INTRODUCTION
The general concept of learning through experience was discovered in around 320 B.C. Aristotle wrote in NICHOMACHAEN ETHICS “for the things we have to learn before we can do them, we learn by doing them. But as an articulated approach experiential learning is of much more recent period. David A. Kolb helped to develop the modern theory of experiential learning, drawing heavily on the work of John Dewey, Kurt Lewin and Jean Piaget. In 1987 Kolb published a book entitled Experiential Learning. The reason the theory is called "experiential” is its origin is from the work of Lewin, Piaget, Dewey, Freire and James, forming a unique perspective on learning and development.
DEFINITION
Experiential learning is a process of learning through
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THE PROCESS OF EXPERIENTIAL LEARNING
Experiential Learning Theory (ELT) provides a holistic model of the learning process and is a multi-linear model of adult development, both of which are concerned with what we know about how we naturally learn, grow, and develop. The theory is called "Experiential learning" to emphasize the central role played by experience in the learning process.
Experiential learning focuses on individual learning. For example, you are going to another country to interact and experience new things. What you learn through interacting and observing that country is experiential learning, oppose to reading about that country in a book. Likewise in business schools you are asked to interact with market and different successful firms, so that you could learn through experience.
Learning cycle is driven by the resolution of the dual dialectics of action/reflection and
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And he will learn from his experience. He will test hypothesis in future situations and learn from every experience. Every new attempt of ride will be formed by the cyclical pattern of previous experience, thought and reflection; this is active experimentation which is the last stage of the Kolb’s learning cycle.
APPLICATION
What learner will learn, if it gives effective results the learner will apply it over and over again to get more effective results. A further phase of learning is through feedback. A process of learning can change learner’s perception or judgment for something.
Experiential learning is widely applied in schools, higher education systems for example in business education, medical universities etc. Kolb transposes four learning styles. An individual’s dominant learning style could be known by Kolb’s Learning Style Inventory (LSI). These four styles are Diverger, Assimilator, Accommodator and Converger.
ROLES:
Everything demands a particular role. Similarly in experiential learning teachers, students and bosses each of them have different roles.
ROLES OF TEACHERS IN EXPERIENTIAL
I realized that teaching is not considered as merely transmitting knowledge and information to students. First of all, I understand that learning should take place in authentic and real-world environments. According to Piaget (1954), the learner must be active to be engaged in real learning. Learning is a process of interacting with the outside world (Brown et al., 1989; Lave & Wenger, 1991). In the early 20th century, John Dewey (1933) advocated the use of authentic tasks can help students acquire and deepen subject matter knowledge.
Further, seeking for feedback, for essential leaning. As revealed by effective learners who welcome their instructors feedback and apply it to stay on track, and they might crash. However, they will heed every suggestion that instructors offer on assignments; they understand the message in their test scores; they request clarification of any feedback they don?t understand; and they ask for additional feedback, (Downing, 2015, pg. 194). Moreover, changing course when needed.
). By showing them passion and being enthusiastic I would motivate them to achieve their targets. Wallace (2006), states that if outcomes are not achieved by students the lesson is not achieving the primary purpose. This is why assessing plays a significant role in the learning process. Formative assessment gives feedback about the learners’ progress through the course and a summative assessment is carried out at the end of the course and this is a formal way to check if the learner has met the outcomes of the course (Gravells 2014).
Learning is something people do on a daily bases, some do not even know that learning is occurring. The gaining of new knowledge and or skills from experience leads to change in behavior is the logical definition of the term learning (Schacter, Gilbert, Wegner, Nock, 2015). There are three different ways to come about learning these are, Classical conditioning, Operant conditioning and Observational Conditioning. Each conditioning is unique in their own way in describes a different way of learning. Right now we’ll focus more o n Classical conditioning and Operant conditioning.
