Experiential Learning
The Experiential Learning Theory suggests that individuals gain knowledge by the transformation of experiences. David A. Kolb (2014) developed a cyclical model of Experiential Learning. Kolb explained the first stage as the Concrete Experience. In this stage, the learner actively engages in a lab session or some form of field work. For example, our learner, Kathy, wants to specialize in elder care. To gain perspective and experience, she volunteers at a nearby Nursing Home. She is assigned five patients to care for. Kathy keeps detailed notes of her daily interactions with the patients. Her initial experiences at the Nursing Home comprise her Concrete Experience.
According to Kolb, the second stage in the Experiential Learning Cycle is to Observe and Reflect. Kathy takes time every day or perhaps at the end of every week to consciously reflect on her experiences caring for her patients. She reviews her notes and makes connections.
Kolb labelled the third stage of Experiential Learning as Forming Abstract Concepts. In this stage the learner pieces together a theory or a model of what has been observed. Kathy notices all her patients struggle with their memories. She formulates a theory that all elderly patients will experience mental decline and memory failures as they age.
Kolb's fourth stage is called Testing or active experimentation. In this stage the learner will plan how to test the theory and plan for further experience. Kathy will conduct a plan for how to test her theory. She needs to widen the test group and perhaps take data compiled from a variety of nursing homes across several geographical areas.
For an instructor to exercise this theory, the curriculum plan should include student engagement with the content, collaboration, and guided scaffolding. Methods could inlcude any first hand experience outside the traditional classroom, internships, study abroad, field trips, field research, or service learning projects, etc.
Learning is "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience"
--Kolb,1984
References:
David L, "Experiential Learning (Kolb)," in Learning Theories, February 13, 2007, https://www.learning-theories.com/experiential-learning-kolb.html.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Kolb, David A. 1984. Experiential Learning: Experience as the Source of Learning and Development. Pg. 41. Prentice-Hall, Inc., Englewood Cliffs, N.J.
Project-Based Learning
Many people, myself included (before taking this course), assume that if they require their students to develop a poster, a PowerPoint presentation about some leading figure or concept, or a diorama that demonstrates what they have learned in the course, then they are engaging their students in project-based learning (PBL). Actually, these types of assignments, although engaging and interactive, merely scratch the surface of what true PBLs comprise. A successful PBL should require learners to dig deep into content knowledge and acquire skills to meet the goals of the project. The project must be more than a demonstration of earlier learning, it in itself must be where the learning occurs.
Project-Based Learning starts by presenting a problem. Participants examine and define the problem. They consider what they already know and use that prior knowledge as the bouncing board for what they need to learn in order to have the appropriate knowledge and skills available to solve the problem. Armed with knowledge and skills, they can then evaluate the best ways to solve the problem and move forward based on that plan. All throughout the process participants record their progress and report on their findings. See how my Micro Learning Project fits the PBL model.
There are a number of skills that PBLs help participants to acquire. Working in teams, participants learn how to manage large projects and hold varied leadership roles. Participants improve their oral and written communication skills as they lay out their plans and present their findings. Participants apply critical thinking skills, learn how to research effectively, and apply course content to real world examples. Participants gain experience working in groups and also in being self-directed to work independently.
If an instructor would like to design Project-Based Learning into their course curriculum, there are six basic steps they can follow. Begin by identifying the outcomes you want the participants to achieve and consider how you can incorporate assessment throughout the learning process. Next, look for an embedded problem that can emerge through student brainstorming. Create scenarios that motivate participants to engage in robust discussions. There are many PBL problems and scenarios available online. Find a few useful websites listed at the end of this article.
The third step to constructing an effective PBL is to create an abbreviated PBL for introduction purposes. Participants may have little to no experience completing PBLs. Share an abbreviated PBL interactively that will allow participants to see the processes they will need to apply. The abbreviated PBL should show them how to brainstorm, define prior knowledge, list items to research, delegate work, the types of products they are expected to create, and effective ways they may choose to present their findings. Encourage participants to reflect and self-evaluate according to a preset rubric. Use the same rubric to assess student progress. The product performance and presentation should reflect the level of learning achieved.
Six Steps to Develop Project-Based Learning
References:
Lyons, V. (2018). Problem-Based Learning: Six Steps to Design, Implement, and Assess. [online] Faculty Focus | Higher Ed Teaching & Learning. Available at: https://www.facultyfocus.com/articles/course-design-ideas/problem-based-learning-six-steps-to-design-implement-and-assess/ [Accessed 16 Jul. 2018].
Cte.cornell.edu. (2018). CTI - Problem-Based Learning. [online] Available at: https://www.cte.cornell.edu/teaching-ideas/engaging-students/problem-based-learning.html [Accessed 16 Jul. 2018].
Gamification
Huang, Hsin-Yuan, and Soman describe a five part process for applying games within instructional design.
Gamification can be defined as applying game design thinking in non-game applications. Games directly affect engagement and motivation which leads indirectly to the aquisition of skills and knowledge.
When participants are engaged, they are more likely to retain and recall what they learn. In games, the learning environment is informal and safe. Participants engage with the content and with each other, establishing team work and developing interpersonal skills. Games provide instant feedback in the form of points, badges or leaderboards. It also drives behavioral change when prepeated retrieval and spaced repetition is incorporated within the design. Most learning needs can be gamified in one way or another. Games capture participants' attention, challenge them, engage them, and teach them.
References:
eLearning Industry. (2018). 6 Killer Examples Of Gamification In eLearning - eLearning Industry. [online] Available at: https://elearningindustry.com/6-killer-examples-gamification-in-elearning [Accessed 16 Jul. 2018].
Huang, Wendy Hsin-Yuan, and Dilip Soman. “Gamification Of Education.” 2013.
Images Free Wix and Pixabay
Graphics by Maryum Mohsin
