Experiential learning - Wikipedia, the free encyclopedia - The Diigo Meta page

• 13 May 15
  

  Alexey Tarasevich

  learning to_learn:

• 06 May 15
  

  M Bukovic

  education edukacija e-learning

• 19 Apr 15
  

  Heather Day

  experiential-learning

• 09 Mar 15
  

  bruceherrera

  business

• 21 Nov 14
  

  georgi31

  learning to learn

• 11 Sep 14
  

  jelef001
  • making meaning from direct experience
  • reflection on doing
  • meaning-making process of the individual's direct experience.
  • actively involved
  • reflect on
  • conceptualize the experience
  • critical reflection on their experience,

  5 more annotations...

• 22 May 14
  

  fabrizio bartoli

  "Experiential learning is the process of making meaning from direct experience, i.e., "learning from experience""

  wikipedia assessment mozilla webmaker Experiential_learning education

• 24 Apr 14
  

  Ed Fry

  learning education experiential

• 05 Apr 14
  

  reader just
  • earning from experience
  • Experiential learning is learning through reflection on doing
  • Following this example, in the "concrete experience" stage, the learner physically experiences the bike in the "here-and-now".^[6] This experience forms "the basis for observation and reflection" and he or she has the opportunity to consider what is working or failing (reflective observation), and think about ways to improve on the next attempt made at riding it (abstract conceptualization). Every new attempt to ride is informed by a cyclical pattern of previous experience, thought and reflection (active experimentation).
  • experiential learning model (ELM) as purported by Kolb
  • Thus, one makes discoveries and experiments with knowledge firsthand, instead of hearing or reading about others' experience

  • Figure 1 – David Kolb’s Experiential Learning Model (ELM) ^[7]

                      

    	→	Concrete Experience	↓
    Active Experimentation				Reflective Observation
    	↑	Abstract Conceptualization	←
  • in order to gain genuine knowledge from an experience, certain abilities are required:
  • • The learner must be willing to be actively involved in the experience;
     
    • The learner must be able to reflect on the experience;
     
    • The learner must possess and use analytical skills to conceptualize the experience; and
  • • The learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience.
     
     
  • requires self-initiative, an "intention to learn" and an "active phase of learning"
  • The role of emotion and feelings in learning from experience has been recognised as an important part of experiential learning.^[10]
  • Reflection is a crucial part of the experiential learning process
  • experiential learning and reflective learning are iterative processes, and the learning builds and develops with further reflection and experience
  • Jacobson and Ruddy, building on Kolb's four-stage Experiential Learning Model^[6] and Pfeiffer and Jones's five stage Experiential Learning Cycle,^[16] took these theoretical frameworks and created a simple, practical questioning model for facilitators to use in promoting critical reflection in experiential learning. Their "5 Questions" model is as follows:^[15]
  • • Did you notice...?
     
    • Why did that happen?
     
    • Does that happen in life?
     
    • Why does that happen?
     
    • How can you use that?
  • These questions are posed by the facilitator after an experience, and gradually lead the group towards a critical reflection on their experience, and an understanding of how they can apply the learning to their own life
  • Rather, the mechanism of experiential learning is the learner's reflection on experiences using analytic skills.
  • Kolb transposes four learning styles, Diverger, Assimilator, Accommodator and Converger, atop the Experiential Learning Model, using the four experiential learning stages to carve out "four quadrants", one for each learning style.

  16 more annotations...

• 29 Dec 13
  

  Peter Lahiff

  "Experiential learning is the process of making meaning from direct experience, i.e., "learning from experience". The experience can be staged or left open. Aristotle once said, "For the things we have to learn before we can do them, we learn by doing them". David A. Kolb helped to popularize the idea of experiential learning drawing heavily on the work of John Dewey, Kurt Lewin, and Jean Piaget. His work on experiential learning has contributed greatly to expanding the philosophy of experiential education."

  kolb piaget dewey aristotle education learning experiential Experiential_learning experientiallearning concepts pedagogy

• 24 Nov 13
  

  Colin Osterhout

  education theory

• 24 Oct 13
  

  Diego F. Gonzalez C.

