WHAT IS EXPERIENTIAL LEARNING?
Experiential learning is a process through which students develop knowledge, skills, and values from direct experiences outside a traditional academic setting. It encompasses internships, service learning, undergraduate research, study abroad, and other creative and professional work experiences. Well-planned, supervised, and assessed experiential learning programs can stimulate academic inquiry by promoting interdisciplinary learning, civic engagement, career development, cultural awareness, leadership, and other professional skills
“the strategic, active engagement of students in opportunities to learn through doing, and reflection on those activities, which empowers them to apply their theoretical knowledge to practical endeavours in a multitude of settings inside and outside of the classroom.”
Experiential learning contains all of the following:
1. Reflection, critical analysis, and synthesis
2. Opportunities for students to take initiative, make decisions, and be accountable for the results
3. Opportunities for students to engage intellectually, creatively, emotionally, socially, or physically
4. A designed learning experience that includes the possibility to learn from consequences, mistakes, and successes
There is a wide range of design models that aim to embed learning within real world contexts, including:
· laboratory, workshop or studio work;
· apprenticeship;
· problem-based learning;
· case-based learning;
· project-based learning;
· inquiry-based learning;
· cooperative (work- or community-based) learning.
The focus here is on some of the main ways in which experiential learning can be designed and delivered, with particular respect to the use of technology, and in ways that help develop the knowledge and skills needed in a digital age.
Core design principles
Experiential learning focuses on learners reflecting on their experience of doing something, so as to gain conceptual insight as well as practical expertise. Kolb’s experiential learning model suggest four stages in this process:
· active experimentation;
· concrete experience;
· reflective observation;
· abstract conceptualization.
Experiential design models
There are many different design models for experiential learning, but they also have many features in common.
· to give students hands-on experience in choosing and using common scientific, engineering or trades equipment appropriately;
· to develop motor skills in using scientific, engineering or industrial tools or creative media;
· to give students an understanding of the advantages and limitations of laboratory experiments;
· to enable students to see science, engineering or trade work ‘in action’;
· to enable students to test hypotheses or to see how well concepts, theories, procedures actually work when tested under laboratory conditions;
· to teach students how to design and/or conduct experiments;
· to enable students to design and create objects or equipment in different physical media.
Problem-based learning
The earliest form of systematised problem-based learning (PBL) was developed in 1969 by Howard Barrows and colleagues in the School of Medicine at McMaster University in Canada, from where it has spread to many other universities, colleges and schools. This approach is increasingly used in subject domains where the knowledge base is rapidly expanding and where it is impossible for students to master all the knowledge in the domain within a limited period of study. Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to resolution of the problem. The role of the instructor (usually called a tutor in classic PBL) is critical in facilitating and guiding the learning process.
Case-based learning
With case-based teaching, students develop skills in analytical thinking and reflective judgment by reading and discussing complex, real-life scenarios.
· anchor teaching in a (carefully chosen) case;
· actively involve learners in discussing, analysing and making recommendations regarding the case;
· model professional thinking and action as an instructor when discussing the case with learners;
· provide direction and feedback to learners in their discussions;
· create a collaborative learning environment where all views are respected.
Case-based learning can be particularly valuable for dealing with complex, interdisciplinary topics or issues which have no obvious ‘right or wrong’ solutions, or where learners need to evaluate and decide on competing, alternative explanations. Case-based learning can also work well in both blended and fully online environments. Marcus, Taylor and Ellis (2004) used the following design model for a case-based blended learning project in veterinary science:
Project-based learning
Project-based learning is similar to case-based learning, but tends to be longer and broader in scope, and with even more student autonomy/responsibility in the sense of choosing sub-topics, organising their work, and deciding on what methods to use to conduct the project. Projects are usually based around real world problems, which give students a sense of responsibility and ownership in their learning activities.
Once again, there are several best practices or guidelines for successful project work. For instance, Larmer and Mergendoller (2010) argue that every good project should meet two criteria:
· students must perceive the work as personally meaningful, as a task that matters and that they want to do well;
· a meaningful project fulfills an educational purpose.
The main danger with project-based learning is that the project can take on a life of its own, with not only students but the instructor losing focus on the key, essential learning objectives, or important content areas may not get covered. Thus project-based learning needs careful design and monitoring by the instructor.
Inquiry-based learning
Inquiry-based learning (IBL) is similar to project-based learning, but the role of the teacher/instructor is somewhat different. In project-based learning, the instructor decides the ‘driving question’ and plays a more active role in guiding the students through the process. In inquiry-based learning, the learner explores a theme and chooses a topic for research, develops a plan of research and comes to conclusions, although an instructor is usually available to provide help and guidance when needed.
It can be seen that the fourth level of inquiry describes the graduate thesis process, although proponents of inquiry-based learning have advocated its value at all levels of education.
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