Neary February Monthly Summary

EDAC Monthly Summary

The months of January and February have flown by, but not without numerous assignments. During the first two months in this course, I have been exposed to many new ideas and topics. The readings for EDAC 634 have been quite insightful and educative. I feel much more comfortable with the material discussed in the weekly discussion boards after reading and watching the videos provided by Dr. Chang. The first assignment was Topic Summary & Selection. I was not familiar with many of the topics, but once I completed the summaries I felt much more at ease. While completing assignment 1- a topic selection must be made. Choosing a topic that is of interest is important because you will be dealing with it one way or another for the rest of the semester. Knowing this, I researched intensively when completing my topic summaries. The topic that stood out to me the most was – experiential learning. Experiential learning is similar to my creative project and something that I personally believe is very important in education. Personally, I learn best from ‘doing’ rather than just memorizing a definition. I have to write a term out, and dissect it to fully interpret and understand it. I know some individuals are ‘lucky’ enough to be able to just read a chapter once and feel like they are component with the topic. I have to read, think, highlight, take notes, and then do something active in relation to the topic (Ex. Math problem- actually have to completely resolve on my own). After that just maybe I will be able to comprehend a topic. Since I am a second year graduate student, I have somewhat ‘mastered’ the way I learn and know the process and what is needed to ensure a comprehensive understanding. For the longest time, I was frustrated that I didn’t learn as ‘quickly’ or easily as the other students. Now, months away from completing my masters I have realized that my learning preference provides an advantage to me. Since I use such an extensive learning process, I am able to recall on topics because I created a learning experience when first studying. If I am asked to recall on a topic, my mind goes back to when I was studying and it is easier for me to remember in-depth information relevant because of it. If I didn’t force myself to learn so thoroughly, I would not be as knowledgeable. After less than 2 months in this course, it has shown me that the way I learn is not uncommon for others, especially not adult learners. Having this personal connection to experiential learning helped me narrow down my topic selection. A literature Review was conducted using experiential learning specifically Kolb’s learning cycle which conforms to the experiential learning ‘theory’. The literature review showed how many scholars have passion and believe in ‘learning by doing’ and provided insightful perspectives. Each scholar has their own particular implications for use of the experiential learning theory. This made the Literature Review quite intensive. Overall, they all are centered around the ideal that experiences are a key component to learning. Following the literature review was a program investigation. The program investigation provided insight of two programs that use components of the experiential learning theory in practice. Both the programs were either undergraduate or graduate level course. I choose two programs with varying subjects to show the variety that is applicable for use of the experiential learning theory. The programs both provided great features, many of which will be implemented as applications in the program design. The program design is the next assignment, which will take all the research from the literature review and features identified in the program investigation and put them into an actual program! I’m excited to design a program using the experiential learning theory. Last semester in EDAC 635, this was actually my favorite assignment especially since it is closely related to my creative project- which is designing a case-based reasoning module for a Residential Property Management (RPM) graduate level course. Many of the disciplines used when designing the program design will be used to help me with my creative project! I am not exactly sure what the topic of my program design will be- if it will be focused toward facilitators, students, etc. - but I do know it will be made for ‘adult learners’. In the next few days I will start my program design. I have a few ideas after completing the program investigations. I know that I am going to incorporate features highlighted in the program investigation including: reflection, active learning environment, and use of pre-and-post assessment. I look forward to working with my partner, John. As you may have seen from his monthly summary- he has been quite busy! Moving and starting a new job, so hopefully we will be able to work together on the next few assignment! 

February Monthly Summary

      The month of February has been a busy one for myself, as I have just recently relocated to Chicago for my new job as the Community Outreach Director for The First Tee of Greater Chicago.  I'm currently enrolled in three courses, and try to manage my time so that I have my readings completed by Tuesday night.  Ideally I like to have posted on the discussion board by Tuesday night instead of waiting until Wednesday, though I think this has only happened three times thus far.  My personal life and professional life have been a pretty large hinderance to me so far this semester, however I feel as though things are finally beginning to calm down a bit.  Communication between myself and Katelyn has always been positive, though it has waned some in the past couple of weeks.  My goal is to incorporate more frequent discussion between us both in order for increased organization.

     As for the lessons learned in class, I can relate them directly to my time spent in California working with youth development.  Our group has focused on experiential learning, which I find to be the key method utilized in my work.  We are an activity-based program that emphasizes doing as opposed to listening.  In terms of adult education, this translates substantially in that I have to, more or less, win parents and donors over.  Statistics and words give some value, but when they actually visit, and tour the facility, they are able to have that "a-ha" moment, when they realize that what we do really does have significant value.  This can only be accomplished through that experiential learning environment afforded to them.  Reading the other groups blogs, and their work, has also helped me to understand the difficulties and successes shared by my classmates when trying to apply these principles in their workplace.  To some extent, I feel guilty because of how much I enjoy my work, and how rarely I feel backlash from the adult learners that I work with.  Perhaps being in youth development makes people more receptive to my message, but this course has afforded me the opportunity to branch out into a more administrative role that will see me attempting to incorporate new school principals to our curriculum.  I intend to utilize having them personally witness our programming, and challenging them to take ownership of the program at their own school.  I look forward to continuing my development in the coming month.

