Background
Experiential Learning (EL) is not a new theory. The value of experience as a tool in the creation of knowledge and the fostering of human development was seen as early as the 4th century B.C.
By this statement, we can understand that we should learn from our experiences.
In fact, EL takes place in our daily lives, for example, in the forms of apprenticeship programs in the skilled trades and internships in various vocations. We often use the terms "on-the-job training" and "learning from experience" with learning being an informal process.
By this statement, we can understand that we should learn from our experiences.
In fact, EL takes place in our daily lives, for example, in the forms of apprenticeship programs in the skilled trades and internships in various vocations. We often use the terms "on-the-job training" and "learning from experience" with learning being an informal process.
In general, EL is a process of engaging learners in critical thinking, problem solving and decision making in contexts that are relevant to them. This involves making opportunities for debriefing and consolidation of ideas and skills through feedback, reflection, and the application of the ideas and skills to new situations.
Definition
We can define EL as the process of learning through one's own experiences and making meaning from direct experience, i.e"learning from experience". The outcomes of EL typically include a change or changes in behaviour that are facilitated and eventually personally chosen and self driven.
WHAT MAKES EXPERIENTIAL LEARNING UNIQUE?
- An active process which engages the learner, not a passive process that happens to the learner.
- Experience provides the platform for learning, whilst the careful analysis and reflection of the experience develops the learning. Reflection is an important part of the process as it allows learners to make sense out of their experience and gather useful learning points. Experience without reflection has no meaning for the learners.
- Learners are guided through their learning rather than being taught. The role of facilitator is important in this process.
- Learners develop the appropriate level of learning for themselves: there are no ‘right ways of thinking’, ‘set rules, or ‘perfect behaviour’ that anyone has to learn and apply
- Learners develop commitment to take ownership of their learning.
HOW IS EXPERIENTIAL LEARNING DIFFERENT FROM CONVENTIONAL LEARNING?
Conventional Learning
|
Experiential learning
|
| training-centred/focused - theoretical | learner-centred/focused - really doing it |
| prescribed fixed design and content | flexible open possibilities |
| for external needs (organisation, exams, etc) | for internal growth and discovery |
| transfers/explains knowledge/skills | develops knowledge/skills/emotions via experience |
| fixed structured delivery/facilitation | not delivered, minimal facilitation, unstructured |
| timebound measurable components (mostly) | not timebound, more difficult to measure |
| suitable for groups and fixed outcomes | individually directed, flexible outcomes |
| examples: powerpoint presentations, chalk-and-talk classes, reading, attending lectures, exam study, observation, planning and hypothesising, theoretical work, unreal role-play. | examples: learning a physical activity, games and exercises, drama and role-play which becomes real, actually doing the job or task, 'outward bound' activities, teaching others, hobbies, pastimes, passions. |
COMPONENTS OF EXPERIENTIAL LEARNING
EL typically comprises the following components:
The above diagram covers the different components of EL. Users of this process must first of all understand the concept and the essence of it.
The extent of internalization of the process will depend on how well the users are able to adopt, adapt and apply it anytime and anywhere. This is also what differentiates a beginner of EL from an experienced user of EL.
While mainly focused on organised experiential activities, games, events and exercises, etc, the EL process can be adapted for other forms of experiential learning and development, for example job secondments and specially delegated projects, for which the process offers an immensely helpful alternative approach compared with conventional methods of task-based review, which tend to ignore many valuable individual learner opportunities and lessons.
The essence of effective experiential learning is that the entire process is centered on the learner - not the task, not the organisational objective, not the qualification standard, not the group, and certainly not the trainer's or the teacher's personal opinions. In this respect the underpinning philosophy of well executed experiential learning has much in common with the principles of good modern life coaching, and also interestingly in facilitative decision-making methodology, both of which place the other person at the centre of the issue, not the coach, seller, or organisation.
Using an experiential approach to learning is innate: everyone one of us has benefited from the approach in innumerable situations (just think about how people learn to talk and walk). It is a tried and tested approach which can be used in all sorts of situations with people of all walks of life, there being no barriers due to age, education, experience, ability, background or culture. From the same experience, different learners can takeaway different learning points based on their individual background, prior knowledge and personal learning objectives.
APPLICATON OF EXPERIENTIAL LEARNING TO DIFFERENT ROLES IN THE 21ST CENTURY
Instructor | Student |
Guides rather than
directs the learning process where students are naturally interested in
learning. Assumes the role of facilitator and guided by a number of steps
crucial to EL.
1. Willing to accept less teacher-centric role in
classroom
2. Approach learning experience in a positive,
non-dominating way
3. Identify and experience in which students will
find interest and be personally committed
4. Explain the purpose of EL situation to the
students
5. Share feelings and thoughts with students and
let them know that you are learning from the experience too
6. Tie the course learning objectives to course
activities and direct experiences so students know what they are supposed to
do
7. Provide relevant and meaningful resources to
help students succeed
8. Allow students to experiment and discover
solutions on their own
9. Find a sense of balance between the academic
and nurturing aspects of teaching
10. Clarify students’ and instructor’s roles
|
Decide themselves to be personally involved in the learning
experience and actively participating in their own learning.
1. Involved
in problems which are practical, social and personal (able to share and reflect on emotions and feelings, and not only knowledge and skills)
2. Allowed
freedom in the classroom as long as they make headway in the learning process
3. Allowed to identify the knowledge they require first, before they acquire the knowledge themselves, and reflect upon it.
4. Involved
with difficult and challenging situations while discovering
5. Self-evaluate
their own progression or success in the learning process which becomes the
primary means of assessment
6. Learn
from the learning process and become open to change (it is okay to make mistakes and learn from the mistakes)
|
Through EL, both instructors and learners will realise that their conceptions of learning can change over time, due to the learning taking place in different stages of their life.
CHOICE OF ACTIVITY FOR EXPERIENTIAL LEARNING
The below can be used as a reference when choosing the appropriate length of task for EL.
Short tasks can be used to:
- introduce simple concepts and skills (e.g. listening, expressing ideas)
- reinforcing or build on the learning when placed one after the other
- add pace, movement and fun, before some serious thought and discussion
- highlight process issues that are affecting the team’s performance during working meetings
- introduce and discuss a wide range of topics
- explore challenging topics in more depth (e.g. decision making, negotiating)
- emphasise points that could be glossed over during shorter tasks and therefore make it harder for individuals to dismiss them
- raise underlying issues that take time to surface (e.g. individual frustrations)
- develop understanding of more complex issues (e.g. conflict management).
SUMMARY
In summary, EL is a process that allows learners to go through an experience, reflect upon the experience, and make a personal learning connection to their work or life. EL enables learners to derive conclusions based on their personal contexts, and therefore can be applied to almost everyone, in any kind of situation. It is the most common type of learning process, and can be easily adopted for any kind of learning environment.
We will introduce to you one of the formalized theories on EL, known as the Dean's Process Model of Experiential Learning, in the next Chapter.
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