The document discusses experiential learning (EL), which involves learning through experience and reflection. It defines EL and explains that knowledge is created through transforming experiences. There are two types of EL: field-based experiences like internships, and classroom-based experiences like simulations. The document also discusses how EL aligns with teaching millennial students and outlines principles for effective EL teaching. It then provides an example analysis of how EL is incorporated into entrepreneurship courses at a university.

1. E X P E R I E N T I A L
L E A R N I N G

2. C A N Y O U G U E S S T H E W O R D ?
N I N G M E N T A L E X P E R I L E A R
EXPERIMENTAL LEARNING

3. W H A T I S E X P E R I E N T I A L L E A R N I N G
“Experiential learning means learning from experience or
learning by doing. Experiential education first immerses
learners in an experience and then encourages reflection
about the experience to develop new skills, new attitudes, or
new ways of thinking.” – Kolb (1994)

4. E X P L A N A T I O N O F
E X P E R I E N T I A L L E A R N I N G
• “The process by which knowledge is created through the
transformation of experience, [and] knowledge results from the
combination of grasping and transforming experience.” – Kolb
(1984)

5. Types of Experiential Learning
-Field based experiences
-Classroom based experiences

6. Field based EL
Occurs when the student is subjected to external learning
opportunities such as internships, cooperative education programs,
practicum’s and service learning. – Lewis & Williams, 1994)

7. Classroom based EL
Growing in popularity since“Chickering and Gamson recommended
‘active learning’ as one of the seven ‘principles of good practice’ for
excellence in undergraduate education” in 1987 (Lewis & Williams,
1994).
Role playing exercises, simulations, presentations and various types of
group work – Schwartz (2015)

8. Differences between EL & conventional teaching
• Student/Teacher relationship is different
• Student takes an active role on what knowledge needs to be
acquired
• Curriculum may not be clearly defined
• Student identifies applicable knowledge and process through
KELT – Moon (2004)

9. EL and Millennials
-Largest and most diverse population to attend college – Strauss &
Howe (1993)
-like to feel special
-sheltered
-team oriented
-confident
-strong desire to achieve
-cultured

10. Teaching Millennials
• “lecturing is the least effective teaching strategy to use to create a
positive learning environment for the Millennial student” - Brown,
Hansen-Brown & Conte (2011)
• Hawtrey (2007) agreed with this when she found that students
ranked experiential learning techniques as [millennials] most
preferred learning tool.

11. Teaching Experiential Learning
“Simple participation in a prescribed set of learning experiences does
not make something experiential. The experiential methodology is
not linear, cyclical, or even patterned. It is a series of working
principles, all of which are equally important or must be present to
varying degrees at some time during experiential learning. These
principles are required no matter what activity the student is
engaged in or where the learning takes place” – Chapman, McPhee,
Proudman (1995)

12. 1. Mixture of content and process: There must be a balance between
the experiential activities and the underlying content or theory.
2. Absence of excessive judgment: The instructor must create a safe
space for students to work through their own process of self-
discovery.
3. Engagement in purposeful endeavors: In experiential learning, the
learner is the self- teacher, therefore there must be “meaning for the
student in the learning.” The learning activities must be personally
relevant to the student.

13. 4. Encouraging the big picture perspective: Experiential activities must
allow the students to make connections between the learning they are
doing and the world. Activities should build in students the ability see
relationships in complex systems and find a way to work within them.
5. The role of reflection: Students should be able to reflect on their own
learning, bringing “the theory to life” and gaining insight into
themselves and their interactions with the world.
6. Creating emotional investment: Students must be fully immersed in the
experience, not merely doing what they feel is required of them. The
“process needs to engage the learner to a point where what is being
learned and experience strikes a critical, central chord within the
learner.”

14. 7. The re-examination of values: By working within a space that has been made
safe for self-exploration, students can begin to analyze and even alter their
own values.
8. The presence of meaningful relationships: One part of getting students to see
their learning in the context of the whole world is to start by showing the
relationships between “learner to self, learner to teacher, and learner to
learning environment.”
9. Learning outside one’s perceived comfort zones: “Learning is enhanced when
students are given the opportunity to operate outside of their own perceived
comfort zones.” This doesn’t refer just to physical environment, but also to
the social environment. This could include, for instance, “being accountable
for one’s actions and owning the consequences” (Chapman, McPhee, &
Proudman, 1995)

15. Analysis EL & Entrepreneurship at WSB
• Review of BMG 214
• Review of BMG 318

16. B M G 2 1 4

17. S T A T I S T I C S
NILS ELAINE

18. B M G 3 1 8

19. Voodoo Promotional Objects
• 80% of business were short
term customers
• Business model conflict with
customer needs
• Highly competitive
• Difficulty finding long term
customers
• Proposed new ideas on finding
and maintaining customers
• Suggested website changes to
appeal to a broader market

20. • Strategic target market entry
• Enforce sales and branding
• Product Mix and management
• Branding issues
• Pricing
• Sales functions

21. BMG 318 and EL
• Mixture of content & Process
• No excessive judgment
• Purposeful
• Big picture perspective
• Assisted reflection
• Emotional investment
• Re-examination of values
• Created meaningful relationships
• Learning outside of comfort zones
-Follows Chapman’s principles

22. T H A N K Y O U