Dr. Chang I commented on Groups 1 and 2

Program Investigation #1

Program Title: The First Tee, Level II Coaches Training

Program Dates: January 24-26, 2014

Program Location: Houston, Texas

Learner Population: 44

Learner Overview

Adult volunteer coaches and Level I coaches from throughout The First Tee western region of

the United States gathered to acquire Level II coaching status within The First Tee network. Coaches

came from diverse chapters that included a variety of demographics and total numbers of participants.

Purposes and Objectives

Coaches sought to obtain further learning regarding The First Tee Life-Skills Experience curriculum, as well as the Golf-Skills curriculum. Learner objectives specifically focused on the variance between learner-oriented and teacher-oriented lessons, as well as experiential learning from the perspective of the participant. Coaches sought to have a better understanding of body language, vocal cadence, safety procedures, lesson planning, and life-skill bridges to golf-skills.

Program Design

Day One: Coaches began the training experience by introducing themselves and their respective chapters to help build camaraderie. An overview of the next two days was then given to assist in their self-preparation for the coming tasks. From there, individuals were broken up into teams to further grow camaraderie and to help introduce a competitive influence to the remainder of the training. Teams were tasked with coming up with a team name and then given a training leader to be their team captain.

Exercise 1, Simulated Programming Rotation

Teams were challenged to adopt the mindset of a young participant as they circulated through a typical set of five stations. The purpose of this exercise was to allow learners an experiential learning environment that changed their perspective so as to recognize how a participant views the programming process. Following the rotation, learners would congregate and discuss what the facilitators did positively, and in what ways they felt neglected or unengaged. Aspects such as body language, vocal cues, vocal cadence, and safety precautions were reviewed immediately following the exercise while fresh in their minds. This proved to allow a full understanding of the programming environment.

Exercise 2, Learner-Oriented vs. Teacher-Oriented Debate

The next exercise challenged teams to debate against one another. The topic of the debate was that learning is experienced versus learning is taught. The purpose behind this exercise was for adult participants to recognize that there is a blend between learning processes. Initially, the trainees are tasked with arguing their team's side, trying to win the debate. Ultimately, the merits of both aspects are given resonance and the learner values experiential learning to be as valid as formal teaching methods.

Exercise 3, Program Lesson Plan Creation

Next, teams were tasked with creating a unique lesson plan that implements life-skills, e.g. self-management or interpersonal skills, with golf-skills. How these skills were learned were to be via a blend of the experiential learning and facilitator led teaching. Each team was to come up with at least three activity-based stations that encompassed these two learning methods. Clear description was to be given as to how each station would engage the participant, along with a list of sample questions for coaches to ask in order for the learner to discover realizations on their own.

Exercise 4, Lesson Plan Implementation

On day two of the training, each adult team would present their finalized lesson plan to a group of 15-20 youth participants. Trainers observed the teams to grade implementation of skills such as learner focused, body language, activity-based, and bridges to life-skills. This quick turnaround from the theoretical approach of day one, to the real life implementation on day two served to be a valuable learning experience for the trainees. Immediately following the programming, participants engaged in a “good, better, how” where they reviewed the day for positives and areas for improvement.

Main Features of Experiential Learning within the Program Investigation

Reviewing this program under the lens of experiential learning yields a number of truths. In regards to main ideas identified within the literature review of this theory, let us first examine reflective practice. Following each exercise, immediate reviews were held so that learners good identify positive experiences and the emotions attached to them. These experiences and emotions were allowed to be immediately relayed into practical usage in the final exercise.

Secondly, pertaining to distinguishing value, each exercise was designed to have the trainees recognize the value of how they present themselves and the program itself. Whether it was recognizing that kneeling makes them more approachable to young children, or that continuous positive affirmation helps to keep the children engaged, they were able to witness the valuable results firsthand. This no doubt left a more distinguishable effect on them then simply reading these tips off of a powerpoint. Moreover, everything was brought back to the greater objective of positive youth development, which gave the trainees a sense of ownership in bettering their community.

Thirdly, in acknowledging the fluidity of knowledge, trainees were aided in recognizing that how one child adapts to their experience is different from how two or three others may react. This appreciation was vital for them to experientially witness the different mechanisms that assist one child versus the other. Trainees spoke to this specifically, noting that witnessing how each child reacts uniquely, and how transitioning terminology or their modeling can aid in the child's overall comprehension.

Finally, in understanding that educators require flexibility, the trainees were able to exercise various delivery methods in the final exercise so that the participants had the best opportunity for successful comprehension. In exercise two, the trainees were required to explore how learning is both experiential and traditionally presented through direct teaching. This exercise aided them in appreciating the need for the learner to be the ultimate decision maker, and to essentially guide the teacher/facilitator in dictating the best method for success.

Practical Application

These features serve to remind me of how versatile I need to be in my approach to adult education. Just recently I began a new position as Community Outreach Director. As I try to expand our organization within different schools and like-minded nonprofits, I consistently review the experience of the learners currently in our program to figure out what is working versus what needs modifying. Moreover, when trying to persuade school leaders and directors in adopting our curriculum, I allow them to witness our programming and see the value system inherent in our curriculum. Furthermore, I place emphasis on our coaches' acceptance of all learning styles and levels of capability. I walk them through our building blocks, so that they see that our coaches are trained in a variety of teaching methodologies in order to equate success. All totaled, the main features of this training program relate heavily to how I am able to convince others that experiential learning can truly transform individuals into better citizens within their community.

