P-+Experiential+Learning

Amy Lilley
 * Experiential Learning

Experiential Learning: What is it? ** The terminology “Experiential Learning” is used to describe both informal (learner-led) and formal (instructor designed) educational experiences. **Informal Experiential Learning** would be considered self-led because the learner is completely responsible for the learning outcome. This learning can happen accidentally or as a result of the learner having a specific learning goal. **Example of an accidental experiential learning experience**: A new college student who has never done laundry before puts her red and white clothes together in one washing machine. When she pulls the clothes out of the washing machine she sees that her white clothes are now pink. She theorizes that the red dye from her red clothes ran on to her white clothes. She determines that she should wash her reds and whites in separate loads. In future, when she does laundry, she separates her color clothes from her white clothes. In this example, the student did not consciously set out to learn how to separate laundry loads, but through experience she learned the lesson. **Example of a purposeful experiential learning experience:** A new college student goes to the first day of classes and notices on the syllabus that she will be responsible for blogging a learning journal during her course. She has never used a blog before, and wants to learn how to set up a blog before the first assignment. After class, she decides to experiment with blogging by setting up a personal blog on www.blogspot.com. She registers for the blog, and after working on the blog several hours, using a trial an error process, she designs a basic page layout. Over the next few days she experiments with posting blog entries and pictures and customizing her settings. The student now has a basic knowledge of how to set up, customize and make basic postings to the blog that she will be using for her class. **Examples of Experiential Educational Activities:** An experiential dance lesson would involve having the students actually dance. An experiential driving lesson, would involve having the driver actually get in the car and practice driving. Sometimes a close approximation is used to simulate an actual experience. For example: A work group learns a new computer system by running scenarios on a training database or a military recruit practices real life battles through role-playing scenarios. Whether the experiential learning involves informal self-learning or a more structured instructor-led model, the phases of learning can be described by the Learning Cycle Model, which was developed by David A. Kolb and Roger Fry in 1984. The model, which is shown below, illustrates learning as an ongoing cycle, in four phases: an experiential event, followed by reflection, followed by further conceptualization, followed by testing the learning in a new way. Since this cycle is ongoing, it can sometimes be described as a spiral that can be started at any point. **A representation of Kolb’s four phases of learning is illustrated below:** **Description of the Learning Cycle Model:** In first step, the learner participates in a concrete learning experience, such as takign part in the actual “activity to be learned” or a close approximation of the activity, such as a simulation. In the second step, the learner observes and reflects on the experience, which helps the learner to increase their understanding of the experience. In the third step, the learner forms abstract concepts. In this step the learner is using his observations and reflections to start to put together generalizations about what is being learned. In the fourth step, the learner would then apply these generalizations or theories in new situations, thus starting the cycle over. **Example of Experiential Learning Cycle:** The following example illustrates how the model might apply to technical learning in a corporate environment. In this scenario: a salesperson learns how to use new customer database software, when he attends a training class where he practices experiential exercises. || The Learning Cycle is one of several models that illustrate learning as a process in which the learner constructs new knowledge through reflections on a concrete experience. In the article, "//The Learning Theories and Styles Inventory – Technical Specifications"//, Alice Y. Kolb and David A. Kolb expand on the cycle by emphasizing the importance of conflict and collaboration in the experiential learning porcess. They go on to explain that the actual learning will be different from learner to learner, since the Learning Cycle depends on reflection and re-application by the learner. In addition, how and what the person learns is dependent on the learner's personal learning style preferences. Kolb and Kolb points to four distinct learning style preferences and align the learning styles, as follows: ·  **Divergers:** Function through social interactions, seek out group situations, and process information through reflection on concrete experiences. ·  **Assimilator:** Work with ideas and concepts and process information through reflection of abstract concepts. ·  **Convergers:** Task-oriented, learn through problem solving and hands on experience. ·  **Accommodators:** Like flexibility, independent experimentation, self discovery. Kolb associates each of these preferences areas with a specific phase of the learning cycle, as illustrated on the diagram below:
 * Experiential Education: ** The second type of experiential learning is a more formal learning experience, also known as “Experiential Education”, in which the experiential learning experience is facilitated and/or designed by an instructor or curriculum developer. In this case the instructor would set up the learning environment and direct the learner through an experience or a close approximation of the experience to be learned, and students would be asked to reflect and find meaning in the experience.
 * **  1.    ****  Concrete Experience  ** || **   2.    ****  Observation & Reflection  ** || **   3.    ****  Forming Abstract Concepts  ** || **   4.    ****  Testing New Situations  ** ||
 * The experiential activity involves running through common customer scenarios provided by the instructor. As he runs through the scenarios, he has to enter customer data into a training database that replicates the look and feel of the new system. ||  Students are asked to take turns explaining each screen or “customer window” to their classmates. Through the explanations the students slowly observe each step in the process and ask questions when they do not understand a window or a point in the sequence.  ||  The salesperson starts putting together a larger understanding of the database hierarchy by forming abstract concepts regarding the sequencing of the windows and the connections between various fields.  ||  The salesperson is able to apply the new hierarchical logic of the database to more difficult customer scenarios and may be able to guess or troubleshoot how to enter information gleaned from more complicated scenarios.

