The Promises of Experiential Learning Vivian Neal Educational Developer Simon Fraser University Canada
Session Overview What is experiential learning? What models of experiential learning are we talking about? What do we know about how people learn? What are the implications for teaching strategies?
Exercise Think about an experience you had from which you had profound learning. What specifically did you learn? What made it impactful and stick with you today? When did you know you had learned what you did? Was there a generalizable lesson learned from this experience and of so, where else have you used the general lesson? Share?
Is this a new thing? Experiential learning is as old as humans have been learning from each other – eg. imitation, and trial and error. Craft, guild and trade learning have always focused on apprenticeship. While didactic learning has also been around, experiential learning has always been a component. Philosophers such as Descartes and Locke referenced the importance of experience for learning, and later more contemporary theorists such as Dewey embraced experience as a central feature of learning.
What is Experiential Learning? Experiential Learning: a change in a learner’s knowledge, skills, understanding or beliefs as a result of an experience. Eg. backpacking through Europe with friends and picking up an additional language or changing your perspectives on what is important in life. In the university setting it involves the purposeful engagement of students in direct experience and focused reflection to enhance knowledge, development of skills, and/or clarify values.
Individual Activity Using your computer or phone, Log on: www.menti.com Use the code: 17 36 43 and attempt the two questions.
How do people learn from experience? Some contemporary theories and models describing Experiential Learning: Kolb Schön Lave and Wenger Mezirow
Kolb’s Model (1984) describes a four-stage model that the learner continuously moves through, in an iterative manner. Typically a learner starts with a concrete experience , followed by formulating a set of observations and reflections about that experience, after which the learner begins to form abstract generalizations which they later test in new situations (which would then create a new set of concrete experiences and so on).
Schön’s Reflection In and On Practice (1983) the learner engages iteratively with the problem situation often resulting in the re-framing of their original conception of the problem, and changes in subsequent strategies and actions. Schön conceives of this as “reflection in action” and talks about learners engaging in “reflective conversations” with the practice situation.
Lave and Wenger’s Situated Learning (1991) the learner and their learning cannot be separated from the world in which the learning occurs – all learning is situated and often stuck in the context within which it is learned. knowledge always undergoes construction and transformation in use , and this occurs uniquely within a community of practice within which the learner. Knowledge is then a social construct. legitimate peripheral participation is the learning process where students or newcomers slowly move toward complete participation in a community of practice as they progressively master the required skills and knowledge of that community.
Mezirow (1991): Transformative Learning transformative learning is “a process in which we become critically reflective of our own assumptions , arrive at an insight, and are able to justify our new perspective through discourse”. Transformative Learning theory encourages learners to engage in personal and social change by removing themselves from previously held assumptions and belief systems Three core elements are identified: Experience , Critical Reflection and Dialogue .
Transformative Learning (cont’d) It is this type of learning that international education proponents speak about and which learners reflect upon as having been most powerful. It is firmly grounded in constructivism -- learners interpret their experiences in their own way and how we see the world is a result of our perceptions of our experiences. Transformative learning is the process of examining, questioning and revising those perceptions(Taylor and Cranton, 2012).
Snapshots of Experiential Learning Nicky Didicher – English Literature Community-Based Project Learning (2.5 min) https://www.youtube.com/watch?v=IWNmdBJ351Q Glyn Williams – Earth Sciences Role Play, Field Trip (2 min) https://www.youtube.com/watch?v=28mzYMgWw3g&t=4s
Exercise: Think, pair, share Based on the experiential activities described in the videos and the learning theories discussed, sketch out a plan for an experiential learning activity in your classroom. 3 min sketch out an experiential activity (Think) 5 min share your idea with a partner (Pair) Share with others - one example from each site (Share) • Subject, programme, number of students, description of activity
What are the commonalities across these models that describe how people learn? Learning is an iterative process: the learner experiences, makes meaning, generalizes, then tests (transfers) their generalizations/understandings in new contexts. This is often repeated several times (practiced) as the problem and meaning/solutions get refined. For learners to create/ascribe meaning requires reflection , often through conversation, use of metaphor etc. both during and after the experience. Sometimes this reflection and meaning making disturbs the learners core assumptions and beliefs , leading to experiences that could be described as transformational. Most often learning is a social process that needs to be framed and supported by the educator.
Design implications for experiential learning Throughout the experiential learning process, the learner is actively engaged in posing questions, investigating, experimenting, being curious, identifying problems, testing solutions, assuming responsibility, being creative, and constructing meaning. Learners are engaged intellectually, emotionally, socially, soulfully and/or physically . This involvement helps make the learning task authentic. The results of the learning are personal and form the basis for future learning . Educators must strive to be aware of their biases, judgments and pre-conceptions, and how these influence the learner.
Design implications for experiential education programs (cont’d) The educator and learner may experience success, failure, mistakes, adventure, risk-taking and uncertainty, because the experiences (and their natural outcomes) cannot totally be predicted . The design of the learning experience incorporates the educator recognizing different possible outcomes and understands how to turn them into spontaneous opportunities for learning . Opportunities are nurtured for learners and educators to explore and examine their own values.
Evaluation Methods for Experiential Learning Traditional assessment tools (tests, essays, exams) may be used for the informational elements of the curriculum. Different tools are needed to assess learning from experiences and reflections. Self-evaluations – verbal and written Group presentations Narratives, eg. journaling Case study analysis Surveys to elicit perceptions Checklists of evidence of behaviour or cognitive change Concept mapping – depicts graphical synthesis of concepts
References Dewey, J. (1938). Experience & Education. New York, NY: Kappa Delta Pi. Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, N.J.: Prentrice-Hall. Lave, J., Wenger, E. (1991). Situated Learing: Legitimate peripheral participation. Cambridge University Press. Mezirow, J. (1991). Transformative Dimensions of Adult Learning . San Fransisco: Jossey-Bass. Moon, J.A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. Abingdon, Oxon: RoutledgeFalmer. Schön, D.A. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions . San Francisco, CA: Jossey-Bass.
Thank You Thank you for your interest and participation. For more information regarding this presentation please contact: Vivian Neal vneal@sfu.ca
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