Theory of Experiential Learning

Vida WilliamsWalden University

Richard W. Riley School of Education and Leadership

EdD Student EDUC 8101

Objectives

To construct a definition of experiential learning.

To identify individuals who use experiential learning.

To identify the strengths of experiential learning.

Consider

What is you definition of learning?

What role does experience play in the learning process?

What are the different stages of experiential learning?

How does experiential learning benefit us?

Definition of Learning.

• Learning is acquiring information or “knowing a lot”

• Learning is storing information that can be reproduced.

• Learning involves relating parts of the subject matter to each other and to the real world.

• Learning is interpreting and understanding reality in a different way.

David Kolb

• Learning emphasizes the learner’s perspective.

• Learning is crucial to the experiential learning concept.

• Experiential means one learns and develops through his own personal experiences and involvements.

• Experiential learning can be described as • “hands on.”

David Kolb’s four stages of experiential learning

Four-stage cycle of learning

• Immediate or concrete experiences (CE) or feeling.

• Observation and reflecting (RO) or watching.

• Abstract concepts (AC) or thinking.

• Actively tested (Experimentation) (AE) or watching.

Learning Movement

Processing Continuum

• How we approach a task

Processing continuum II

• East- West axis or Processing Continuum

how we approach a task. Watch or do.

. North-South axis or Perception Continuum

our emotional response or how we feel about it. Think or feel.

David Kolb

Kolb’s and Fry’s learning styles

• Converger

• Diverger

• Assimilator

• Accommodator

Learning Characteristic Descriptions

• Kolb and Fry on learning styles (Tennant 1996)

• Converger• Abstract conceptualization + active experimentation

• strong in practical application of ideas• can focus on hypo-deductive reasoning on specific problems• unemotional• has narrow interests

Learning Characteristic Descriptions

• Diverger• Concrete experience + reflective observation• strong in imaginative ability

• good at generating ideas and seeing things from different perspectives

• interested in people• broad cultural interests

Learning Characteristic Descriptions

Assimilator• Abstract conceptualization + reflective observation

• strong ability to create theoretical models• excels in inductive reasoning• concerned with abstract concepts rather than people

Learning CharacteristicDescriptions

• Accommodator

• Concrete experience + active experimentation

• greatest strength is doing things

• more of a risk taker

• performs well when required to react to immediate circumstances

• solves problems intuitively

Carl Roger’s experiential learning

• Learning is easier if the personal self-esteem is not threatened

• External pressures must be dramatically decreased

• The knowledge acquired through a self-initiated learning is more durable.

• Experiential learning can be seen as a self-initiation personal development and growth

The role of the facilitator, teacher (trainer)

• Ensure a positive learning context;

• help the learner to clarify the goals.

• offer to the learner all the educational resources;

• balance the emotional and intellectual components of learning.

• have feelings and knowledge

• do not dominate

Examples of experiential learning

• Going to the zoo and learning through observation and interaction with the zoo environment , as opposed to reading about animals from a book.

• Playing simple games such as hopscotch. These games can teach many valuable academic and social skills.

An effective facilitator• Is passionate about his or her work.

• Is able to immerse participants totally in the learning situation.

• Allows students to gain knowledge from their peers and the environment created.

Benefits of experiential learning

• Can help to provide a positive emotional platform for future learning.

• Keeps learner motivated.

• Provides a way to break out of the received conditioned training and teaching practices that constrain people’s development at school and work.

conventional experientialtraining 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.

References

• Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood cliffs, N.J.: Prentice Hall

• Kolb D.A. and Fry, R. (1975) “Towards an applied theory of experiential learning., in C. Cooper (ed.) Theories of group Process, London

References

• Thompson, M., (2009), Beyond the Ropes’ Mta international learning