For more information on Kolb’s Learning Style Inventory, go to: http://www.learningfromexperience.com/images/uploads/Tech_spec_LSI.pdf While the Learning Cycle explains learning from the point of view of the learner, Kolb also offers a six step model for applying ELT in the classroom. 1.   Set up experience to introduce topic 2.   Engage learner through a real experience 3.   Discuss experience 4.   Learner formulates concepts hypothesis 5.   Learner experiments with concepts 6.   Learner reflects on experiences and experiments This six step approach is quite simple for trainers and teachers of all levels to apply in their learning. In the example below, I will outline, how this six step approach might have been applied to a workshop that I designed early in my career. In this workshop, the main learning objective was to increase the integration of interactive activities in lesson plans Japanese Teachers of English who were working in an English team teaching program. Strengths and Weaknesses of the Experiential Learning Theory ** Kolb’s ELT model explains the learning process in both informal and formal learning situations and offers a particularly clear and concise explanation of adult learning theory, in which learners utilize reflective observation and abstract conceptualization. Because the theory offers a general process from a learner’s point of view, it can utilized in a variety of applications from long-term learning experiences, such as: internships, apprenticeships and mentorships, as well as short term learning experiences, such as training programs which utilize role-plays, simulations and field work. In addition, the Learning Cycle model offers a clear explanation of how adult learners are motivated; this includes engagement through making connections to prior knowledge and the ability to create their own learning and adapt knowledge and skills learned through experience to their own use. The “Steps to Integrating ELT in the Classroom” provide a useful six step design structure for new trainers and instructors, or subject matter experts, who need a basic outline for designing experiential learning for adults. The model does have some weaknesses, mostly in that it leaves some things unclear and unexplained. First of all, while much of the literature around ELT suggest that collaboration and conflicting viewpoints are foundational principals of the model, these key points are not explicitly integrated into Kolb’s Learning Cycle or the ELT Steps for the Classroom. In fact, there are a multitude of examples where independent experiential learning is just as effective as collaborative learning situations. While statements regarding the importance of collaborative learning and debate of conflicting viewpoints may enhance learning, I do not think that these elements are necessary or essential parts to the model as explained by the Learning Cycle. Kolb also proposes that distinct learning styles coincide with phases in the Learning Cycle, and emphasizes that people have distinct preferences. Kolb has developed several indicator assessments that test for learning preferences, including the Learning Style Indicator or LSI. The idea that a learner can have a specific and strong learning style preference, would seem to indicate that a learner might get hung up and centered on a specific area of the cycle and be unable to move through the cycle in the smooth cyclical manner suggested by the model. While I would agree that people have distinct preferences in learning style, I find the overlay of Kolb's preferences onto the cycle to be somewhat incongruent with basic idea of the model itself. The ELT model emphasizes that the best learning, caters to a variety of learning styles, however, a weakness is that it does not integrate how cultural differences may influence learning preferences. While working in Japan, and preparing workshops for Japanese teachers of English, our group of instructors made many modifications to standard workshops to increase effectiveness by catering to a variety of learning styles. However, we found that some modifications were not learning style centered, but culturually centered. For example, when it was observed that participants were reluctant to participate in small group activities, the instructors modified the group process to let participants select their own groups. Participants immediately became more involved and engaged and more likely to practice English. We hypothesized that the adjustment was successful because it allowed participants to work with other teachers of a similar seniority level, and not be concerned with hiearchical issues of working with more senior instructors. North American Instructors failed to see this as an issue, since their culture does not emphasize hiearchy and respect in the same way as Japanes culture. While no model can address all possibilties, the ELT model does not address the cultural issues that are prevalent to training in a culturally diverse environment. ** Personal Reflections  ** I chose explore the ELT model, because this theory has a strong application in both corporate and government training, in which I have worked for nine years. The principles of experiential learning are closely aligned to instructional design models that I have used in developing training workshops throughout my career. For many years, I have relied heavily on the Accelerated Learning model, described in Dave Meier’s //The Accelerated Learning Handbook.