Learning from

experiential activities
and case studies
Prof. TN Krishnan
OB&HR Area
Which is easier for you to
remember?
What is experiential learning?
 “In its simplest form, 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.” (Lewis and Williams 1994,
p.5)
Assumptions
 Each of us are unique - How one student
chooses to solve a problem would be
different from another student;
 Each of us takes away unique learnings from
similar experiences.
 Hence self-directed learning is the key
 Learning happens through you and is done
by you, critical reflection is important for
learning to happen
Assumptions
 The center of learning is your own
experience, your own subjective experience
 You are in control of it
 You are able to take initiatives and create
those kinds of experiences that you want that
lead to learning for you
 It’s not the teacher who is at the center but
the learner who is at the center
Key tasks in experiential
learning
 Learners work on materials related to their
lives
 Learners work on simulated materials in the
class room or outside
 Learners are asked to critically reflect on
those experiences
 Learners are encouraged to interact with
each other and share their observations
Kolb’s experiential learning
theory
2 types of experiential learning
 Class room based
 Role playing
 Case studies
 Reflective exercises
 Group work
 Field based
 Internships
 Field projects
Learning from case studies
What is a case?
 A Case is a story written from the point of view of a
decision maker or focal person
 They do not contain a solution
 Facts are limited
 Good case for education purpose is mostly field-
based and not an armchair creation
 Case acts as a context to develop skills of decision
making using theoretical frameworks and tools.
Tips for effective handling of case
studies
 Before the class
 Set a structure - Prioritize information/major
issues from the case
 Give time to assimilate
 At least a couple of readings
 Prepare your own analysis before discussing in
groups
 Discuss in small groups before you go to a class
discussion (Make a heterogeneous group)
Tips for effective handling of case
studies
 Before the class
 Each case has all the information required
 No need to search additional information unless
specified
 Don’t fixate on “cracking the case”
 Tendency to search for solution or ask others
obliterates the effectiveness of case method learning
 The learning is in the process not the
outcome/decision
Tips for effective handling of case
studies
 During the class
 Build on threads/leads of others
 Each instructor could be different – be flexible to
handle diverse styles
 Watch for cues from the instructor
 Possibly summarize the case after each session –
if it does not happen in class make a note of case
learnings
Best Wishes!