  Inspiracion Aprendizaje Modelo

• 22 Mar 13
  

  Dennis Bayeng

  "Experiential learning"

  experiential_learning

• 08 Jan 13
  

  Juan Franceschini

  experiential learning education

• 11 Nov 12
  

  Dan Gibson

  learning education experiential Experiential_learning Wiki resources experientiallearning SocioTechnology

• 08 Jun 12
  

  kyleleon

  • Experiential learning is learning through reflection on doing, which is often contrasted with rote or didactic learning. Experiential learning is related to, but not synonymous with, experiential education, action learning, adventure learning, free choice learning, cooperative learning, and service learning. While there are relationships and connections between all these theories of education, importantly they are also separate terms with separate meanings.^[3]

     

    Experiential learning focuses on the learning process for the individual (unlike experiential education, which focuses on the transactive process between teacher and learner)^{[citation needed]}. An example of experiential learning is going to the zoo and learning through observation and interaction with the zoo environment, as opposed to reading about animals from a book. Thus, one makes discoveries and experiments with knowledge firsthand, instead of hearing or reading about others' experiences.

     

    Experiential learning requires no teacher and relates solely to the meaning making process of the individual's direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, for a genuine learning experience to occur, there must exist certain elements. According to David A. Kolb, an American educational theorist, knowledge is continuously gained through both personal and environmental experiences.^[4] He states that in order to gain genuine knowledge from an experience, certain abilities are required:

     
     
    1. the learner must be willing to be actively involved in the experience;
     
    2. the learner must be able to reflect on the experience;
     
    3. the learner must possess and use analytical skills to conceptualize the experience; and
     
    4. the learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience.
• 26 May 12
  

  Emma Ahmed

  EDU5253M experiential

• 14 Apr 12
  

  neilmurray
• 16 Mar 12
  

  Juvie Lyn Engnan

  experential learning

• 28 Feb 12
  

  Daniella Rosa

  Experiential learning is making meaning from an experience.

  SocioTechnology

  • Experiential learning is the process of making meaning from direct experience.^[1] Simply put, Experiential Learning is learning from experience. The experience can be staged or left open

  • Experiential learning is learning through reflection on doing, which is often contrasted with rote or didactic learning. Experiential learning is related to, but not synonymous with, experiential education, action learning, adventure learning, free choice learning, cooperative learning, and service learning. While there are relationships and connections between all these theories of education, importantly they are also separate terms with separate meanings.^[3]

     

    Experiential learning focuses on the learning process for the individual (unlike experiential education, which focuses on the transactive process between teacher and learner). An example of experiential learning is going to the zoo and learning through observation and interaction with the zoo environment, as opposed to reading about animals from a book. Thus, one makes discoveries and experiments with knowledge firsthand, instead of hearing or reading about others' experiences.
• 

  Amina Tahir

  This website describes what Experiential Learning is and the roots of where it came from.

  Wiki Experiential SocioTechnology

  • Experiential learning is the process of making meaning from direct experience.^[1] Simply put, Experiential Learning is learning from experience. The experience can be staged or left open. Aristotle once said, "For the things we have to learn before we can do them, we learn by doing them."^[2] David A. Kolb helped to popularize the idea of experiential learning drawing heavily on the work of John Dewey, Kurt Lewin, and Jean Piaget. His work on experiential learning has contributed greatly to expanding the philosophy of experiential education. Staged experiential learning is often called a Dynamic Learning Experience (DLE) in certain high hazard industries.
• 15 Feb 12
  

  richard pierce

  Experiential_learning Active Learning a

• 07 Dec 11
  

  Mendi Benigni

  Experiential_learning

• 27 Nov 11
  

  daddy sucrose

  experientialLearning Experience Learning Learnbydoing

• 21 Oct 11
  

  Ashley Proud

  Experiential learning is the process of making meaning from direct experienc

  education Experiential_learning experiential resources

• 29 Jul 11
  

  Brock LeMieux

  • How do you create a well-crafted learning experience? The key lies in the facilitator and how he or she facilitates the learning process. An excellent facilitator believes in the creed: "You teach some by what you say, teach more by what you do, but most of all, you teach most by who you are." And while it is the learner's experience that is most important to the learning process, it is also important not to forget the wealth of experience a good facilitator also brings to the situation.

