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learning_theories:experiential_learning [2011/04/01 13:59] jpetrovic [What is experiential learning?] |
learning_theories:experiential_learning [2011/04/01 14:48] jpetrovic [What is experiential learning?] |
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===== What is experiential learning? ===== | ===== What is experiential learning? ===== | ||
- | In his influential book "[[http://www.amazon.co.uk/Experiential-Learning-Experience-Source-Development/dp/0132952610#reader_0132952610|Experiential Learning: Experience As The Source Of Learning And Development]]" (1984) Kolb describes learning as "//the process whereby **knowledge is created through the transformation of experience**//". In order to be effective, learning should therefore incorporate following **four stages**: | + | In his influential book "[[http://www.amazon.co.uk/Experiential-Learning-Experience-Source-Development/dp/0132952610#reader_0132952610|Experiential Learning: Experience As The Source Of Learning And Development]]" (1984) Kolb describes learning as "//the process whereby **knowledge is created through the transformation of experience**//". Kolb suggests two opposite modes of getting experience: |
- | * Concrete experience (CE) - practical experiencing through doing | + | * **concrete experience** or **CE** (**feeling** through practical experiencing), |
- | * Reflective observation (RO) - actively **observing** experience and its outcomes | + | * **abstract conceptualization** or **AC** (concluding and **thinking** about the experience), |
- | * Abstract conceptualization (AC) - concluding and **thinking** about the experience | + | |
- | * Active experimentation (AE) - planing on how to test a new model or theory | + | |
- | Mentioned **stages follow one after another** forming a circle as they were introduced above, yet the process of **learning can begin in any of them**. Still, every learner develops strengths in some of mentioned stages more than in others and learn better in those conditions, what results in four **learning styles** identified also by Kolb: | + | and two opposite modes of transforming that experience to knowledge: |
- | * **Assimilator** - Prefers **abstract conceptualizations** and theoretical models, requires time to think through. Values **logical validity** more than practical applications. | + | * **reflective observation** or **RO** (actively **observing** experience and its outcomes), |
- | * **Converger** - Prefers **practical applications** of concepts and theories he learns and like experimenting. They are often good problem solvers and like dealing with technical issues. | + | * **active experimentation** or **AE** (planing on how to test something and finally **doing**). |
- | * **Accommodator** - Prefers **practical experiences** and acting more according to the feeling than based on logical analysis. | + | |
- | * **Diverger** - Prefers **learning through observing** and **collecting information**, good at viewing concrete situations from different points of view. According to Kolb et al.(([[http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf|Kolb, D. A, R. E Boyatzis, and C. Mainemelis. Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles. The educational psychology series: 227–247. 2001.]])) research has shown this kind of people are often **imaginative** and emotional, and often specialize in **arts**. | + | All of these components together form a circle of learning in which they follow one after another: CE->RO->AC->AE->CE->... The very process of **learning can begin in any of them**. Still, every learner develops strengths in some of mentioned modes more than in others and learn better under those conditions, which results in four different **learning styles** identified also by Kolb: |
+ | |||
+ | * **Assimilator** - Strong in and RO components. Prefers **abstract conceptualizations** and theoretical models, requires time to think through. Values **logical validity** more than practical applications. | ||
+ | * **Converger** - Strong in AC and AE components. Prefers **practical applications** of concepts and theories he learns and like experimenting. They are often good problem solvers and like dealing with technical issues. | ||
+ | * **Accommodator** - Strong in CE and AE components. Prefers **practical experiences** and acting more according to the feeling than based on logical analysis or theoretical aspects. | ||
+ | * **Diverger** - Strong in CE and RO modes. Prefers **learning through observing** and **collecting information**, good at viewing concrete situations from different points of view. According to Kolb et al.(([[http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf|Kolb, D. A, R. E Boyatzis, and C. Mainemelis. Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles. The educational psychology series: 227–247. 2001.]])) research has shown this kind of people are often **imaginative** and emotional, and often specialize in **arts**. | ||
Kolb and other researchers(([[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.6489&rep=rep1&type=pdf|Kolb, D A. Learning Styles and Learning Spaces : Enhancing Experiential Learning in Higher Education. Academy of Management Learning Education 4, no. 2: 193-212. 2005.]])) later improved the resolution of the learning styles grid from 2x2 to 3x3 by introducing five new learning styles, that offered a refinement of the four Kolb's styles: | Kolb and other researchers(([[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.6489&rep=rep1&type=pdf|Kolb, D A. Learning Styles and Learning Spaces : Enhancing Experiential Learning in Higher Education. Academy of Management Learning Education 4, no. 2: 193-212. 2005.]])) later improved the resolution of the learning styles grid from 2x2 to 3x3 by introducing five new learning styles, that offered a refinement of the four Kolb's styles: | ||
- | * Northerner | + | * **Northerner** - Strong in CE and balanced in AE and RO modes. Has a capacity for deep involvement and learns through experimenting, but has problems with conceptualizations. |
- | * Westerner | + | * **Westerner** - Strong in AE and balanced in CE and AC modes. Has great action skills and possibilities for thinking and conceptualizing, but problems with analyzing past experience. |
- | * Easterner | + | * **Easterner** - |
- | * Southerner | + | * **Southerner** - |
- | * Balancing | + | * **Balancing** - Evenly balancing both modes of acquiring experience and both modes of transforming that experience into knowledge. |
[[http://www.businessballs.com/kolblearningstyles.htm|{{:images:kolb.jpg?590x500 |Kolb's original four learning styles and stages. Image borrowed from: http://www.businessballs.com/... Click on the picture to follow the link.}}]][[http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf|{{:images:kolb9.jpg?500x500|The new 9 learning styles. Notice how the old learning styles now form the corners of the rectangle. Image borrowed from: Kolb, D A. Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Click on the picture to follow the link.}}]] | [[http://www.businessballs.com/kolblearningstyles.htm|{{:images:kolb.jpg?590x500 |Kolb's original four learning styles and stages. Image borrowed from: http://www.businessballs.com/... Click on the picture to follow the link.}}]][[http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf|{{:images:kolb9.jpg?500x500|The new 9 learning styles. Notice how the old learning styles now form the corners of the rectangle. Image borrowed from: Kolb, D A. Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Click on the picture to follow the link.}}]] |