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Experiential Learning: Designing a Coursebook for Students Majoring In Economics BESIGBielefeld 2010 Zoia Kornieva Yuliya Degtyariova.

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Presentation on theme: "Experiential Learning: Designing a Coursebook for Students Majoring In Economics BESIGBielefeld 2010 Zoia Kornieva Yuliya Degtyariova."— Presentation transcript:

1 Experiential Learning: Designing a Coursebook for Students Majoring In Economics BESIGBielefeld 2010 Zoia Kornieva Yuliya Degtyariova

2 By three methods we may learn wisdom: First, by reflection, which is noblest; by imitation, which is easiest; and third by experience, which is the bitterest. Confucius, 450 B.C.

3 Why is experiential learning? It facilitates personal growth; It helps learner adapt to social change; It takes account of differences in learning ability; and It responds to learner needs and practical pedagogical considerations.

4 Why is experiential learning gaining its popularity with teachers worldwide? Firstly, it is due to the availability of a great number of technological innovations that make it possible to use the given methodology. Secondly, there exists a common tendency among the youngsters to be taught only through practical experience. Thirdly, experiential learning is by far the best developed teaching methodology.

5 Three main ways in which coursebooks are compiled nowadays: Improving of existing coursebooks and their adaptation to modern conditions and objectives; Developing a unified coursebook theory which is replicated in every subsequent coursebook; Denial of the above mentioned unified theory and creation of special coursebooks within the limits of every educational conception.

6 What is an experiential learning coursebook? Experiential learning coursebook “...is a complex informational and functional model of a learning process which takes place within the limits of a certain didactic system and includes the necessary conditions of its accomplishment” (the definition of a coursebook by prof. A.V. Khutorskoi)

7 Aims and principles Having analyzed the existing approaches to modeling coursebooks, and experiential learning teaching materials in particular, we have come to a conclusion that it is the acmeological principle that is crucial to their compilation, as it focuses on developing individual creative abilities of every participant of a learning process.

8 Acmeological approach has the following tasks: to design the content and educational techniques which reveal students aims and values; to develop social partnership skills which facilitate socialization and adaptability; to focus an individual on social success.

9 Acmeological principles of experiential learning: 1) learner is central ; 2) facilitation must be light and subtle; 3) find/create experiential learning opportunities; reactions to experiences vary so don't pre- judge;

10 Acmeological principles of experiential learning: 5) single events can enable several different learning effects; 6) build confidence before addressing attitudes and behaviour; 7) the activity must be real and engaging - not based on artificial impact;

11 8) ensure activities allow adequate and meaningful reviews; 9) carefully reviews of activities are crucial; 10) accentuate the positives; 11) use stimulating questions in reviews, especially for groups discussions; Acmeological principles of experiential learning:

12 12) resist temptation to give answers - ask questions only; 13) have faith in people's ability to learn for themselves; 14) it's about them not you.

13 Educational techniques: Model 1 1-stage model (experience) is simply that experience alone is sufficient for learning. Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand. Confucius, 450 B.C.

14 Educational techniques: Model 2 2-stage model (experience-reflection), is that experiences followed by periods of reflection is an effective way to structure and facilitate experiential education.

15 Educational techniques: Model 3 At least there are 2 major 3-stage models: a) The simplest is experience-reflection-plan, which suggests that following an experience and reflection, it is helpful to develop a plan for future experience; b) The second 3-stage model is based more directly on Dewey's (1938/1997) theory of experience, involving: "observation of surrounding conditions-knowledge obtained by recollection-judgment, which puts together what is observed and what is recalled to see what they signify".Dewey's (1938/1997)

16 Educational techniques: Model 4 4-stage model (experience-reflection-abstraction- experimentation), is Kolb's (1984) classic “Experiential Learning Cycle”.Kolb's (1984) This model suggests that a participant has a Concrete Experience, followed by Reflective Observation, then the formation of Abstract Conceptualizations before finally conducting Active Experimentation to test out the newly developed principles.

17 The Experiential Learning Cycle

18 Educational techniques: Model 5 A variety of 5-stage Experiential Learning Cycle models have been proposed, including: Joplin (1981) = focus-action-support-feedback- debriefing Joplin (1981) Kelly (1995) = encounter-(dis)confirmation- revision-anticipation-investment Kelly (1995) Pfeiffer & Jones (1975) = experiencing-publishing- processing-generalizing-applying. Pfeiffer & Jones (1975)

19 Educational techniques: Model 6 6-stage model “The Experiential Learning and Judgment Paradigm”, consisting of: experience-induce-generalize-deduce- apply-evaluate was described by Priest (1990) and Priest and Gass (1997).Priest (1990)Priest and Gass (1997)

20 Kolb’s 'Learning Cycle' provides a diagram of the process of experiential learning, which is broadly: do; review; develop and implement ideas for improvement.

21 The first phase will include such experiential activities as: On-the-job assignments; Field experience; Action learning projects; Creative play; Role play; Games; Simulations; Visualization; Story telling; Improvisation; Adventure activities.

22 Phases 1 and 2 will be realized in so-called dynamic debriefing which can be carried out in one of the given forms: Individual reporting; Small group discussion and reports; Large group question- and answer format; Surveys and polling using show of hands, flip-chart tallying; Public opinion polls, obtaining as many different answers as possible to each question; One-to-one participant interviews and reports; Panel or round-table discussion; Whips (quick, free association go-rounds).

23 Opportunities to perfect the coursebook The only form which allows us to improve a coursebook is electronic one.

24 Each module of the given coursebook will include: units or topics containing the material on fundamental educational phenomena (basic elements of educational standards); set of key problems of different kind related to the topic being studied (scientific, both solved and not yet solved; educational; organizational; technical etc.); set of instructions or recommendations how to master the given activities; experiential activities; source materials on the given topic; best samples of students works for the past years; and just created ones.

25 Coursebook structure Each module consists of an invariable part (standards, fundamental educational elements, educational problems); variable set part (scientific texts, works by students for the past years); variable current part (texts created by new students).

26 Thank you for your attention !


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