Theory Of Experiential Learning Fields[1]


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David Kolb's Experiential Learning Theory

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  • Good evening everyone before I start I would like to share one of my most memorable learning experience.
  • Theory Of Experiential Learning Fields[1]

    1. 1. Theory of Experiential Learning Vida Williams Walden University Richard W. Riley School of Education and Leadership EdD Student EDUC 8101
    2. 2. Objectives <ul><li>To construct a definition of experiential learning. </li></ul><ul><li>To identify individuals who use experiential learning. </li></ul><ul><li>To identify the strengths of experiential learning. </li></ul>
    3. 3. Consider <ul><li>What is you definition of learning? </li></ul><ul><li>What role does experience play in the learning process? </li></ul><ul><li>What are the different stages of experiential learning? </li></ul><ul><li>How does experiential learning benefit us? </li></ul>
    4. 4. Definition of Learning. <ul><li>Learning is acquiring information or “knowing a lot” </li></ul><ul><li>Learning is storing information that can be reproduced. </li></ul><ul><li>Learning involves relating parts of the subject matter to each other and to the real world. </li></ul><ul><li>Learning is interpreting and understanding reality in a different way. </li></ul>
    5. 5. David Kolb <ul><li>Learning emphasizes the learner’s perspective. </li></ul><ul><li>Learning is crucial to the experiential learning concept. </li></ul><ul><li>Experiential means one learns and develops through his own personal experiences and involvements. </li></ul><ul><li>Experiential learning can be described as </li></ul><ul><li>“ hands on.” </li></ul>
    6. 6. David Kolb’s four stages of experiential learning
    7. 7. Four-stage cycle of learning <ul><li>Immediate or concrete experiences (CE) or feeling. </li></ul><ul><li>Observation and reflecting (RO) or watching. </li></ul><ul><li>Abstract concepts (AC) or thinking. </li></ul><ul><li>Actively tested (Experimentation) (AE) or watching. </li></ul>
    8. 8. Learning Movement
    9. 9. Processing Continuum <ul><li>How we approach a task </li></ul>
    10. 10. Processing continuum II <ul><li>East- West axis or Processing Continuum </li></ul><ul><li>how we approach a task. Watch or do. </li></ul><ul><li>. North-South axis or Perception Continuum </li></ul><ul><li>our emotional response or how we feel about it. Think or feel. </li></ul>
    11. 11. David Kolb
    12. 12. Kolb’s and Fry’s learning styles <ul><li>Converger </li></ul><ul><li>Diverger </li></ul><ul><li>Assimilator </li></ul><ul><li>Accommodator </li></ul>
    13. 13. Learning Characteristic Descriptions <ul><li>Kolb and Fry on learning styles (Tennant 1996) </li></ul><ul><li>Converger </li></ul><ul><li>Abstract conceptualization + active experimentation </li></ul><ul><li>strong in practical application of ideas </li></ul><ul><li>can focus on hypo-deductive reasoning on specific problems </li></ul><ul><li>unemotional </li></ul><ul><li>has narrow interests </li></ul>
    14. 14. Learning Characteristic Descriptions <ul><li>Diverger </li></ul><ul><li>Concrete experience + reflective observation </li></ul><ul><li>strong in imaginative ability </li></ul><ul><li>good at generating ideas and seeing things from different perspectives </li></ul><ul><li>interested in people </li></ul><ul><li>broad cultural interests </li></ul>
    15. 15. Learning Characteristic Descriptions <ul><li>Assimilator </li></ul><ul><li>Abstract conceptualization + reflective observation </li></ul><ul><li>strong ability to create theoretical models </li></ul><ul><li>excels in inductive reasoning </li></ul><ul><li>concerned with abstract concepts rather than people </li></ul>
    16. 16. Learning Characteristic Descriptions <ul><li>Accommodator </li></ul><ul><li>Concrete experience + active experimentation </li></ul><ul><li>greatest strength is doing things </li></ul><ul><li>more of a risk taker </li></ul><ul><li>performs well when required to react to immediate circumstances </li></ul><ul><li>solves problems intuitively </li></ul>
    17. 17. Carl Roger’s experiential learning <ul><li>Learning is easier if the personal self-esteem is not threatened </li></ul><ul><li>External pressures must be dramatically decreased </li></ul><ul><li>The knowledge acquired through a self-initiated learning is more durable. </li></ul><ul><li>Experiential learning can be seen as a self-initiation personal development and growth </li></ul>
    18. 18. The role of the facilitator, teacher (trainer) <ul><li>Ensure a positive learning context; </li></ul><ul><li>help the learner to clarify the goals. </li></ul><ul><li>offer to the learner all the educational resources; </li></ul><ul><li>balance the emotional and intellectual components of learning. </li></ul><ul><li>have feelings and knowledge </li></ul><ul><li>do not dominate </li></ul>
    19. 19. Examples of experiential learning <ul><li>Going to the zoo and learning through observation and interaction with the zoo environment , as opposed to reading about animals from a book. </li></ul><ul><li>Playing simple games such as hopscotch. These games can teach many valuable academic and social skills. </li></ul>
    20. 20. An effective facilitator <ul><li>Is passionate about his or her work. </li></ul><ul><li>Is able to immerse participants totally in the learning situation. </li></ul><ul><li>Allows students to gain knowledge from their peers and the environment created. </li></ul>
    21. 21. Benefits of experiential learning <ul><li>Can help to provide a positive emotional platform for future learning. </li></ul><ul><li>Keeps learner motivated. </li></ul><ul><li>Provides a way to break out of the received conditioned training and teaching practices that constrain people’s development at school and work. </li></ul>
    22. 22. 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.
    23. 26. References <ul><li>Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood cliffs, N.J.: Prentice Hall </li></ul><ul><li>Kolb D.A. and Fry, R. (1975) “Towards an applied theory of experiential learning., in C. Cooper (ed.) Theories of group Process, London </li></ul>
    24. 27. References <ul><li>Merriam, S. Caffarella, R, & Baumgartner, L. (2007) learning in adulthood: A comprehensive guide, third edition. San Francisco, CA: Josey-Bass. </li></ul><ul><li>Rogers, C.R. (1969) Freedom to learn. Columbus, OH: Merrill. </li></ul>
    25. 28. References <ul><li>Thompson, M., (2009), Beyond the Ropes’ Mta international learning </li></ul>