Table 2. Summary of Investigation

Main Program Features	Investigation #1 (John Murray)		Applications
Consistent Review	Each exercise involved had consistent, thorough review of the experience		Utilization of immediate feedback
Value Recognition	Each exercise required participants to search for the value learned		Attachment of value for prolonged memory of the learned material
Learner Variance	Exercises aided adult educators in appreciating their learners' different learning styles		Allowance for wider learner availability and tolerance
Educator Flexibility	Exercises focused on assisting the adult learner in noticing the need for flexible approaches in their methodology		More proactive teaching approaches by quickly recognizing a need for transition of methods

Program Investigation

Neary commented on Group 1 & 2 Program Investigations. 

Program Investigation- The Experiential Learning Theory

Katelyn R. Neary

Ball State University

Program Investigation- Experiential Learning Theory

Introduction

Centuries ago, the infamous Aristotle attributed, “For the things we have to learn before we can do them, we learn by doing them” (Byum, 2005). Aristotle highlights one of the richest resources viable to a learner: experience. Adult learners in particular have many experiences that provide a major advantage over other learners. Use of experience in an educational setting is identified as the Experiential Learning Theory. Many renowned scholars have contributed to experiential learning including: John Dewey, David Kolb, Malcolm Knowles, just to name a few. After a review of the literature, various reliable and noteworthy scholars have identified that incorporating experience in the classroom is a proven method to help learners. A program investigation was performed to examine programs that have used the experiential learning theory. The influence of experience cannot be ignored and neither can its impact on the adult learner, this can specifically be seen in the two programs selected for investigation. In the first program, “Contracts in the classroom- Providing undergraduate business students with important ‘real life’ skills” provides learners an opportunity to work collectively with their peers on a contract negotiation exercise that replicates one found in the workplace. The second program, “Beyond the comfort zone: A curriculum and assessment “immersion” experience in graduate early childhood teacher education” concentrates on providing graduate students applicable environments to submit theory to practice. The purpose of this investigation was to identify various programs use of the experiential learning theory with learners; therefore, to configure the most effective and efficient way to apply these key features into a program design.

Contracts in the classroom

To better meet the needs of adult learners identified in the literature review, the experiential learning theory can be used; therefore, the program, “Contracts in the classroom” was investigated to determine applicable features when designing a program design using the experiential learning theory.

The exercise involved a contract negotiation exercise that provides students with not only the rules of contract law, but also the practices of providing a personal experience. To replicate the ‘real world’ in the classroom setting the students were required to work collaboratively in small groups. This exercise was created by Susan Denbo to help her undergraduate students at Rider University in Lawrence Township, New Jersey. The exercise allows students to understand contract law and negotiation strategies based upon personal experience, instead of a more superficial understanding based upon memorization of a particular subject.

The “Contracts in the classroom” exercise has been implemented numerous times on a variety of undergraduate business students at Rider University.

There are no pre-requisites for this course and any required information is reviewed by the professor before assigning the exercise. The learning objectives of this program are focused on the ability to demonstrate the difficulty of drafting contracts that accurately reflect the party’s negotiated agreement.

The program objectives included:

1.     provide students with the opportunity to work collaboratively in small groups to develop negotiation skills,

2.     enable students to apply their knowledge of contact law and thereby develop an appreciation of the unique dynamics of employment contacts and the potential difficulty of drafting contracts that accurately reflect the parties’ negotiated agreement,

3.     and assist students in honing their written communication skills.

The ‘Contracts in the classroom’ exercise was specifically designed to realize the objectives stated above.

The exercise was implemented over a semester long course in an undergraduate business class. Students were required to do a majority of the work outside of class and with their ‘team members’. They were allotted about twenty minutes a week of in-class time to work on the exercise. Students were allowed to select their own groups. In some cases, the professor put together groups of those who couldn’t form their own for one reason or another. Although students are in ‘teams’ individual grades were allocated depending on the assignment. This allowed the instructor to evaluate and provide individual feedback to each group, negotiating team, and individual’s contract and experience.

The students were required to review their peers work and write a critique to the professor. Following the critique, each group must revise its agreement with the student and instructor comments included. In addition to the critiques the students are required to reflect throughout the semester on their experience with the exercise. One of the reflections focuses on the evaluation of another group’s negotiated employment agreement. This requires students to interpret the terms of a contract that they did not draft. In reviewing their peer’s contracts, students are able to recognize and identify how their own contracts could be improved in certain areas.

The final product of ‘Contracts in the classroom’ exercise is to create an enforceable employment agreement. Using this method provides the students with so much more than just another ‘homework assignment’, but a real experience.

Main Features of Contracts in the classroom

Many great features were identified from the “Contracts in the classroom” program that will be very beneficial in the creation of a program design using the experiential learning theory.

One feature would involve use of an active learning environment rather than traditional lecture instruction. The ‘contracts in the classroom’ exercise allowed students to act as real contract negotiators that needed to produce an enforceable and agreeable contract. Doing this allowed the students to partake in active group work with their peers. The instructor only allowed 20-minutes in-class time per week to work on the exercise. It was mandatory that students work together outside of the classroom, which also shaped the learning environment. Participation from the instructor and peers from the critiques allowed the students to all vigorously work together and ultimately grow and learn together. Requiring the students to collaborate is replicable to the environment they will encounter in the workplace.

