Experiential Learning

Experiential Learning is an approach to learning in which participants become a part of an activity, reflect on it, and obtain useful skills and knowledge. Learning which is developed experientially by the learner is owned by him, and becomes and important factor of behavioral change. Behavioral change in that case is defined to be skill development or simply obtaining knowledge and concepts, and it occurs through Experiential Learning. There is an experiential learning cycle done by David Kolb, an educational theorist. This cycle contains Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. Carl Roger named it differently, and it contains Facts (What Happened?), Feelings (What did I experience?), Findings (Why did this happen?), and Futures (What will I do?). The Third was done by Chris Argyris and Donald Schon, and it contains Theory of Action, Assess Behavior and Consequences, Revise Theory, and Implement Revise Theory. They all have the same meaning but implemented and explained quite differently.

Experiential Learning Cycle

1- Provide a concrete experience that involves doing, first time to be seen by the learners so it pushes the learner beyond previous experiences, and take the learner out of the comfort zone, and provides him with the risk of failure.

2- Know the reactions of the participants and how they feel about the experience.

3- Talk about how the experience was done, and the thoughts or the problems experienced, and the personal experience gained by the participants.

4- Connect the experience with the real world, and draw attention to the key terms captured from the learning experience.

5- Discuss how the new learning can be useful in the future, and how can it be applied in different circumstances. 6- Evaluation: What was learned? What Worked? What Could Be Changed in the future?

David Kolb Cycle

David A. Kolb is known for his input to the thinking of organizational. He has a concern in the nature of individual and social change, experiential learning, career development and executive and professional education.

Kolb disagrees that the learning cycle can begin at any of the four stages, and that it should be an approach as a nonstop cycle. However, it is recommended that the learning process should begin with a person who has experienced a certain action and saw the effect or the consequences of the action in this situation. Then, the second step is to understand these effects in the particular occasion so that if the same action happened in the same conditions it would be possible and easier to foresee what would be the consequences or benefits behind this action. In this pattern the third step is to understand the general principle under which the action happens. When this principle is understood and applied, the learner will be able to anticipate the future effects of the action.

In Kolbs learning theory model, he defined the three stages a person passes by while development. The development stages are: Acquisition: birth to adolescence - development of basic abilities and 'cognitive structures' Specialization: schooling, early work and personal experiences of adulthood - the development of a particular 'specialized learning style' shaped by 'social, educational, and organizational socialization' Integration: mid-career through to later life - expression of non-dominant learning style in work and personal life.

Learning Style Inventory was designed to place people on a line between concrete experience and abstract conceptualization; and between active experimentation and reflective observation. Using this, Kolb proceeded to identify four basic learning styles. Kolb clarifies that different people naturally prefer a certain different learning style. Different factors can change a person's favored style.

Learning Style Converger

Learning Characteristic Abstract conceptualization + active experimentation (Doing and Thinking)

Description Strong in practical applications of ideas. Unemotional. Narrow interests. Focus on hypodeductive reasoning on specific problems.

Diverger

Concrete experience + reflective observation (Feeling and Watching)

Imaginative. Generating ideas and seeing things from different perspectives. Social. Broad cultural interest. Strong ability to create theoretical models. Excels in inductive reasoning. Concerned with abstract concepts rather than people. Greatest strength is doing things. Risk taker. Performs well when required to react to immediate circumstances. Solves problems naturally.

Assimilator

Abstract conceptualization + reflective observation (Watching and Thinking)

Concrete experience + active experimentation Accommodator (Doing and Feeling)

We choose to do the task or experience it by 1(a) or 1(b):

1(a) Gaining experience thought watching and reflecting. 1(b) Gaining experience thought jumping into the activity and doing it.

We choose how to use the experience and turn it into something meaningful and useful by opting for 2(a) or 2(b):

2(a) Gaining experience and information by thinking, analyzing, and planning. 2(b) Gaining experiencing by the concrete, touchable, felt qualities of the world.

The combination of these two choices produces a preferred learning style. See the matrix below.

1. 'Having an Experience' (stage 1), and Activists (style 1) seek challenge and immediate experience, open-minded, like to implement. 2. 'Reviewing the Experience' (stage 2) and Reflectors (style 2): gather data, consider and analyze, delay reaching conclusions, listen before speaking, thoughtful. 3. 'Concluding from the Experience' (stage 3) and Theorists (style 3): logical, rationally objective, reject subjectivity and flippancy. 4. 'Planning the next steps' (stage 4) and Pragmatists (style 4): seek and try out new ideas, practical, enjoy problem solving and decision-making quickly, bored with long discussions.

