Summary

EXPERIENTIAL LEARNING (EL)

EL is a concept that is known to most of us, most of our lives, but we did not regard it formally as a "type" of learning process that can be specifically designed and adopted for training purposes.
 

We can define EL as the process of learning through one's own experiences and making meaning out of those experiences. The outcomes of EL typically include a change or changes in behaviour that are facilitated and eventually personally chosen and self driven.

 

EL typically comprises the components as follows.

1. Experiencing / Exploring  - Doing

2. Sharing / Reflecting - What Happened?

3. Processing / Analysing - What is Important?

4. Generalising - So What?

5. Application - Now What?
 

What differentiates EL from the conventional type of learning is that it is learner-centric, and allows learners to tap on their own experience and reflect upon their experience to create meaning and in turn achieve the desired outcomes that are applicable to their own personal contexts. In this learning climate, learners direct their own learning, while facilitator plays a more guiding role.
 

The Dean's Model of Experiential Learning is 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. Unlike the typical EL model, the Dean's Model places a higher 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. 
 

There are 7 stages in the Dean's Model of Experiential Learning as follows:
 

1. Planning - Know the Learners

2. Involvement

3. Internalisation

4. Reflection

5. Generalisation

6. Application

7. Follow-up - Assess effectiveness of Learning
 

The facilitator will take on a more directing role in stage 1 and 7 of the Dean's Model, to get to know the learners before the start of the learning process, and also to gauge the learning effectiveness at the end of the learning process.

CASE STUDY - OFFICER CADET COURSE (SERVICE TERM)

The Officer Cadet Course (OCC) Service Term lasts approximately 12 weeks and is the second term that an officer cadet will go through.  This term focuses on developing the necessary knowledge and skills to conduct Section-level operations.

After applying the EL process to two of the OCC activities i.e. 1) Infantry Operations Planning and 2) Leadership and Values Package, it is found that the Dean's Model of Experiential Learning will be a more comprehensive approach as it encompasses the stages of planning (preparation prior to learning) and follow-up (assessment on effectiveness of learning). Therefore four strategies are proposed in alignment with the Dean's Model to ensure success of EL implementation as follows:

(1) To create better facilitation with EL Approach

a.   To equip all facilitators with some training course in facilitation to help them better conduct the facilitation. 

 

b.   To ensure optimum trainer-trainee ratio and facilitator to take a snapshot of the class that he will be taking prior to the conduct of facilitation.

(2) To design better learning activities

a.   To equip the learners with the necessary resources (computer, laptop, manuals, documents, etc). 

b.   Engage the expertise of instructional designers who are trained to design training based on the desired learning outcome.