Another great feature provided from this exercise is the use of reflections. Through the exercise, the students were required to reflect on their progress toward the final contract. Various reflections were assigned including: individual, team and entire class reflection. The professor identified one of the reflections as being the most beneficial aspect of the entire exercise; furthermore, this is because in reviewing their peer’s contracts, students often recognize how their contracts could be improved in certain areas. Use of reflections is a known enhancement when using the experiential learning theory, but combining peer review with it is a great idea. This is a key feature because this exposes students to other ideas, while improving their own.

Discussing the rationality of implementation is another important feature. If the program cannot be implemented due to restraints, it will not be effective or helpful to anyone. To limit restraints especially using the experiential learning theory is critical. Many feel that to use experiential learning theory it always very expensive and time consuming. This exercise is able to accomplish its stated objectives while providing students hands on experience. All without sacrificing substantial amounts of class time, money, or imposing significant grading burdens upon the instructor. The exercise reached its stated objectives under these conditions in a very effective and efficient manner. The instructor made it possible while still providing a very meaningful and educative experience to students.

Beyond the comfort zone: A curriculum and assessment ‘immersion’ experience in graduate early childhood teacher education

The second program investigated, “Beyond the comfort zone: A curriculum and assessment “immersion” experience in graduate early childhood teacher education” focuses on using an immersion experience to help graduate students apply theory to practice in early childhood education. Using the experiential learning theory allows students to combine coursework and fieldwork; therefore, resulting in opportunities for students to apply what they learn in class to real experiences. Teacher education and learning is enhanced when fieldwork and coursework are combined (Clawson & Shinn, 2000).

The course was constructed to incorporate theory, application, and reflection and reconstruction; furthermore, exemplifying of the experiential learning theory and Kolb’s learning cycle, both of which were identified in the literature review.

The program is instructed within a course at Oakland University’s Lowry Center For Early Childhood Education in Rochester, Michigan. The course has been taught using combined coursework and practicum experience for six years. The course title, EC 645, “The Observation and Assessment of the Young Child” is a requirement for graduate students in the middle of their sequence of classes earning a Master’s Degree in Early Childhood Education Program. Also, one of the requirements by the State of Michigan for a teaching certificate. The course is offered only during the summer semester. A majority of the students are already full-time teachers at area schools; therefore, the summer is the only time conducive to complete a day class practicum.

The course was designed using co-constructivist methods which are employed by the five faculty involved during the course to maximize the potential that students will put theoretical perspectives into practice through the experience. Outside of this course, it is rare that students have the opportunity to make connections between theory and practice, while having access to faculty.

The graduate students enrolled in the course are expected to apply knowledge of key learning objectives for young children and use national and State of Michigan curriculum standards to plan and create meaningful learning experiences. The course is broken-down in two-parts. First, students complete coursework in a 4-day segment. Then, following coursework completion students participate in a 2-week fieldwork experience with campers (young children) for 5 hours a day with additional 2-hours of collaboration time with team members.

The graduate course in Early Childhood Education was designed and implemented using constructivist principles and practice. The courses main objective was to apply key components to theory in the most effective way possible. Selected are some of the key components including:

·       the relationship of the coursework to the setting;

·       intensive faculty involvement;

·       the co-constructivist collaborative nature of the faculty team;

·       collaborative practice for students;

·       embedded assessment

·       formative assessment;

·       informed teaching (on-going use of student feedback);

·       tools provided to assist students.

Multiple methods were used by faculty to facilitate learning in this course including: lecture, discussion, co-operative learning exercises, individual conferences and reflection. Course instructors focused on key teaching and learning strategies for the coursework portion to prepare the students for the practicum experience.

A pre-assessment was given to the graduate students at the start of the course. This pre-assessment was intended to show the students the importance of a pre-assessment when introducing a new topic and/or experience. Following completion of the pre-assessment the instructors used it to modify the teaching plan based on the prior knowledge of the class. This also provided a model to students to show how input (or feedback) can shape a course content and delivery.

Through the course a model identified as the cycle of learning and teaching to introduce the students to a conceptual understanding of the learning cycle. The instructors felt the more exposure the students had to it the more they would use it when working with the young children and in the future. It was found that the students typically did not fully understand the model until they had repeated experiences with use of it, and instructors were available to point out illustrated examples during the practicum field experience.

Through participation in this course, students gained a more conceptual understanding of the role of assessment and how to use tools for inquiry, collaboration, and reflection that are likely to assist in future personal professional growth.

Course faculty believe that these teaching methods and this combination of course and fieldwork nudge students beyond their comfort zone. In using this method it forces the students to make links between theory and practice, examine more clearly the relationship between their own backgrounds and beliefs and their teaching practice, and to learn some tools and strategies to implement in the future.

Main Features of Beyond the comfort zone

Numerous applicable features were discovered from the “Beyond the comfort zone: A curriculum and assessment ‘immersion’ experience in graduate early childhood teacher education” program that will be helpful when designing the program design using the experiential learning theory.

One feature suggestion used in this program that was critical to its success was the use of pre-and post-assessment strategies. The pre-assessment was used to provide instructors with the graduate students previous knowledge and experience in relation to course topics. The instructors then used the pre-assessment information to modify the teaching plan based on the class’s experience. The importance of a pre-assessment was modeled to the students by their use and showed them how use them can help better shape a course content and delivery based on the participants. At the end of the course, the instructor and graduate students revisited the pre-assessments to show what they learned from the course. Following this a post-assessment was given to capture their thoughts and progress. Use of a pre-and-post assessment also allows one to reflect back. This was discussed in the literature review and identified as reflective learning, which involves one to “plan, monitor and reflect upon experiences” (Jarvis, 2001, p.52). The use of the assessments both at the beginning and conclusion of the course helps the learners document their growth and development.