Through single loop learning, if said action yields an unexpected result, feedback is taken and a different approach will thus be implemented. Double Loop Learning Argyris and Schon (1978) describes double loop learning as more of a transformational process. It involves altering an organisation’s prior knowledge and competency base. Snell and Chak (1998) explains this as viewing problems from a different perspective and as a result, develop new goals, policies and perceptions. Argyris et al.
CHAPTER ONE INTRODUCTION Background to the study Learning is a change in behavior over time that is brought about by experience during training in educational encounter (Akubuiro and Joshua, 2003). Training as part of education, is the acquisition of knowledge, skills and competence as a result of the teaching of practical skills and knowledge that relate to specific useful competences (Angel, 2007). Training helps the learner to acquire certain useful skills and develop critical mind for the learner’s self-development.
Kolb’s model is built up through the four stages of individual learning process (Kolb, 2005;
Learning from experience According to some researcher’s experiential learning theory (ELT) has been widely used in management learning research and practice for over thirty-five years. Building on the foundational works of Kurt Lewin, John Dewey and others, experiential learning theory offers a dynamic theory based on a learning series driven by the resolution of the dual tensions of action/reflection and experience/abstraction. These two dimensions state a holistic learning space wherein learning transactions take place between individuals and the environment.
The unique aspects which are most salient for me are, first, the Andragogy theory (model); the idea of adult learners learning through enriched opportunities to collaborate in what they are learning and why they are learning it. The authors note, if the adult learner understands the value of what they are learning and it can be relatable to prior life experiences, they tend to be more motivated and retain the information. With that in mind, the importance of “climate setting” to provide mutual respect by actively collaboration with the adult learner in planning and the direction of lessons(Merriam, & Bierena, 2014). Second, the relationship of experiences and learning; how knowledge can be learned in the context of making connections to their life experiences.
The Effects of Perspective-Taking on Perceptual Learning 1. Introduction The perspectives that we adopt when interacting in the world play an integral role in the processes of thinking and learning. This notion is implicit in the way people speak informally about learning, such as when a tutor says to a struggling student "Maybe it would help if we approached this from a different perspective. " In some areas of education, such as in history or literature, understanding perspectives is an explicit focus of the curriculum. And in everyday contexts, it has been suggested that perspective-taking is the primary mechanism with which humans are able to learn from others.
Learners will be evaluated by verbal questionings and 1 supervised practice using a skill checklist (Appendix 2) as formative assessment. From Melland and Volden (1998) discussion, classroom assessment is a type of formative assessment, 3 domains of learning which is cognitive, psychomotor and affective can be assess. When engaged in instructional design, it is less common for the designer to have affective objectives than cognitive objectives (Smith and Ragan, 2005, pg. 266). In the program, observation will be used to assess affective objective.
Feedback is a significant element in determination of education quality as well as in effective learning where it portrays the learning outcomes for students and the successes for the tutors. There are many aspects that concern educationists with regards to feedback but the relationship between perspectives of learning as well as teaching and feedback stands as the most important among them. Feedback should be conveyed in different modes in a learning environment but whatever mode chosen creates room for dialogue between the tutor and students. Therefore, it is only through feedback that the student engagement relationship with the feedback as well as the tutors’ perceptions of learning, teaching and assessment that such successes can be established.
Evaluation of my time spent at a London Students Union Introduction This report will the evaluating my experience during my experiential learning practice. Experiential learning practice (EPP) in its simplest form is developing skills through practice, followed by reflection on skills gained and their use. EPP was popularised as an alternative to written and aural taught learning, it offered a different and new way of learning through practical skills (Lewis & Williams, 1994, p. 6). For my EPP I was working within the representation team for a London Students union, A charitable membership organisation that represents and serves the students of a university.
Experiential, Direct learning versus learning numbers or words as concepts
Expeditionary learning- involves learning by doing and participating in a hands on experience. Students may participate in fieldwork, learning expedition’s projects or case studies to be able to apply knowledge learned in the classroom to the real world, rather than learning through the virtual world. Many types of vocational or practical training cannot be learned virtually, whether it be a laboratory experiment or woodworking.