     

    An effective experiential facilitator is one who is passionate about his or her work and is able to immerse participants totally in the learning situation, allowing them to gain new knowledge from their peers and the environment created. These facilitators stimulate the imagination, keeping participants hooked on the experience.
  • According to learning consultants, experiential learning is about creating an experience where learning can be facilitated.
  • While the dimensions of experiential learning are analysis, initiative, and immersion, the dimensions of academic learning are constructive learning and reproductive learning.^[9]

  1 more annotation...

• 26 Apr 11
  

  Gary Miller

  education learning Experiential_learning

  • Aristotle once said, "For the things we have to learn before we can do them, we  learn by doing them

  • According to David Kolb, an American  educational theorist, knowledge is continuously gained through both personal and  environmental experiences. ^[4] He states that in  order to gain genuine knowledge from an experience, certain abilities are  required:

     
     
    1. the learner must be willing to be actively involved in the experience;
     
    2. the learner must be able to reflect on the experience;
     
    3. the learner must possess and use analytical skills to conceptualize the  experience; and
     
    4. the learner must possess decision making and problem solving skills in order  to use the new ideas gained from the experience
• 21 Feb 11
  

  julie roberts

  unit 3 teamwork

• 05 Jan 11
  

  Mariana Hi Fong

  early

• 19 Dec 10
  

  Susannah Quinsee

  future learning

• 

  Daniel Jimenez

  aprendizaje experiencial aprendizaje

• 24 Oct 10
  

  nikos papaxristou

  συμβουλευτική

• 01 Oct 10
  

  in4m edtech

  Experiential Learning Models

• 08 Jun 10
  

  Pete Felstead

  MaEd

• 07 Jun 10
  
• 14 Jan 10
  

  sheri okland
• 17 Nov 09
  

  * agcrum

  experiential education edu progressive learning

  • Experiential learning is learning through reflection on doing, which is often contrasted with rote or didactic learning.
  • Experiential learning focuses on the learning process for the individual (unlike experiential education, which focuses on the transactive process between teacher and learner)
  • An example of experiential learning is going to the zoo and learning through observation and interaction with the zoo environment, as opposed to reading about animals from a book. Thus, one makes discoveries and experiments with knowledge firsthand, instead of hearing or reading about others' experiences.
  • Experiential learning requires no teacher and relates solely to the meaning making process of the individual's direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, for a genuine learning experience to occur, there must exist certain elements.

  • According to David Kolb, an American educational theorist, knowledge is continuously gained through both personal and environmental experiences. ^[4] He states that in order to gain genuine knowledge from an experience, certain abilities are required:

     
     
    1. the learner must be willing to be actively involved in the experience;
     
    2. the learner must be able to reflect on the experience;
     
    3. the learner must possess and use analytical skills to conceptualize the experience; and
     
    4. the learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience.
     
     

    For the adult learner especially, experience becomes a "living textbook" to which they can refer.
  • However, as John Dewey pointed out, experiential learning can often lead to "mis-educative experiences."^[6] In other words, experiences do not automatically equate learning. The classic example of this is the lecture experience many students have in formal educational settings. While the content of the course might be "physics" the experiential learning becomes "I hate physics." Preferably, the student should have learned "I hate lectures." Experiential learning therefore can be problematic as generalizations or meanings may be misapplied. Without continuity and interaction, experience may actually distort educational growth and disable an otherwise capable learner. There are countless examples of this in prejudice, stereotypes, and other related areas.
  • A fun learning environment, with plenty of laughter and respect for the learner's abilities, also fosters an effective experiential learning environment. It is vital that the individual is encouraged to directly involve themselves in the experience, in order that they gain a better understanding of the new knowledge and retain the information for a longer time.
  • "You teach some by what you say, teach more by what you do, but most of all, you teach most by who you are."

  6 more annotations...