Another key feature to the course was the use of application exercises. These application exercises allowed the students to engage in a variety of experiences in a small co-operative group to explore course concepts and encourage their application through their field work. Numerous application exercises were used in the course including: planning experiences for children and classifying them into the learning cycle categories; and focus questions from the required readings to allow students to read, explore ideas, synthesize, analyze, and apply theory to their teaching practice. These application exercises provided on-going information to instructors about what students were learning and what apply in the fieldwork. This also meets Kolb’s active experimentation components of the learning cycle. Being able to take what was taught in the course and complete the application exercises is the last stage of the learning cycle according to Kolb. The application exercises also provided an opportunity for the graduate students. According to Robert Kegan, “People grow best where they continuously experience an ingenious blend of challenge and support” (Kegan, 1994, p. 42). These exercises provided the course participants with a challenge when completing the fieldwork, but the support of faculty members if needed. Also, use of small co-operative groups provided the students with a supportive environment.

The final main feature from this program involves the use of reflective journals. Written reflections are an effective resource of learning how to take theory and apply it to practice. This course required students to write daily reflective journals each day. Journal writing allows students to take their writing and learning to another level. The journal was seen by students as a way to review challenges and note improvements over time or continued problems. The instructors were available to help students at any point during the course. The journals also allowed the students to identify on going issues by physically documenting each day. If the journals were only used at the end of the course, they would be less effective and efficient. It would be difficult to fully describe what happened each day after 2 weeks of fieldwork looking back. This helps the learners organize their thoughts and experiences. Also, according to Knowles assumptions about adult learners, adults can achieve more realistic conclusions by having appropriate observations and reflections (Knowles, 1980). The reflections would not be accurate if they were not noted daily. This course also required that the journaling be done using Smyth’s model (Smyth, 1989). The Smyth’s model provided students a framework to adhere to daily. The requirements included each students to describe, inform, confront and reconstruct, taking an event through full analysis with the socio-political considerations and implications for future practice. Using a journaling format ensures that the students completely document most aspects of their fieldwork experience in a comprehensive manner. Without the requirements it might allow some experiences to be overlooked by students. This format helps the students identify and reflect on their learning experiences within the course. Overall, the course evaluations at the end of the semester have shown that the journal use allowed the students to feel more confident in their role and experience within the course.

Application of key features in the future

For any of the following features to be considered to be implemented into the program design, minimal burdens and realistic implementation criteria are required. These requirements include: limited use of class-time, money, and grading burdens upon the course facilitator. Any features adapted in the program design must meet these requirements; furthermore, this will ensue a more effective and efficient program design.

The use of pre-and-post assessments would provide participants the opportunity to effectively document where they start and finish the course in relation to growth. This would also allow the course instructor awareness of the course participant’s previous knowledge and experience. After the pre-assessment the instructor could modify the course to better meet the needs of the learners. For example, if a majority of the participants have minimal financial knowledge. The instructor could offer an additional section on financials prior. The use of pre-and-post assessments helps the instructor adapt the learner into the environment.

Journals could allow individuals the opportunity to continuously document progress throughout the course. Unlike, the pre-and-post assessment, the journals have no expiration date. Providing a required format for the journal helps focus the student’s ideas and expressions in relation to the main topics of the course. The guidelines will help standardize the journals and make it ‘simpler’ for an instructor to navigate through, compared to a ‘free write’ journal with no structure. Thus structured journals are able to minimize restraints made on the instructor, to offer a more realistic application to a program design.

Application exercises can be used to create an active learning environment, thus providing active experimentation. These exercises will help encourage students to support and challenge each other. Active learning environments enhance communication skills through a collaborative environment. It is critical that students and instructors are both available to support and collaborate together to get the most out of application exercises.

CONCLUSION

The programs investigated provide excellent features for which an effective program design can be built upon. Knowles’ assumptions of the adult learner and Kolb’s learning cycle will be given consideration while construction the program. The program will try to create a learning environment conducive to adult learners while using the experiential learning theory.  

TABLE 1. Summary of Program Investigation

Main Features of the Programs	Contracts in the classroom	Beyond the comfort zone	Features you may adapt (check applications)
Feature 1	Rational Implementation- Still Meet objectives without sacrificing experience.	Pre-and Post-Assessment: Discussion of pre/post learning progress to help learners.	Using rational implementations for all features. Use of pre-and-post assessment to track learner’s progress.
Feature 2	Reflections: Provide students documentation of exercise and learning experience.	Reflective Journal: Provide format guidelines for journaling.	Use reflective journals with required format guidelines
Feature 3	Active Learning Environment: Building communication skills through collaborative environment.	Application Exercises: Encourage students to support and challenge each other.	Use application exercises to create an active learning environment.

References

Bynum, W.F. & Porter, R. (2005). Oxford Dictionary of Scientific Quotations. Oxford University Press. (Vol. 21).

Clawson, M., & Shinn, M. (2000). Developing student field experiences through university/community collaborations. Journal of Early Childhood Teacher Education, 21 (1), 65-74.

Denbo, S. M. (2005). Contracts in the classroom- Providing undergraduate business students with important “real life” skills. The Journal of Legal Studies Education, 22(2), 149-167.

