The+Four+Elements

=Experiential Learning=

**"An expert is a man who has made all the mistakes, which can be made, in a very narrow field." (Niels Bohr, 1885-1962)**


Authored by The Four Elements
Jesse Bowen, Blair Rice, Sue (Margaret) Johnstone, Aman Kang

 Index What is Experiential Learning What is the Theory Dissenting Opinions Application of Experiential Learning References Related Articles and Information



__What is Experiential Learning:__
 Experiential learning is the awareness and insight that comes from the person's concrete interaction with a subject. Personal experience, whether accidental or purposely contrived, is the key component to this learning, in contrast to learning through other people's experiences and the stories they tell about those experiences. Whether learning to identify flowers, fix a car or how altitude affects levels of oxygen, going through the process rather than reading or hearing about it is what experiential learning is all about. Some of the early pioneers in this field were Maria Montessori, John Dewey and Kurt Hahn. Many others, including Mark Tennant, Peter Jarvis, Jean Piaget, Carl Rogers, and Kurt Lewin, have contributed to the body of knowledge on this subject. The hallmark of experiential learning is its ability to engage the learner, generate passion, and place learning in context by providing real world experience.
 * "I hear, I know. I see, I remember. I do, I understand." Confucius, 551-479 BC **


 * “One must learn by doing the thing; though you think you know it, you have no certainty until you try”. (Sophocles, 495-406 BC) **

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**__What is Experiential Learning Theory:__**
Experiential Learning Theory (ELT) separates itself from cognitive and behavioural learning theories in that ELT suggests a person’s concrete experience or personal interaction with a subject is central to learning. The originator of this theory is David Kolb and Kolb proposed experiential learning takes place as a series of stages conceptualized as a circle, or perhaps more accurately as a spiral (see diagram below).

The learner: 1. has an experience (doing, activity) 2. reflects on that experience (what happened?) 3. gains insight, conceptualizes the experience and creates generalizations (abstract thinking, So what? What if?) 4. applies new knowledge (takes action, experiments) 5. has new experience to start the cycle over again



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**__Learning Styles:__**
David Kolb further theorized that there were 'two tensions' driving learners toward a preference for one side of the continuum or the other. The first tension is between the concrete experience (doing) and generalization (critical thinking), the second between reflecting (thinking) and experimentation (action). These preferences between the tensions define the person's preferred learning style. Kolb categorized learners into 4 different styles correlating to the 4 stages of the learning cycle and the 2 tensions.


 * Accommodator ** prefers hands-on experience and experimentation. It's all about the experience and interaction with others.
 * Diverger ** prefers experience and reflection. Likes to have/see/do and then engage in imagination, ideas and possibilities.
 * Assimilator ** prefers reflection and critical thinking. Likes logic and thinking and would much prefer to process than do.
 * Converger ** prefers critical thinking and experimentation. Linear, defined, well thought out experimentation of an idea or concept.



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__**Dissenting Opinions:**__
Some criticism of Kolb’s theory suggests these 4 stages are too simplistic and regimented. They do not take into account the fact that the brain operates on many levels simultaneously; a variety of learning processes can happen at once. Also, not every experience leads to critical thinking and experimentation, and in some situations, a person can respond to an experience and alter their behaviour without conscious reflection. It has also been suggested that there is little empirical evidence to support the learning cycle as very few studies with a relatively small sample size were conducted and all were held in the Western world. Little attempt has been made to consider other cultural experiences or conditions. There is also an assertion that Kolb's theory is too rational, scientific and linear, and therefore does not take into account other factors such as: defense mechanisms, emotional responses, unconscious responses, social environment, and power dynamics. For a review of criticisms from a variety of sources, [|click here]

**__Applications of Experiential Learning:__**
An excellent example of experiential learning, developed specifically to address a skills and experience gap identified by Lawrence Holt, is the Outward Bound Program. Lawrence Holt was the head of the Blue Funnel Shipping Line, a merchant shipping company. During World War II Holt lost a significantly larger number of young seaman than older, experienced sailors once a ship had been torpedoed by German U-boats.

Holt believed he knew why. He thought that since the older seamen were raised in the age of sail, and in general had more experience facing difficult and challenging situations at sea, that they adapted better in the small lifeboats. [|Dr. Kurt Hahn], a German educator and creator of the Moray Badge program (precursor to Outward Bound), was consulted. Together, Holt and Hahn brought to life the original 28 day Outward Bound program. The early Outward Bound programs were conducted in Aberdovey, Wales, with a sea-based theme, and included land expeditions as well.

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Related Articles and Information

 * ~  || **Topic** || **Author** || **Link** ||   ||
 * ~  || Experiential Learning & Experiential Education (Philosophy, theory, practice & resources) || James Neill || [] ||   ||
 * || David A. Kolb on Experiential Learning (The model, possibilities and challenges) || Mark K. Smith 1996 || __[]__ ||  ||
 * || Kolb Learning Styles || Alan Chapman 2003-2009 || [] ||  ||
 * || Experiential Learning Cycle || ATHERTON J S (2009) || __[]__ ||   ||
 * || Back to top ||  ||   ||   ||