There were six key issues that arise out the Kolb model: It pays insufficient attention to the process of reflection. The claims made for the four different learning styles are extravagant. The model takes very little account of different cultural experiences/conditions. The idea of stages or steps does not sit well with the reality of thinking. Empirical support for the model is weak. The relationship of learning processes to knowledge is problematic.

Carl Rogers Theory

Rogers was discouraged by the cognitive way of learning, and in education. He felt that there is a better, effective way to deliver the message in a more practical way. There are two types of learning: cognitive and experiential learning. Cognitive is the type which corresponds to academic knowledge and more into the theoretical division. Experiential is the type which depends on applied knowledge like going through the experience and participates or takes part in it. The key to the division is that experiential learning concentrate on the needs and wants of the learner. Rogers lists these qualities of experiential learning: personal involvement, self-initiated, evaluated by learner, and pervasive effects on learner. To Rogers, experiential learning corresponds to personal change and growth. Rogers believes that all the people have a natural tendency to learn, and from here comes the role of the teacher to facilitate such learning. To be able to do such thing, there are certain factors that are needed: 1. Setting a positive climate for learning. 2. Clarifying the purposes of the learner(s). 3. Organizing and making available learning resources. 4. Balancing intellectual and emotional components of learning. 5. Sharing feelings and thoughts with learners but not dominating. In order for the facilitation to be effective, there are certain factors: The participants have to participate completely in the learning process and manage its nature and path. It is primarily based on social, personal or research problems. Self-evaluation is the main method of evaluating progress or success. Rogers defined the attitudes and behaviors which characterizes a true facilitator of learning: 1. Realness - the instructor should not pretend a feeling or a value, but should be able to be aware of his/her own feelings and to express them to the learners. The instructor should present genuineness, and engage the learner in expressing his/her own opinion. 2. Prizing the Learner - This characteristic includes mutual trust between the facilitator and the learner. Be able to accept the fear, uncertainty, indifference, and goals of the learner. 3. Empathic Understanding - The instructor should be able to understand the student's reactions and thinking techniques.

Experiential Learning Techniques

Pedagogy

Pedagogy is the study of being a teacher, which refers to a style of instructions. This term also refers to using the correct style of teaching strategy. More precisely, pedagogy represents teacher-attention education. In the pedagogic model, teachers hold responsibility for taking decisions about what will be learned, how it will be learned, and when it will be learned. The teacher should be able to use their skill and technical knowledge, and should be familiar with the ethical dimensions of the profession. The primary mission of the teacher is to be able to develop the skills, acknowledge the human needs and conditions, and be critical and reflective about the practice. Pedagogy isnt just a way of teaching; it has now become more than an activity that delivers valuable knowledge and skills. This is why the teacher should be able to challenge the definition and the old technique of teaching. The teacher should try to invent and try out new approaches. To be an effective teacher, a designed curriculum has to be built on the present knowledge status of the student, and understand and move them to be able to identify and improve their abilities, knowledge, concepts, and performances. Since people learn differently from one another, there are widespread approches that always have a positive impact on the learner, and make the learning technique a beneficial pedagogy: 1. Create an encouraging learning environment. Students feel accepted, have positive relationships with other students and teachers, and being active. Teachers are caring, non-discriminatory, organized, have unique knowledge, have unique techniques, and accept and encourage diversity.

2. Encourage reflective thoughts and actions. Students develop the ability to be engaged, think, and reflect. Overtime, creativity, critical thinking, and adaptation will be characteristics. Evaluation of material, and consideration of the purpose of the activity.

3. Enhance the relevance of new learning. Understand what and why they are learning, and how to use it. Search for new ideas and related information, and apply what they discovered.

Involve students in decisions relate to their learning techniques.

4. Facilitate common learning. Everybody is a learner, even the teacher. They all learn from others experiences. Challenge, support, and feedback are important.

5. Make connections to previous learning and experience. Relate new learning to a past successful or unsuccessful one, so they can learn from it. Visualization and anticipation for new experiences.

6. Provide adequate opportunities to learn. Engaged in different tasks and activities. Sufficient opportunities over time, to increase their experience.

7. Inquire into the teachinglearning relationship. What is important? Where my students are at? To determine whats worth spending time on. What strategies are most likely to help my students learn this? What happened as a result of the teaching? What are the implications for future teaching?