Presentation on theme: "David Kolb Experiential Learning Theory Dr. Hoseini and Dr. Mohammadi Presentation Alireza Ghahremani 2014."— Presentation transcript:
David Kolb Experiential Learning Theory Dr. Hoseini and Dr. Mohammadi Presentation Alireza Ghahremani 2014
Objectives Define Experiential Learning Theory Review theoretical backgrounds Discuss four processes of learning Explain four learning stages Discuss four learning styles Review similarities and critique of theory
1984David Kolb published his learning styles model in 1984 from which he developed his learning style inventory Kolb's experiential learning theory works on two levels : 1. a four stage cycle of learning 2. four separate learning styles
Theoretical Backgrounds DeweyDewey ▫Learning grounded in experience LewinLewin ▫Being active in learning PiagetPiaget ▫Developmental Stages - Resulting from interaction of the person and the environment
Six Propositions of Learning processLearning is a process, not outcome relearningLearning is relearning betweenLearners move between reflection, action, thinking, feeling holisticLearning is holistic interactionsLearning involves interactions with the environment and the learner abstract concreteLearning is constructivist – abstract and concrete
“Experiential learning takes place when a person involved in an activity when a person involved in an activity looks back and evaluates it, looks back and evaluates it, determines what was useful or important to remember, determines what was useful or important to remember, and uses this information to perform another activity.” and uses this information to perform another activity.” John Dewey
Experiential Learning Theory knowledge“…learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38) IntegratingIntegrating new information into existing knowledge whole personInvolving the whole person betweenTransacting between the person and the environment
Experiential Learning Theory motivate deeply extensively passive recipientsexperiential learning that it helps to motivate learners because it involves them more deeply and extensively in the learning process, rather than being passive recipients of a “product” that the instructor is delivering, actively engage meaningful discoverythey actively engage with the content, the instructor, their peers, and themselves in an ongoing process of meaningful discovery
Experiential Learning Theory opportunities what real world settingexperiential learning "provides opportunities for the students to take what they learn in the classroom and apply it in a real world setting where they grapple with real-world problems test solutionsdiscover and test solutions, and interact with others
Experiential Learning Theory “deeper” transfer whatexperiential learning can result in “deeper” learning which means, that students are better able to transfer what they have learned in one context to another context.
Experiential Learning Theory central notion experienceExperiential learning theory is built upon the central notion that experience plays a critical role in the learning process (Kolb, 1984) creatingtransforming experienceJarvis et al. (1998, pg. 46) define experiential learning as, “the process of creating and transforming experience into knowledge, skills, attitudes, values, emotions, beliefs and senses.”
benefits of experiential approach increasingly aware constantly evolvingto learning is that students become increasingly aware of the fact that their ideas, knowledge and skills are not static, but rather are constantly evolving based upon their ability to reflect, conceptualize and adapt their experiences to new contexts and situations (Brookfield, 1995).
space controlresponsibility greatly enhance from experiences“Making space for students to take control of and responsibility for their learning can greatly enhance their ability to learn from experiences” (Kolb and Kolb, 2005, pg. 209). benefits of experiential approach
Experiential Learning Theory Kolb Learning Cycle four continuous stagesPerhaps the most widely cited experiential learning model is the Kolb Learning Cycle (Kolb, 1984), which is simplified into four continuous stages
Experiential Learning Theory ‘concrete experience’ 1.The learner has a ‘concrete experience’. observations reflections 2.The learner makes observations and reflections based upon the experience. conceptual understanding interpretation 3.The observation and reflections are assimilated into a new conceptual understanding and interpretation of the meaning of the experience. 4.This conceptual understanding is translated into ‘actionable knowledge’ that is applied and then used to guide new experiences.
Concrete Experience (CE) DO Reflective Observation (RO) REFLECT Active Experimentation (AE) PLAN Abstract Conceptualisation (AC) THINK Kolb’s Experiential Learning Theory
Four Processes of Learning FeelingFeeling ▫Emotions – fitting into learner’s experiences WatchingWatching ▫Senses – perceiving information ThinkingThinking ▫Mind – reflecting how it impacts life DoingDoing ▫Muscle – performing new ways to act
Experiential Learning Theory immediate experience observationsreflections previous knowledge abstract concepts new ways and actions Kolb proposed that an individual learner moves through a spiral of immediate experience which leads to observations and reflections on the experience. These reflections are then absorbed and linked with previous knowledge and translated into abstract concepts or theories, which result in new ways and actions to adjust to the experience that can be tested and explored.
Concrete Experience involvementEmphasizes personal involvement with people in everyday situations. feelingsLearner relies more on feelings than a systematic approach to problems and situation. open mindedIn a learning situation, learner relies on the ability to be open minded and adapt to change. For exampleFor example, a student performs an initial interview for the first time
Concrete Experience Doing or having an experienceDoing or having an experience new experience reinterpretationa new experience of situation is encountered, or a reinterpretation of existing experience
Reflective Observation ideas and situationsLearner understands ideas and situations from different points of view. thoughts and feelingsLearner relies on own thoughts and feelings in forming opinions. patience, objectivity and careful judgmentIn a learning situation, learner relies on patience, objectivity and careful judgment but would not necessarily take any action observations and discussesIn the example, after finishing the student reflects on what they did, makes observations and discusses how they went with their educator
Reflective Observation Reviewing or reflecting on the experienceReviewing or reflecting on the experience of the new experience Of particular importance are any inconsistencies between experience and understanding
Abstract Conceptualization systematic planning develops theoriesLearner relies on systematic planning, develops theories and ideas to solve problems links between previous experienceIn the example, the student then thinks about the interview process and their performance and tries to make links between previous experience of interviewing, the client and what they heard, and any theories or knowledge they can apply
Abstract Conceptualization Concluding or learning from the experienceConcluding or learning from the experience Reflection gives rise to a new idea, or a modification of an existing abstract concept
Active Experimentation influencing or changingLearning takes an active form; experimenting with influencing or changing situations. practical approachLearner takes a practical approach In the example, the student considers ways to improve, and tries out methods and strategies based on the previous stages of the cycle
Active Experimentation Planning or trying out what you have learnedPlanning or trying out what you have learned the learner applies them to the world around them to see what results
Similarities Use of environment/experiences for learning ▫Constructivist Learning Theory (Vygotsky) ▫Behaviorist’s Theory (Skinner) Learn through social interactions ▫Social Learning Theory (Bandura) Affective and cognitive dimensions of learning ▫Humanist Theory (Freud, Rogers)
Critique CulturalCultural considerations are not included Little researchLittle research support sequenced differentlyStages of learning may be sequenced differently in all types of learningDoes not apply in all types of learning situations Insufficient informationInsufficient information on reflection nature of knowledgeDoesn’t explore nature of knowledge in depth
Experiential Learning Theory ▫David Kolb video: “What is Experiential Learning?” ▫David Kolb power point presentation ▫David Kolb video: “What is Experiential Learning?”