Dean's Model

Dean's Process Model of Experiential Learning

Dean's Process Model of Experiential Learning is based on stages adapted from Pfeiffer and Jones (1983).  This 7-stages model depicts experiential learning as a process that the facilitator will goes through to develop the learning experience.  Similar to the other models of experiential learning, there is still a need for some form of involvement, internalization and reflection on the experience.

The Process Model of Experiential Learning places an important emphasis on the role of the group leader/ facilitator.  The facilitator will have to assume the leadership role in helping the group of learners to get involved in the learning activity, to process the learning, and to apply the learning to activities on their jobs.  The Process Model consists of seven stages and each comprises of four different functions: 

a)   the leader's role regarding the content of the learning activity, 
b)   the leader's role regarding the process of conducting the activity;
c)   the leadership role of the participants, 
d)   the learners' roles and levels of involvement in the activity.

 

 

The Seven Stages of the Process Model of Experiential Learning

 

 

I.      In the planning stage (Getting Ready)     -     The leader assesses the learners' readiness to participate in the experiential learning and identifies the desired outcomes and methods most appropriate. The leader prepares the materials and facilities for the activity.

II.     Involvement (Getting Started)     -     The leader must create a climate for involvement by not only identifying the relevance of the content, process and anticipated outcomes; but also to create a climate of openness and trust.  The leader must also introduce the activity and provide clear directions for the learners. 

 

III.     Internalization (Learning by Doing)    -     The learners are actively engaged in the learning experience at this stage. The leader's role is primarily facilitative at this time, focusing on managing the learning process and encouraging learner participation.

IV.      Reflection (Making Meaning)     -     The leader facilitates and helps the learning process by encouraging discussion and support. The learners strive to derive meaning from the experience through group consensus or individual meaning.

V.     Generalization (Making Connections)     -      The leader helps the learners develop connections (through brainstorming or illustrations) between the learning activity and their work, and /or communities. The learners work independently or in small groups to make connections.
 

VI.      Applications (Transfer of Learning)    -     The leader provides guidance and structure for the learners to transfer learning to real world situations, through discussions or keeping journals. The learners use connections made in the previous stage and apply their new knowledge on the job and in their organizations and communities.

 

VII.       Follow-up (Assessment and Planning)     -     The leader's role is directive and may involve formal and informal assessment tools (tests, performance evaluations, or observation, critiques, and discussion). The leader assesses the learner's abilities to apply their new learning(s). This stage lays the groundwork for future activities and subsequent changes.  They provide feedback regarding the success of implementing new ideas adopted as a result of the learning activity.

 

Summary

Dean's Process Model of Experiential Learning is similar to other models in term of its emphasis on Involvement, Internalisation and Reflection.  It is indeed different as it placed a strong focus on the role of the facilitator - especially in Planning (Stage 1).  In addition, the stages of Dean's Process Model of Experiential Learning is never a static and can be revisited any time during the learning process.