Experiential learning: the act of learning from experiences
Every day we are involved in experiences – observing, encountering or being part of an occurrence that shapes our knowledge “some are the product of social mores and social expectations, still others are new, different and challenging” (Boud, Keogh, & Walker, 1985). The everyday process of learning from experience becomes experiential learning (using experience for learning) “experiential learning theory describes a holistic integrative perspective on learning that combines experience, perception, cognition, and behaviour” (Kolb, 1984, p. 21). Experiential learning is the act of learning gained from the experiences an individual has been involved in or has experienced. Experiential learning theories have been developed to describe the methods by which experiential learning is gained. This perspective on learning ‘experientially’
There are many theories about how knowledge is gained. Experiential learning theorists have classified learning into two types – Cognitive and Experiential. Cognitive learning is the knowledge that is gained from actively engaging to memorise information – making a conscious choice to learn the information. Learning in an experiential situation engages the subconscious mind and is derived from the act of doing – participation may not be required for an experience to be engaged in. How knowledge acquisition takes place, determines the methods that are used to deliver information or situations that may form a learning experience. Learning theorists have attempted to define experiential learning and produced many models to examine the stages of learning encountered in various experiential learning cycles. Each model uses different phases to determine how the knowledge is gained from the experience. These range from single stages models – where the experience itself is sufficient for learning to two, three four or more stages. All have been used to further refine learning gained experientially and describe the processes that are involved. David Kolb, John Dewey and Bert
Analysis of the learning cycle
As shown in the diagram above, all of the phases revolve around the inner self.
Phase 1 – Thinking
“Cogito ergo sum (I think, therefore I am)” – René Descartes
The ‘Thinking’ phase literally takes into account the thought processes prior to an individual taking any action towards making a decision or choice. Consideration is given to the risk involved versus the possible rewards. Involving previous experiences, opinions & results and weighing them up against the known or perceived rewards or outcomes, determines an individual’s participation in an experience. The ‘Thinking’ phase may be instigated by a prior learning experience or exposure to a concept, idea or ideal not previously considered. Resultant opportunities, objectives or outcomes
“The Red Bull Trolley Grand Prix” was advertised during January and February of this year. Having a previous involvement with other events of a similar nature my thoughts were influenced by my previous positive experience. The influence of my previous experience and the perceived benefits of continued involvement galvanised my thoughts. Weighing up the pros and cons, investment of time and money versus the enjoyment and possible accolades, against my previous experience was invaluable in the
Phase 2 – Planning
“A failure to plan is a plan to fail” Unknown
A plan reduces uncertainty, increases understanding and improves efficiency. A plan may take a split second or a lot longer to formulate and is a part of the experience overall or forms an experience within itself. Having a
Experience gained prior to engaging in the ‘Planning’ phase can enable the planner to negate possible problems. When a trip is undertaken and there is no spare tyre, getting a flat tyre means you spend quite some time on the side of the road waiting for a vehicle to go by then trying to get someone to stop who may be able to help! In saying that, planning by another member of your group ensured that there was enough alcohol to serve the needs of those who were forced to wait for assistance. Plans can be overcomplicated or
Phase 3 – Doing
‘Doing’ is the engagement phase where the participants to the experience engage in the experience itself. Involvement may not be physical participation; engagement may be actively listening or viewing the event. Engagement in an experience denotes the subject’s mental, physical, spiritual or emotional connection with the event.
Experiential learning cycles.
Select a cycle that resonates with you.
Think about the components. Break down the processes. Discuss the various components using 3 references to describe the cycle used – recreation/sport/culture.
Highlight each of the components with references to your own experiences.
What is
What is education?
What is
Incorporate 3 articles that are summarised to show examples of the learning experiential style discussed.
Bert
Carl Rogers – freedom to learn
Learners engagement in experience
Relevance to learner