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learning_theories:experiential_learning [2011/08/17 11:08] jpetrovic [What is experiential learning?] |
learning_theories:experiential_learning [2011/08/17 11:23] 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. | ||
- | [[http://www.businessballs.com/kolblearningstyles.htm|{{ :images:kolb.jpg|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.businessballs.com/kolblearningstyles.htm|{{ :images:kolb.jpg?550|Kolb's original four learning styles and stages. Image borrowed from: http://www.businessballs.com/... Click on the picture to follow the link.}}]] |
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: | 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: | ||
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* **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(([[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.]])): | + | 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 AC 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. | * **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. | * **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**. | + | * **Diverger** - Strong in CE and RO modes. Prefers **learning through observing** and **collecting information**, good at viewing concrete situations from different points of view. This kind of people are often imaginative and emotional, and often specialize in arts.(([[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.]])) |
- | [[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.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. }}]] |
- | 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, 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.]])) 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** - 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. | * **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. |