An Experiential Learning Model Presented by: Heather Sorella College LaSalle

An Experiential Learning Model simplypsychology.org

What is experiential learning? Creating a bridge between academics and the real world, allowing students to gain hands-on skills that they can use to hit the ground running when they enter the job market. This “hands-on” approach can be used as a tool to gauge student knowledge. When students use this type of learning style not only to monitor their performance but also to master a task, this approach can increase student engagement. Keeton, Sheckley & Griggs (2002) suggest that by developing their effectiveness as learners, students can be empowered to take responsibility for their own learning by understanding how they learn best and identifying the skills necessary in regions that are uncomfortable to them.

Defining Experiential Learning Theory (ELT) Draws on the work of John Dewey, Kurt Lewin, Jean Piaget, William James, Carl Jung, Paulo Freire, Carl Rogers and others – Promotes a holistic model of the experiential learning process and a multilinear model of adult development The theory is built on six propositions that are shared by these scholars (Kolb, 1984): These were prominent 20th century scholars who gave experience a central role in their theories on human learning and development

Six Propositions of ELT Learning is best conceived as a process, not in terms of outcomes. All learning is relearning. Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world. Learning is a holistic process of adaptation to the world. Learning results from synergetic transactions between the person and the environment. 6. Learning is the process of creating knowledge.

The ELT process ELT defines learning as a “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience” (Kolb, 1984:41). This process is portrayed as an idealized learning cycle or spiral where the learner “touches all bases”-experiencing, reflecting, thinking, and acting-in a recursive process that is responsive to the learning situation and what is being learned.

Think-Pair-Share ASGinspire.com

When Theory Met the Real World Theory was put into practice when the students in the Fashion Marketing DEC program at LaSalle College partnered with a multinational retailer, Le Chateau, and where given the opportunities to experience being product developers. The students experienced how being involved and working in a real firm with real life situations made them grasp and reflect that the fashion industry in theory was not the same as the actual one they were involved with. Students had to make crucial decisions in a short period of time, relying on their prior knowledge and the daily experiences they were involved in. Student engagement and interest were key to successful outcomes.

Target Population Sample size: 55 students (two groups) Fifth semester, third year Fashion Marketing DEC students Course: Private Label Management (75 hours)

Process: Step One Le Chateau Students Provide guidance on logistics, time management Assess validity of student’s positioning of the company Buyer and HR Manager meet students to provide an overview of their roles in the company Research target market Study competitive landscape Visit the retail stores Begin their primary research. Learn to adapt to changes and apply critical thinking skills 7-8 groups of student teams must collaborate to ensure product lines being designed by each team are cohesive. Develop teamwork and collaboration skills The students research Le Chateau’s target market, study their competitors, visit the retail stores and begin their primary research. As the students collect their initial data from the marketplace, the team at Le Chateau work on the logistics of time management, which is essential for each new seasonal collection. Seasonal collections, in the fashion industry, are different than a regular yearly calendar. The Fall/Winter season, where merchandise must be in the retail stores, is from August 1 to January 31 and Spring/Summer from February 1 to July 31. With seven to eight different teams working as a consortium, they must decide on similar fabrics which coordinate across product lines, decide on size and colour breakdowns, determine where the garments will be produced (domestically or offshore), and always keep in mind competitive retail selling prices, costs and profit margins. As students work as real retailers and understand the changing retail landscape, they realize that in order to satisfy consumer demands and the company’s profit margins, they must adapt quickly in order to stay competitive as deviations in the planning process can have multiple effects in the channel of distribution. This process helps students apply critical thinking skills and adapt to changing circumstances.

Process: Step One The students and I examine the dates when fashion shows are presented in Paris and New York and determine how to adapt the new runway collections for a Le Chateau customer. Since the collections are always prepared a year in advance, historical data must also be reviewed to identify which garments were more receptive to the Le Chateau customer, based on sales and check out rates, and re-introduce these items for the new seasonal collection. As this information is being examined, new products must be developed and appraised by the team.

Process: Step Two Focus on garment production: decide on cost, quantity, quality and feasibility. Visit to Le Chateau’s production facility, hosted by Production Manager Students construct production calendars Observe live production process: automation versus manual creation Students learn to develop creative, cost-effective solution to production issues Students apply real-world judgment to grasp the process of timelines, delivery dates and consumer expectations The second stage of the project encompasses the concept of garment production. It is at this step where students must decide where the garments will be produced. Decisions must be made on cost, quantity, quality and feasibility. With the assistance of Le Chateau's Production Manager and through our field trip to their Montreal production facility, students can in regards to the products they are producing. For many students this is their first visit to a production facility where they see all of the machinery used in cutting fabrics into garments. As students interact with real life information and the importance of prior knowledge and experience, they can develop the skills to strategize and find solutions to different situations.

Process: Step Three Reflect on the saleability of their existing garments and determine whether they can develop a new product which can encourage new consumers to visit the stores and purchase new items. This new product does not have to be in the same category as the products they developed; the new product should be marketable alongside all of the other categories. At the point in the project, students need to focus on how the new product will be co-marketed and positioned in the store to have consumers view the products and potentially buy these products. Once the new products have been developed, students must then decide how these products will be packaged. Packaging has an enormous impact on consumer purchasing behaviour. How the product is displayed and how it leaves the store can benefit both the consumer and the retail.

Joint Collaboration Throughout all stages of the project, members from Le Chateau participate in the evaluation process: Stage One: designer reviews each category and critiques trend analysis and price points; suggests changes based on current market demands. Stage Two: production planning is reviewed and comments are made as to the feasibility of production facility choices. Stage Three: assessments are based on the cohesion of the newly developed products with the current store merchandise As a leader in the Canadian retail marketplace, Le Chateau brings its expertise and fashion know-how to the students, which is priceless. . The role the retailer and its team members provide the students is priceless. By explaining the process through the use mentorship as well as a “hands on approach” students learn alongside experts in the field.

Description of Experiential Learning Model An Experiential Learning Model should be composed of four factors - partner organization, school administration, student and teacher. Each factor has responsibilities it should uphold in order to contribute to the overall success of the project. to the overall success of the project. Any educator seeking to implement an experiential learning exercise in their classroom consider how to adapt their learning environment or develop partnerships outside their college in order to provide a fruitful environment for this type of activity.

An ELT Model Partner Organization School Administration Express an openness to share and transmit information to students. Understand the learning curve and the time needed for students to understand the process. Provide leadership and mentoring to students Flexibility with curriculum. Allow the teacher the latitude to explore different methods of teaching. Express openness to change and encourage an active learning approach. Provide support to both students and teacher with time schedules and evaluations. Student Teacher Prefers a “hands on” learning approach. Open to different types of leaning methods. Wants to take be actively involved in the learning process. Understand the important role experience plays in the learning process. Take the role of a facilitator guiding the students' process. Creates a student-centered learning approach.

References Keeton, M.T., Sheckley, B.G., & Griggs, J.K. (2002). Efficiency and effectiveness in higher education. Dubreque, IA: Kendall/Hunt Publishing Company. Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.