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Johns Hopkins University Experiential Learning Seth Lee March 2, 2010.

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Presentation on theme: "Johns Hopkins University Experiential Learning Seth Lee March 2, 2010."— Presentation transcript:

1 Johns Hopkins University Experiential Learning Seth Lee March 2, 2010

2 Seth Lee2 March 2, 2010 Agenda Introductions “Lost At Sea”- Icebreaker Kolb’s Experiential Learning Cycles “Classic” Learning Theories Animal Kingdom- Exercise Kolb’s Experiential Learning Styles Our Senses Experiential Learning In Teams References

3 Seth Lee3 March 2, 2010 Experiential Learning : Elements The process of making “meaning” from direct experience Learn through “reflection on doing” Discoveries, experiments through “first hand” doing Engage the learner at a “personal” level Self-motivational, fun

4 Seth Lee4 March 2, 2010 David A. Kolb Born 1939 Adult education Currently Professor of Organizational Behavior at Weatherhead School of Management Case Western Reserve University, Cleveland, Ohio. MA & Ph.D from Harvard University Experiential learning model  Four stage cycle  Four type learning styles

5 Seth Lee5 March 2, 2010 Kolb’s Four Stage Learning Cycle Concrete experience (feelings)  Immediate/at hand  Actively involved Reflective observation (watching)  Reflect on experience at hand Abstract conceptualization (thinking)  Formation (assimilation) of abstract concepts based upon the reflection Active experimentation (doing)  Test new concepts  Problem solving, decision making Benchmarking & Measurement (Seth addition!)

6 Seth Lee6 March 2, 2010 Kolb’s Experiential Learning Cycle

7 Seth Lee7 March 2, 2010 Classic Learning Theories Social Learning  Model what you see Behavioral  Positive Reinforcement Transformative  Takes step by step  Changes/Adapts Humanistic  Nurturing  From the heart

8 Seth Lee8 March 2, 2010 Learning Theories to Animal Characters Learning TheoryAnimal Characteristics Social LearningApe BehavioralDog TransformativeButterfly HumanisticLioness

9 Seth Lee9 March 2, 2010 Kolb’s learning styles Diverging (feeling and watching) These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style 'Diverging' because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a Diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback.

10 Seth Lee10 March 2, 2010 Kolb’s learning styles Assimilating (watching and thinking) The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity. They excel at understanding wide-ranging information and organizing it a clear logical format. People with an Assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. These learning style people is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.

11 Seth Lee11 March 2, 2010 Kolb’s learning styles Converging (doing and thinking) People with a Converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a Converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables specialist and technology abilities. People with a Converging style like to experiment with new ideas, to simulate, and to work with practical applications.

12 Seth Lee12 March 2, 2010 Kolb’s learning styles Accommodating (doing and feeling) The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These people use other people's analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans. They commonly act on 'gut' instinct rather than logical analysis. People with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent and useful in roles requiring action and initiative. People with an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective

13 Seth Lee13 March 2, 2010 Learning Theory to Animal Kingdom to Senses Learning Theory Animal Characteristics Experiential TheorySenses Social LearningApeDivergingSight BehavioralDogAssimilationSmell TransformativeButterflyConvergingHearing HumanisticLionessAccommodatingTouch

14 Seth Lee14 March 2, 2010 Experiential Approach (Teams) Assumptions Learning is more effective when it is an “active” process Problem-centered learning is more lasting then theory-based learning Participation by the team, not just the leader Integrate “thought” with “action” Outcomes Unambiguous understanding of purpose Greater appreciation of strengths/weaknesses associated with learning styles Clarity around learning preferences and skills surfaced Awareness of challenges and obstacles Action plans/goals/measurement Established set of values, operating principles

15 Seth Lee15 March 2, 2010 References Baumgartner, L. M., Caffarella, R. S. & Merriam, S. B. (2007). Learning in Adulthood (3rd ed.). San Francisco: Jossey-Bass Boyatzis, Richard., & Kold, David (1995). From Learning Styles to Learning Skills: The Executive Skills Profile. Journal of Managerial Psychology, Volume 10 – Number 5 (pp.3 – 17). MCB University Press. Fiddler, Morris., Marienau, Catherine., & Taylor, Kathleen (2002). San Francisco: Jossey-Bass Know, Grahame. Lost at Sea. Kolb Learning Styles., Schwartz, Roger (2002). The Skilled Facilitator. San Francisco: Jossey-Bass Tamblyn, Doni, & Weiss, Sharyn (2002). The Big Book of Humorous Training Games. McGraw Hill: United States

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