learning_theories:experiential_learning
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learning_theories:experiential_learning [2011/08/17 10:32] jpetrovic [General] |
learning_theories:experiential_learning [2011/08/17 10:42] jpetrovic [What is experiential learning?] |
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| - Learning is driven by conflict, differences, and disagreement and results in assimilation and accommodation. | - Learning is driven by conflict, differences, and disagreement and results in assimilation and accommodation. | ||
| - | 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: | + | Kolb(([[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.6489&rep=rep1&type=pdf|Kolb, Alice Y., and David A. Kolb. Learning Styles and Learning Spaces : Enhancing Experiential Learning in Higher Education. Academy of Management Learning Education 4, no. 2: 193-212, 2005.]])) suggests two opposite modes of acquiring experience: |
| - | * **concrete experience** or **CE** (**feeling** through practical experiencing), | + | * **concrete experience** or CE (feeling through practical experiencing), |
| - | * **abstract conceptualization** or **AC** (concluding and **thinking** about the experience), | + | * **abstract conceptualization** or AC (concluding and thinking about the experience), |
| - | and two opposite modes of transforming that experience to knowledge: | + | and two opposite modes of transforming that experience into knowledge: |
| - | * **reflective observation** or **RO** (actively **observing** experience and its outcomes), | + | * **reflective observation** or RO (actively observing experience and its outcomes), |
| - | * **active experimentation** or **AE** (planing on how to test something and finally **doing**). | + | * **active experimentation** or AE (planing on how to test something and finally doing). |
| - | 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: | + | 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(([[http://www.google.hr/url?sa=t&source=web&cd=1&ved=0CBYQFjAA&url=http%3A%2F%2Facademic.regis.edu%2Fed205%2FKolb.pdf&rct=j&q=kolb84%20Kolb%20Experiential%20learning.pdf&ei=24NKTsCeMsee-wb_xI2cCQ&usg=AFQjCNGdXkEjcY7T1FMOw2SMAxS4Goz96w&cad=rja]|Kolb, David A. Experiential learning: experience as the source of learning and development. Prentice-Hall, 1984.]))(([[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.6489&rep=rep1&type=pdf|Kolb, Alice Y., and David A. Kolb. Learning Styles and Learning Spaces : Enhancing Experiential Learning in Higher Education. Academy of Management Learning Education 4, no. 2: 193-212, 2005.]])): |
| * **Assimilator** - Strong in and RO components. Prefers **abstract conceptualizations** and theoretical models, requires time to think through. Values **logical validity** more than practical applications. | * **Assimilator** - Strong in and RO components. Prefers **abstract conceptualizations** and theoretical models, requires time to think through. Values **logical validity** more than practical applications. | ||
learning_theories/experiential_learning.txt · Last modified: 2023/06/19 18:03 (external edit)
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