// This model emphasizes practice and performance as two key elements of the learning cycle. See below for an example of the Four Phase Learning Cycle associated with the Accelerated Learning design: From: Meier, Dave, //The Accelerated Learning Handbook,// by Dave Meier, pages 56-58, McGraw-Hill, 2000 This four phase model is very similar to the six step model for applying ELT in the classroom, in that it incorporates the initial engagement of the student, integrating a variety of learning styles, and having students participate in both experiential practice and performance. In addition, the guiding principles of Accelerated Learning include a whole mind approach to learning in which learning emphasizes creation, integration of new knowledge with existing knowledge, collaboration, learning in context. These principles are similar to the principles emphasized by the ELT approach. The guiding principles of both accelerated learning and experiential learning emphasize facilitating learning by having the learner actively learn through doing, rather than passively learn through lecture or other traditional teaching and training methods. Studying these principles now, is an extremely important to me. I have recently returned to training development and facilitation after working for a short time as a Training Coordinator. As a Training Coordinator, I hired vendor-trainers who provided full day power point lectures on technical subjects, including engineering and code related topics. The reliance on power points slides and straight lecture, not only boggled my mind, but almost made me forget the importance of experiential learning. When I returned to a role as a trainer, I found that some of my colleagues were doing their lesson planning strictly on Power Point slides. As I also started to work in this format in order to prep faster, I realized that this would only strengthen my dependence on the lecture style format, and I am now trying to decrease my reliance on this style of preparation and create experiential learning. **Resources:**
 * Practical Application of the Theory **
 * 1. Set up experience to introduce topic ||  2.Engage learner through a real experience  ||  3.Discuss experience  ||  4.Learners formulate concepts and hypothesis  ||  5. Learner experiments with concepts  ||  6. Learner reflects on experiences and experiments  ||
 * Participants watched two sample videos: Grammar Rock to learn how American kids learned grammar through humor and song, followed by a video of several teaching colleagues performing humorous skits to illustrate grammar points. ||  Participants formed triads and drew grammar points from a hat. Using a table of props, they were asked to perform their own memorable skit or song to portray the English grammar point.  ||  Instructor led debrief in which participants discussed what it felt like to do the performance, and how this differed from the type of grammar exercises they were currently doing.  ||  Participants discuss how they can adjust skit and activities for various learning levels and how they can utilize to illustrate other grammar points.   ||  Participants go back to the classroom and work to formulate new interactive scripts with their Assistant English Teachers.  ||  Participant discuss and evaluate lesson plans and activities with teaching partner.  ||
 * Strengths: **
 * Weaknesses of the Model: **
 * 1) Preparation ||  2) Presentation  ||  3) Practice  ||  4) Performance  ||
 * Instructor captures the interest of the learner, generally tying the topic learner benefits, and interests. ||  Material is presented in a way that integrates a variety of learning styles, such as collaboration, interesting visuals, interactive presentations, etc.  ||  Instructor structures activity that allows for learner to integrate new knowledge though interactive exercises such as learning games, role-plays, simulations etc.  ||  Learner applies new knowledge and skills in a real world application immediately.  ||

Greenaway, Roger; //Experiential Learning Cycles// ; retrieved October 26 from: http://reviewing.co.uk/research/learning.cycles.htm

Kolb, Alice Y. and David A Kolb (2005); //Experience Based Learning Systems, 2005 Technical Specifications, retrieved November 3, 2008// from: http://www.learningfromexperience.com/images/uploads/Tech_spec_LSI.pdf Meier, Dave (2000); //The Accelerated Learning Handbook,// pages 56-58, McGraw-Hill, 2000

Meier, Dave, Director of the Accelerated Learning Center, //What is Accerlerated Learning?//, retrieved November 3, 2008 from: http://www.alcenter.com/whatisal.html

Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), //Emerging perspectives on learning, teaching, and technology.// Retrieved October 20, 2008, from http://projects.coe.uga.edu/epltt/

Smith, Mark (1996); //David A. Kolb on Experiential Learning//, retrieved October 26 from: http://www.infed.org/biblio/b-explrn.htm;