• 12 Sep 09
  

  Jonathan Milburn

  learning education experiential

  • Experiential Learning is the process of making meaning from direct experience. ^[1] Aristotle once said, "For the things we have to learn before we can do them, we learn by doing them."^[2] David A. Kolb helped to popularize the idea of experiential learning drawing heavily on the work of John Dewey and Jean Piaget. His work on experiential learning has contributed greatly to expanding the philosophy of experiential education.
  • Experiential learning is learning through reflection on doing, which is often contrasted with rote or didactic learning.
  • focuses on the learning process for the individual
  • (unlike experiential education, which focuses on the transactive process between teacher and learner)
  • relates solely to the meaning making process of the individual's direct experience.
  • According to David Kolb
  • for a genuine learning experience to occur, there must exist certain elements.
  • • the learner must be willing to be actively involved in the experience;
     
    • the learner must be able to reflect on the experience;
     
    • the learner must possess and use analytical skills to conceptualize the experience; and
     
    • the learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience.
  • the adult learner especially, experience becomes a "living textbook" to which they can refer.
  • requires qualities such as self-initiative and self-evaluation.
  • It engages the learner at a more personal level by addressing the needs and wants of the individual.
  • it should employ the whole learning wheel, from goal setting, to experimenting and observing, to reviewing, and finally action planning.
  • Remember the games we use to play when we were kids?
  • The reason why games are popular as experiential learning techniques is because of the "fun factor" - learning through fun helps the learner to retain the lessons for a longer period.
  • encouraged to directly involve themselves in the experience,
  • As stated by the ancient Chinese philosopher, Confucius, "[t]ell me and I will forget, show me and I may remember, involve me and I will understand."
  • How do you create a well-crafted learning experience?
  • An excellent facilitator believes in the creed, "You teach some by what you say, teach more by what you do, but most of all, you teach most by who you are."
  • it is the learner's experience that is most important to the learning process, it is also important not to forget the wealth of experience a good facilitator also brings to the situation.
  • passionate about his or her work and is able to immerse participants totally in the learning situation, allowing them to gain new knowledge from their peers and the environment created. These facilitators stimulate the imagination, keeping participants hooked on the experience.
  • Sudbury model of democratic education schools assert that much of the learning going on in their schools, including values, justice, democracy, arts and crafts, professions, and frequently academic subjects, is done by learning through experience. ^{[7][8][9][10]}
  • Experiential learning is most easily compared with academic learning, the process of acquiring information through the study of a subject without the necessity for direct experience. While the dimensions of experiential learning are analysis, initiative, and immersion, the dimensions of academic learning are constructive learning and reproductive learning.^[11] Though both methods aim at instilling new knowledge in the learner, academic learning does so through more abstract, classroom based techniques, whereas experiential learning actively involves the learner in a concrete experience.

  20 more annotations...

• 08 Jul 09
  

  Prakash Ravi

  A comprehensive guide.

  Jobs

  • Experiential learning is
  • Hands-on learning is a form of experiential learning but does not necessarily involve students reflecting on their product
  • defined as "learning through reflection on doing
  • experiential learning considers the individual learning process
  • in order to gain genuine knowledge from an experience, certain abilities are required:
  • • the learner must be willing to be actively involved in the experience;
     
    • the learner must be able to reflect on the experience;
     
    • the learner must possess and use analytical skills to conceptualize the experience; and
     
    • the learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience.
  • experiential learning can often lead to "mis-educative experiences
  • experiences do not automatically equate learning.
  • Experiential learning therefore can be problematic as generalizations or meanings may be misapplied.
  • Without continuity and interaction, experience may actually distort educational growth and disable an otherwise capable learner.
  • One example of experiential learning is going to the zoo and learning through observation and interaction with the zoo environment
  • For experiential learning to be truly effective,
  • requires qualities such as self-initiative and self-evaluation.
  • goal setting, to experimenting and observing, to reviewing, and finally action planning.
  • should employ the whole learning wheel,
  • The reason why games are popular as experiential learning techniques is because of the "fun factor" - learning through fun helps the learner to retain the lessons for a longer period.
  • It is vital that the individual is encouraged to directly involve themselves in the experience, in order that they gain a better understanding of the new knowledge and retain the information for a longer time.
  • As stated by the ancient Chinese philosopher, Confucius, "[t]ell me and I will forget, show me and I may remember, involve me and I will understand."
  • An excellent facilitator believes in the creed, "You teach some by what you say, teach more by what you do, but most of all, you teach most by who you are." And while it is the learner's experience that is most important to the learning process, it is also important not to forget the wealth of experience a good facilitator also brings to the situation.
  • An effective experiential facilitator is one who is passionate about his or her work and is able to immerse participants totally in the learning situation, allowing them to gain new knowledge from their peers and the environment created. These facilitators stimulate the imagination, keeping participants hooked on the experience.
  • dimensions of experiential learning are analysis, initiative, and immersion,
  • dimensions of academic learning are constructive learning and reproductive learning.
  • academic learning does so through more abstract, classroom based techniques,
  • experiential learning actively involves the learner in a concrete experience.

