learning_theories:experiential_learning
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learning_theories:experiential_learning [2011/08/17 11:24] jpetrovic [What is experiential learning?] |
learning_theories:experiential_learning [2011/08/17 11:33] jpetrovic [What is experiential learning?] |
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| * **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.]])) | * **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. }}]]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 original 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 additional learning styles, that offered a refinement of the four original styles: |
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| + | [[http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf|{{:images:kolb9.jpg?400x400 |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.}}]] | ||
| * **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. | ||
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| * **Southerner** - Strong in AC and balanced in AE and RO modes. Has great conceptualization skills, but little use of practical experiences. | * **Southerner** - Strong in AC and balanced in AE and RO modes. Has great conceptualization skills, but little use of practical experiences. | ||
| * **Balancing** - Evenly balancing both modes of acquiring experience and both modes of transforming that experience into knowledge. | * **Balancing** - Evenly balancing both modes of acquiring experience and both modes of transforming that experience into knowledge. | ||
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| In order to identify preferred learning style in Kolb's model, "**[[http://www.haygroup.com/au/services/index.aspx?ID=14323|learning style inventory]]**" method has been developed. This **method for determining an individual’s optimal learning style**, strengths and weaknesses consists of a survey which explores one's perceiving (how one prefers to acquire information) and processing (how one makes sense of new things). Various variants of this method can be found in simplified free on-line tests((For example: [[http://casa.colorado.edu/~dduncan/teachingseminar/KolbLearningStyleInventoryInfo.pdf|Duncan, D. Kolb Learning Style Inventory. University of Colorado at Boulder.]])). | In order to identify preferred learning style in Kolb's model, "**[[http://www.haygroup.com/au/services/index.aspx?ID=14323|learning style inventory]]**" method has been developed. This **method for determining an individual’s optimal learning style**, strengths and weaknesses consists of a survey which explores one's perceiving (how one prefers to acquire information) and processing (how one makes sense of new things). Various variants of this method can be found in simplified free on-line tests((For example: [[http://casa.colorado.edu/~dduncan/teachingseminar/KolbLearningStyleInventoryInfo.pdf|Duncan, D. Kolb Learning Style Inventory. University of Colorado at Boulder.]])). | ||
learning_theories/experiential_learning.txt · Last modified: 2023/06/19 18:03 (external edit)
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