Exploring and implementing theories of the experiential learning cycle in the teaching of transport planning 2009/1/19 Presenter: Chen, Yu-Chu Adviser: Chen, Ming-Puu Avineri, E. (2007). Exploring and implementing theories of the experiential learning cycle in the teaching of transport planning. CEBE Transactions, 4(1),

Background 》 Module: 9th “Transport Economics and Appraisal” of the MSc Program in Transport Planning. 》 Transport Planners are in need of an extensive base of knowledge and quantitative skills. But, not all of the students have the analytical background to support the required decision- making skills. 》 This study proved that it is possible to teach these students the basic skills of transport Planning. 2

The Experiential Learning Cycle 》 (Kolb, 1984) ▷ Concrete Experience (CE): One can not learn something simply by watching or reading about it; active involvement is necessary. ▷ Reflective Observation (RO): Student attention should be focused on particular elements of the experience. This means taking time out of doing and pausing to consider what has just taken place. ▷ Abstract Conceptualisation (AC): through a process of inductive reasoning, the students analyse observations, explain them, and integrate them into logically sound theories. ▷ Active Experimentation (AE): The students consider how they are going to put what they have learnt into practice. 3

The Experiential Learning Cycle 》 (James, 1999) ▷ Every stages is important to be efficient. 》 (Hembree, 1992) ▷ Concrete Experience: active involvement by the students is necessary. ▷ Active experimentation: for learning to be useful. If one cannot see how the learning is useful to one’s life then it is most likely to be forgotten quickly 》 (Moon, 1999) ▷ a means of locating reflection in different stages of the learning process should be provided. 4

A Case Study 》 This case study observes the teaching method used to help students: ▷ develop an awareness of various risk. ▷ apply spreadsheet to make decision. ▷ critically address appraisal approaches. 》 The central practical applications of the theory: ▷ How a session, or a whole module, can be developed in a way that takes students systematically around the whole cycle; ▷ A consideration of the teaching methods that are particularly valuable at particular stages of the cycle. 5

A Case Study -An ideal learning environment would include four. 6

A Case Study -different learning styles 1. Activists: Learning by doing, they need to get their hands dirty. 2. Theorists: Like to understand the theory behind the actions. 3. Pragmatists: Need to be able to see how to put the learning into practice in the real world. 4. Reflectors: Learning by observing and thinking about what happened. 7

A Case Study 》 VARK: Four major sensory modes of learning: 1. visual 2. aural 3. reading/writing 4. Kinesthetic 》 Teaching methods and strategies included discussions, rounds, team work, brainstorming and a mini role-play. 8

Encouraging Experiential Learning After The Session Is Over 》 Self-learning material: (AE) : let students reflect back on the previous activities (CE) : use the method of analysis the next time they encountered an appraisal problem (RO): discuss with their colleagues (AC):suggest that further reading about more theoretical aspects of it. 》 (Moon,1999): Designed to encourage reflection and increase the impact of single session. 9

Lessons Learned 》 Conclusion: it is possible to change students’ learning approaches, and to get more involved. ▷ A high level of satisfaction was achieved, ▷ Evidence of in-depth thinking by most of the students. 》 A positive impact on students’ learning quality was achieved through changes in the lecturer’s teaching methods and the module design. 》 Carefully designing of assessment and teaching activities promotes the deeper understanding and competence. 10