experiential learning cycle is all about reflection on
the experiences which include both action and feelings. It’s during this stage
that we ponder on the experiences. We get to reflect on what went right and
what could be improved? It’s also a chance to observe how it could have
been done differently and to learn from each other.
3. ABSTRACT CONCEPTUALIZATION
Once we have identified and understand the defining characteristics of an
experience, we can decide on what we can do differently next time. This is a
time for planning and brainstorming steps for success.

13. 4. ACTIVE EXPERIMENTATIONThe active experimentation phase of the
learning cycle is where we get to experiment with our ideas. It’s time to put our
plan of action to the test in the real world!
Examples of Experiential Learning The learning process does not necessarily
begin with experience, however. Instead, each person must choose which
learning mode will work best based upon the specific situation.
For example, let's imagine that you are going to learn how to drive a car. Some
people might choose to begin learning via reflection by observing other people
as they drive. Another person might prefer to start more abstractly, by reading
and analyzing a driving instruction book.Yet another person might decide to
just jump right in and get behind the seat of a car to practice driving on a test
course.

14. The learning styles are combinations of the individual’s preferred
approaches.These learning styles are as follows:
• Reflector / Diverger
• Theorist / Assimilator
• Pragmatist / Converger
• Activist / Accomodator
For example, people with the Diverging learning style are dominant in
the areas of concrete experience and reflective observation.
Kolb suggests that a number of different factors can influence preferred
learning styles. Some of the factors that he has identified include:
• Personality type
• Educational specialization
• Career choice
• Current job role
• Adaptive competencies

15. Below are two examples
Learning to ride a bicycle:
• Reflective observation -Thinking about riding and watching another person
ride a bike.
• Abstract conceptualization - Understanding the theory and having a clear
grasp of the biking concept.
• Concrete experience - Receiving practical tips and techniques from a biking
expert.
• Active experimentation - Leaping on the bike and have a go at it.
Learning to coach:
• Concrete experience - Having a coach guide you in coaching someone else.
• Active experimentation - Using your people skills with what you have
learned to achieve your own coaching style.
• Reflective observation - Observing how other people coach.
• Abstract conceptualization - Reading articles to find out the pros and cons
of different methods.

16. Nature of experiential learning
A. Reflection on doing
B. Pedagogical process
C. Different from rote or didactic learning
D. A way of doing
E. Review /reflectrion
F. Development of 21st centeury skills
G. Different from experiential education
H. Learner cenetered
I. An approach to learning

17. Importance of Experiential Learning
 Makes learning relatable to participants: Participants build on what they already know and
are provided with opportunities to make connections between new concepts and existing
ones.
 Increases the effectiveness of learning: Participants engage in critical thinking, acquire
problem solving skills and engage in decision making.
 Links theory to practice: Participants have the chance to engage in the experience and
practice what they have learned, see the applicationof the theoretical concepts in practice,
process that application and make generalizations.

18. • Increases Participants’ engagement, by encouraging
collaboration
• Assists in memory retention, by building strong
relationships between feelings and thinking processes.
Participants have the capacity to learn successfully when
the information is associated with values and feelings.
• Leads to development of skills for lifelong learning, by
assisting in the acquisition of essential skills and
encouraging Participants to reflect, conceptualize, and plan
for next steps.

19. When Does Experiential Learning Happen
Experiential learning is said to happen when participants get
immersed cognitively, affectively, and behaviorally and are
supported by a facilitator in reflecting, processing the
experiences, emotions, thoughts and actions to get a insight
in a safe learning environment, leading to change in
perspective, understanding, thought, and behaviour. is able
to apply the newly acquired learning in a different real life
situation thereby demonstrating change.

20. Where can Experiential Learning can be used.?
Experiential learning can become a continuous
process of learning and development in
corporate companies and schools by adopting
the basic steps of "do, reflect and apply".

21. There are many ways to practice experiential
learning some of which are outlined below.

22. What are ApplicationAreas of Experiential Learning
A range of skills and behaviors can be learned with experiential learning
• Team Building
• Team Bonding
• Trust Building
• Collaboration

23. • Communication
• MotivatingTeams
• Assertiveness
• Decision Making
• Innovation
• StrategicThinking
• Creativity
• Customer Focus
• Confidence Building
• Conflict Management
• Management Development
• Leadership Development Programs
• Change Management

24.  Cross FunctionalTeams
 Cross CulturalTeams
 VirtualTeams
 High PerformanceTeams
 Coaching
 Mentoring
 Organizational effectiveness
 Thought Leadership
 Conflict Management
 Time Management
 Stress Management
 Emotional Intelligence
 Goal Setting

25. Scope of experiential learning
Broad umbrella term
co-operative learning
Adventure learning
Experiential learning and
apprenticesship

26. Scope
2.A wide range of design models in which experiential learning can be
designed and delivered like Laboratory ,workshops ,inquiry,case
study,problem based
3. Experiental learning –the future of learning
4.Used in business field(applied knowledge)