Innovate: Preparing e-Learning Designers Using Kolb's Model of Experiential Le... - The Diigo Meta page

• 07 Oct 08
  

  Janice Wilson Butler

  learning online research

  • Influenced by Dewey, Lewin, and Piaget, Kolb (1984) conceptualizes learning
    from experience in terms of four components, each of which requires learners to
    invoke specific abilities: Concrete experience draws on the learner's
    willingness to experience new things; reflective observation requires an ability
    to consider experiences from a variety of perspectives in order to find meaning;
    abstract conceptualization requires an ability to analyze and integrate new
    ideas and concepts, drawing logical conclusions through reflective consideration
    of new experiences; and active experimentation requires learners to apply new
    learning to practice, problem solving, and decision making, which leads to new
    concrete experiences (Merriam, Caffarella, and Baumgartner 2006). These
    abilities are integrated into phases of a cyclical process referred to as the
    experiential learning cycle (Figure
    1). Within the cycle each of these four components entails its own
    distinctive process for the learner:

    
    
    
    
    1. Experiencing (concrete experience): The learner begins with an experience of
       a concept or situation.
       
    2. Examining (reflective observation): The learner considers and examines the
       new experience from a variety of perspectives in order to find meaning.
       
    3. Explaining (abstract conceptualization): The learner looks for patterns,
       builds concepts, and tests theories, considering what was learned and drawing
       logical conclusions about its future implications.
       
    4. Applying (active experimentation): The learner draws upon previous insights
       to make decisions and apply concepts to new concrete experiences (Bolan 2003;
       Kolb 1984; Svinicki and Dixon 1987).
    5. To foster concrete experience, instructors can employ readings, examples, or
       laboratories.
       
    6. To foster reflective observation, instructors can assign journals,
       discussions, and brainstorming activities.
       
    7. To foster abstract conceptualization, instructors can provide model-building
       activities, assign papers, or deliver specialized lectures.
       
    8. To foster active experimentation, instructors can incorporate simulations,
       case studies, fieldwork, or final projects.
    
    

    In this way, Kolb’s model provides a functional framework for selecting and
    sequencing learning activities that support students as they learn from
    experience while working on a context-rich, real-world project.

• 27 May 08
  

  John Martin

  Online course design applying Kolb's Model. Nice to see that Kolb's model is not simply viewed as an outdoor/adventure ed model.

  learning e-learning experiential kolb course-design

  • Preparing e-Learning Designers Using Kolb’s Model of Experiential Learning
• 10 Apr 08
  

  sheryl barnes

  teaching learning instructional_design

  • • Experiencing (concrete experience): The learner begins with an experience of a concept or situation.
    • Examining (reflective observation): The learner considers and examines the new experience from a variety of perspectives in order to find meaning.
    • Explaining (abstract conceptualization): The learner looks for patterns, builds concepts, and tests theories, considering what was learned and drawing logical conclusions about its future implications.
    • Applying (active experimentation): The learner draws upon previous insights to make decisions and apply concepts to new concrete experiences (Bolan 2003; Kolb 1984; Svinicki and Dixon 1987).
  • two dimensions of the learning process
  • 2 more annotations...
  • • • To foster concrete experience, instructors can employ readings, examples, or laboratories.
      • To foster reflective observation, instructors can assign journals, discussions, and brainstorming activities.
      • To foster abstract conceptualization, instructors can provide model-building activities, assign papers, or deliver specialized lectures.
      • To foster active experimentation, instructors can incorporate simulations, case studies, fieldwork, or final projects.
    • (Exhibit 2).
• 09 Apr 08
  

  Clay Leben

  Overview and rational for web instruction program based on Kolb experiential learning model at the Unversity of Colorado at Denver.

  innovate kolb learningstyle instructionaldesign course article research online journal

  • • Describe the instructional problem to be solved.
    • Conduct a front-end analysis, including needs/opportunity assessment, audience analysis, and environment analysis.
    • Establish learning goals, objectives, and outcomes, and determine appropriate assessment methods.
    • Develop a project proposal that includes descriptions of appropriate learning activities.
    • Create a functional prototype, including interface and site design and site navigation.
    • Build a beta version of the educational Web site.
    • Develop an action plan outlining next steps, further development needs, appropriate technologies and tools, lessons learned, and future learning goals.
  • • Experiencing (concrete experience): The learner begins with an experience of a concept or situation.
    • Examining (reflective observation): The learner considers and examines the new experience from a variety of perspectives in order to find meaning.
    • Explaining (abstract conceptualization): The learner looks for patterns, builds concepts, and tests theories, considering what was learned and drawing logical conclusions about its future implications.
    • Applying (active experimentation): The learner draws upon previous insights to make decisions and apply concepts to new concrete experiences (Bolan 2003; Kolb 1984; Svinicki and Dixon 1987).

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