Jarvis, P. (2001). Learning in later life: An introduction for educators and careers. London: Kogan Page.

Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.

Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.). New York: Cambridge Books.

McNair, S., Sullivan, R., & Hill, D. (2002). Beyond the comfort zone: A curriculum and assessment “immersion” experience in graduate early childhood teacher education. Journal of Early Childhood Teacher Education, 23(1), 11-18.

Smyth, J. (1989). An alternative vision and an “educator’s” agenda for supervision as a field of study. Journal of Curriculum and Supervision, 4(2), 162-177.

Replied to Groups 1 &2 

Experiential Learning: Literature Review

John Adam Murray

2/6/2014

EDAC 634: Dr. Bo Chang

Executive Development for Public Service - Master's Program: Ball State University

Spring 2014

Abstract

This literature review will attempt to wholly, yet succinctly, clarify the method of experiential learning from a scholarly perspective. Continuing to grow in acceptance and application, the development of experiential learning as a working educational medium has allowed it to become somewhat of an umbrella term for various applications. Therefore, the varying internal theories of experiential learning will be reviewed. Moving forward, general themes will be extracted, recognizing main ideas within the framework of experiential learning. Finally, the practical implications of experiential learning will be discussed, looking toward its impact upon the adult learner and community education.

Introduction

The overly simplified definition of experiential learning is that it is obtaining knowledge within the act of experiencing. This definition allows us a jumping off point, but remains rather vague in expressing how and why knowledge is gathered, and exactly how experiential learning sets itself apart from competing adult educational models. For starters, experiential learning grew out of people's desire to recognize the role that they themselves play in acquiring knowledge through various experiences. The first person to really research and build upon the notion was John Dewey, who wrote Experience and Education in 1938. Dewey noted that not all experiences yield learning. The two components needed for experiential learning to take place according to Dewey were continuity and interaction. The first component pertaining to the adult learner being able to link previous knowledge to the current experience in a way that alters one's outlook and produces change. The second component, interaction, meaning that the participant needs to be actively engaging his/her environment with the lessons experientially learned via experimentation (Fenwick, T. 2001). Within the experiential field of study itself, there is great variance in where certain focus should be placed. Therefore, let us start by first identifying the predominant scholarly theories within experiential learning, before delving into greater review of the literature on each one:

1. Constructivist Theory of Experiential Learning
2. Situative Theory of Experiential Learning
3. Psychoanalytic Theory of Experiential Learning
4. Critical Cultural Theory of Experiential Learning
5. Social Action/Complexity Theory of Experiential Learning
   (Merriam, S. 2007)

Literature Review of Experiential Learning Theories

To begin with, in Kolb's constructivist model of experiential learning, he focuses on “cognitive reflection upon concrete experience(s)”, so that the adult learner is taking in knowledge within the experience itself, and then building upon this to come to further realizations upon in-depth reflection (Fenwick, T. 2001). His idea that an individual occurrence, or set of occurrences, leads to cognitive stimulation lends itself to a broad population, but is still reserved primarily for the adult learner, as Kolb points to four criteria for experiential learners: an openness to new or varied experiences; the ability to reflect on these experiences and distinguish value; abstract conceptualization skills; problem-solving skills in order to transfer gained knowledge into practical experimentation. These criteria, or skills, are to be utilized in a cyclical manner, starting with the first, and proceeding, in order, towards achieving actual practice (Merriam, S. 2007). To expand even further on Kolb's notion of the concrete experience, he sets in juxtaposition the idea of passive experiences. To elaborate, he connects concrete experiences to active doing, which yields primary learning. Conversely, passive experiences are linked to vagueness and secondary learning. Examples of passive experiences might include lectures, observing other 'doers', or reading (Bergsteiner, H., Avery, G., & Neumann, R. 2010). Therefore, all experiences, wherever they may lay on the spectrum between concrete and passive, provide an opportunity for knowledge acquisition for an adult learner possessing the previously mentioned cognitive skill-set.

Issues with the constructivist model arise because it fails to appreciate the learner's context as being an influencing factor, as well as underlying personal histories of learning and emotions. Moreover, it negates subconscious underpinnings that might inhibit learning, avoids focusing on “seeking change within complex systems”, and remains neutral towards experiential learning leading toward advanced communal betterment. All of these shortcomings with the constructivist model are addressed within the remaining theories forthcoming. However, before advancing, it is important to note that these varied ideas of experiential learning leave the adult educator in a state of flux, dependent upon the learning model/theory with which they most associate. Looking first at the adult teacher's role within the constructivist model, they are essentially guides that help “foster critical reflection” and tap into prior experiential learning to build upon that knowledge (Merriam, S. 2007). Examination of other theories' educators will be analyzed as well.