  22 more annotations...

• 27 Feb 09
  

  Andrea Grant

  alted

• 14 Nov 08
  

  Irmeli Aro

  Experiential_learning

• 03 Nov 08
  

  Alexander Kaufman

  wiki university training resources research reference pedagogy learning experiential education

• 17 Oct 08
  

  Hugh O'Donnell
• 13 Oct 08
  

  Hanna Wiszniewska

  wiki learning experiential

• 15 Sep 08
  

  eflclassroom 2.0
• 14 Sep 08
  

  Isabelle Jones

  education research Wiki reference learning training resources

• 13 Sep 08
  

  Michael Stout

  Annotated link http://www.diigo.com/bookmark/http%3A%2F%2Fen.wikipedia.org%2Fwiki%2FExperiential_learning

  experiential_learning theories_of_learning wikipedia Dewey

  • Experiential Learning is the process of making meaning from direct experience. ^[1]
  • Aristotle once said, "The things we have to learn before we do them, we learn by doing them."

  • Experiential learning requires no teacher and relates solely to the meaning making process of the individual's direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, for a genuine learning experience to occur, there must exist certain elements. According to David Kolb, an American educational theorist, knowledge is continuously gained through both personal and environmental experiences. ^[4] He states that in order to gain genuine knowledge from an experience, certain abilities are required:

     
     
    1. the learner must be willing to be actively involved in the experience;
     
    2. the learner must be able to reflect on the experience;
     
    3. the learner must possess and use analitical skills to conceptualize the experience; and
     
    4. the learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience.
  • as John Dewey pointed out experiential learning can often lead to "mis-educative experiences". The classic example of this is the lecture experience many students have in traditional education contexts. While the content of the course might be "physics" the experiential learning might be that "I hate physics". This is mis-educative as the student should have preferably learned "I hate lectures". Experiential learning therefore can be problematic as generalizations or meanings may be misapplied. There are countless examples of this in prejudice, stereotypes, and other related areas.
  • John Dewey pointed out, experiential learning can often lead to "mis-educative experiences."^[6] In other words, experiences do not automatically equate learning. The classic example of this is the lecture experience many students have in formal educational settings. While the content of the course might be "physics" the experiential learning becomes "I hate physics." Preferably, the student should have learned "I hate lectures." Experiential learning therefore can be problematic as generalizations or meanings may be misapplied.
  • Confucius. "Tell me and i will forget, show me and i may remember, involve me and i will understand
  • "You teach some by what you say, teach more by what you do, but most of all, you teach most by who you are."

  5 more annotations...

• 18 Dec 07
  

  Marc Reck

  educator

• 18 Oct 07
  

  Dante-Gabryell Monson

  Experiential education is a process for learning through action. The term is often used interchangeably with experiential learning - Experiential Learning is highly suited to the acquisition of practical skills, where trial and error and the opportunity t

  Education learning AlternativeLearning Pedagogy Wikipedia arevoir Experiential

• 13 Jul 07
  

  education

  • Some experts in the field make the distinction between "democratic experiential education" in which students help design curricula and run their own projects and even do their own grading (through objective contracted standards) and other forms of "experiential education" that put students in existing organizations in inferior roles (such as service learning and internships) or in which faculty design the field work (David Lempert, 1996).

     

    Experiential learning uses various tools like games, simulations, role plays, stories in classrooms. The experiential learning mindset changes the way the teachers and students view knowledge. Knowledge is no longer just some letters on a page. It becomes active, something that is transacted with in life or life-like situations. It starts to make teachers experience providers, and not just transmitters of the written word. Students become knowledge creators (for themselves) as well as knowledge gatherers.
• 27 Oct 06
  

  Gilbert Mizrahi

  experiential learning definition

  experiential learning

Page Comments

• 
  eflclassroom 2.0 on 2008-09-15
  Michael,
  
  Great reflections! I've been a fan of Dewey as much for his socializing beliefs regarding education as the above.....Education has the means of liberating and informing citizenry....I still idealistically believe that...

Would you like to comment?

Join Diigo for a free account, or sign in if you are already a member.