The second theory, situative experiential learning, focuses on the context in which learning occurs. That is to say, the environment and feelings attributed to the experience. This theory also applies reflection, or reevaluation, but requires the learner to become aware of their emotions, and focus on the positive feelings that can be appropriated toward growth. Additionally, if negative emotions are not overcome, they can negate experiential learning and its subsequent impact (Merriam, S. 2007). For example, experiential learning workshops for adult learners focus on recognition of feelings and different emotions within the given experience. The idea being that this emotionally open environment breeds greater empathy and helps lead to behavioral change (Schettler, J. 2002). Furthermore, the idea of “situated cognition” shows that the learning taking place within a given experience is being applied in real-time, not merely stored for later usage (Merriam, S. 2007). Case in point, apprenticeships, internships, and service learning are lending themselves to employers because the knowledge and skills acquired are allowing for immediate manifestation within the workplace. What is more, the situative cognition of the learner is not confined to them alone, but allows for greater collaboration and further development in the professional environment (Lewis, C. 2008). Adult educators following this theory tend to be facilitators, assisting participants to become involved in a particular activity. In so doing, they are allowing for confidence to grow in areas where the participant may have previously struggled. They may also assist in helping stagnant learners to push through the experience in order for revelations to come forth (Merriam, S. 2007). Moreover, the educator, perhaps in a service learning environment, might lead by example, providing guidance, or positive communication in order for the learner to better understand and value the experience at hand (Callison, D. 2003).

Next, the psychoanalytic theory of experiential learning expounds that the learner is split into two selfs, the conscious and unconscious. Both with unique desires, sometimes in conflict with one another, therefore muddying our ability to learn from, or have accurate self-reflection of the given experience. The unconscious is unable to learn, so the challenge is for the conscious learner to become aware of its desires. In helping the participants recognize their unconscious emotions, the adult educator may listen for those emotions to arise through questioning of past experiences. Educators must appreciate that experiential learning from a psychoanalytic perspective is often slow in progress, and allow for learning to take place at the individual's given speed (Fenwick, T. 2001). Also, they may empower the participants to use tools of self-reflection, such as journals or dream diaries to help bring their subconscious feelings to the forefront (Merriam, S. 2007). In so doing, the learner has a better understanding of his/her emotions at play within a given experience, and can associate this knowledge for greater advancements in future opportunities for experiential learning.

Moving on, the critical cultural theory deals with relationships of power, and how the inequality of these relationships can hinder the experiential learning process. The critical cultural perspective points to how realization of these powers leads to the learner being newly able to recognize avenues for resistance followed by means of empowerment and growth through experimentation (Fenwick, T. 2001). Opening a dialogue, and encouraging the learners to “critically analyze their situations and work toward a solution” is the role of the educator within this theory. More to the point, the educator utilizes questioning that helps enlighten the learner to their plight so that he/she can advance in solving the problem (Merriam, S. 2007).

Finally, the social action theory looks to create change within complex systems. Experiential learning via social action experiences yields “self-confidence, critical understanding of how power works in society”, and an awareness of the tools available to the learner in order to evoke change (Fenwick, T. 2001). For example, experiential learning on a much broader, global level, has led to platforms such as e-learning. This innovation allows opportunities for participants to have more options in their choice of higher education experiences, thus empowering them to have greater knowledge of their potential for personal impact within society. Even more, what used to be know as 'war-games', now referred to as 'peace gaming', is an experiential learning simulation that allows military and national leaders to witness the impact their real-time decisions would have, and use this experience to build knowledge in case of actual events (Utsumi, T. 2005). Adult educators of this theory help learners discover possibilities for change by opening up discussion supporting it. The teacher must appreciate the learners experiences of struggle, but be careful not to perpetuate a direct linkage to inequalities, instead allowing the learner to discover any social ties for him or herself (Merriam, S. 2007).

Experiential Learning Themes

The all-encompassing generality that any experience leads to experiential learning does the method a disservice. In reviewing the literature on this learning process, central themes emerge that help to clarify that experiential learning is dependent on the learner as much as the experience itself. The main ideas that arise include: reflective practice, distinguishing value, fluidity of knowledge, and the transitional relationship between learner and educator.

In regards to reflective practice, constructivist theory lays a heavy impetus upon the learner to enact a higher processing of the experience at hand. All other contributing factors aside, reflection upon the experience, either past or current, enables the learner to sift out the importance of the situation. This importance translates into knowledge. Therein, through reflective practice, the actual manifestation of experiential learning is taking place.

Next, distinguishing value is what separates the mundane experience from the appreciable experience. In other words, in order to succumb to a level of higher processing, one has to feel some value, interest, or practicality within the given experience. This can be as simple as an unconscious gut reaction towards an experience, or related feelings based on prior experience. It is the writer's experience and opinion, that this determination of value is what ultimately leads to a willingness towards new experiences.

This leads to the next theme, which is knowledge is fluid. Through experiential learning, the participant is not bound by one outlook, but rather open to multiple experiences, producing a more well-rounded perspective of the knowledge learned. Moreover, the knowledge learned within the experience can be applied immediately, in the future, or even relegated to one's subconscious to never be utilized. The point being that experiential learning may focus on the concrete experience at hand, but the byproduct, knowledge, is subjective in its application.

Finally, the many theories of experiential learning show how the educator has many roles. To say there is a template for facilitating experiential learning would be a falsehood. The roles include, to name a few, listener, discussion leader, coach, simulation facilitator, emotional sounding board, or reflective instigator. All of these roles however are centered around the learner and their experience, focusing on the positives and the potential for action.

Implications for Practice

In dealing with practical usages for experiential learning, there are numerous examples throughout secondary education and the professional industry. Focus has been placed on experiential learning as a means to develop leadership. Workshops for employees target simulation, job rotation (learning the requirements of multiple positions), and action learning/team problem solving as a means of using experiential learning to help create more knowledgeable employees (Lamoureux, K. 2009). These foci can of course be tied strongly to the themes mentioned above. These workshops, as well as service learner opportunities, depend upon reflective practice, within the experience itself, in order to yield any gains. The most productive of these workshops are those that incorporate “self-initiative and self-evaluation by the participant” (Birchfield, R. 2010).

Moreover, the objective must be of value to the participant. Failure to recognize the needs of the individuals yields an experience that is not noteworthy. In other words, in a workshop setting, the experience needs to be tailored to meet the goals of the organization involved, lest the participants lose interest due to lack of value.

Additionally, the facilitators must welcome all perspectives and recognize that the experiential learning taking place will yield differing results for each participant. How the knowledge is obtained, how it is utilized, and when, if ever, it is utilized, is unique to each individual learner. Creating a receptive environment that is not judgmental of emotions is critical in helping to foster the recognition of newly acquired knowledge.

Finally, the educators themselves need to be cognizant of the needs of their participants. How they implicate the experience and its reflection has a great impact on the knowledge obtained. Allowing for experiences to occur that have potential value, aids in creating true, applicable knowledge. The challenge for educators is understanding how best to bring this forth, and then adopting the subsequent roles, be it listener, discussion leader, coach, simulation facilitator, emotional sounding board, or reflective instigator.

Table 1. Summary of Literature Review

	Main Ideas	Application in Practice
Idea 1	Reflective Practice	Utilizing discussion, journaling, imagery, recollection of prior experiences, collaboration with peers, or self-introspection
Idea 2	Distinguish Value	Recognizing goals/objectives, establishing applicable modes for knowledge obtained, recognizing potential within the experience
Idea 3	Knowledge is Fluid	Open to new perspectives of previously learned knowledge, utilization of knowledge is unique to the learner, each experiential learner has a different value set of what knowledge is pertinent
Idea 4	Educators Must Be Flexible	Educators are not rigid in their experiential learning processes, educators must try to meet the goals/objectives of their learners within the experience

References

Bergsteiner, H., Avery, G.C., & Neumann, R. (2010). Kolb's experiential learning model: critique from a modeling perspective. Studies in Continuing Education, 32(1), 29-46.

Birchfield, R. (2010). Experiential learning. New Zealand Management, 57(4), 26-27.

Callison, D. (2003). Experiential learning. School Library Monthly, 20(2), 36-39.

Fenwick, T. (2001). Experiential learning: a theoretical critique from five perspectives. Columbus,

OH: ERIC Publications.

Lamoureux, K. (2009). Experiential learning. Leadership Excellence, 26(10), 10.

Lewis, C. (2008). Experiential learning. San Diego Business Journal, 29(46), 21-27.

Merriam, S. B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood (3^rd ed.).

San Francisco, CA: Jossey-Bass, pp. 159-188.

Schettler, J. (2002). Learning by doing. Training, 39(4), 38.

Utsumi, T. (2005). Globally collaborative experiential learning. The Turkish Online Journal of

Distance Education, 6(3), 40-47.

Katelyn Neary Literature Review

Commented on Group 1: Carylnn Moore & Group: 2 James Justus.
The Experiential Learning Theory in Adult Education

Katelyn R. Neary

Ball State University

Abstract

This literature review will examine the experiential learning theory exclusively in adult learning, which will then contribute to a program investigation and program design. The emphasis of this review is to gain a better understanding of the topic, while identifying themes related to the topic. An introduction regarding the topic and main points of the theory will be analyzed. The primary scholars of this theory, John Dewey, David Kolb, and Malcolm Knowles, will be discussed according to their primary theoretical contributions. The overall objective of this course is to design a program that provides educators with a reliable, consistent, and effective approach to educating adults. A discussion of implications will be provided to demonstrate how practitioners can effectively apply them in practice.

Experiential Learning Theory

Introduction

For the first time, the number of adults in our society is greater than the number of youths (Merriam, Caffarella, & Baumgartner, 2007). Given this, the number of adult learners is increasing and the demand for educational resources will only grow as the population continues to age. Merriam et al. submit concern over providing growth and development opportunities for adults. To meet needs conducive to adults it is imperative to understand how they learn. Experience is one of the major resources adults use for learning purposes and should be further explored to capitalize on its benefits. The purpose of this paper is to explore the experiential learning theory in relation to adult learning, the themes related, and suggestions of how to apply them with implications into practice.

While there are numerous theories on learning, there is no single theory established for adults; therefore, Malcolm Knowles developed a theory based on assumptions related to adults as learners. The Theory of Andragogy (Knowles, 1984) introduced the following assumptions in respect to adult learners:

1. “As a person matures, his or her self-concept moves from that of dependent personality toward one of a self-directing human being.”

2. “An adult accumulates a growing reservoir of experience which is a rich resource for learning.”

3. “The readiness of an adult to learn is closely related to the developmental tasks of his or her social role.”

4. “There is a change in time perspective as people mature- from future application of knowledge to immediacy of application. Thus, an adult is more problem centered than subject centered in learning.” (Knowles, 1980, p. 44-45)

Clearly, adults have unique needs and motivations, as learners these assumptions can be used to help better meet their needs. When considering children learners and adult learners, one of the biggest differences can be found in experience. “The difference in quantity and quality of experience has several consequences for adult education” (Knowles, Holton, and Swanson, 2006, p. 66).

To meet the needs of the adult learners it is best to incorporate Knowles assumptions into practice. Facilitators should employ methods that complement the characteristics that distinguish adults as learners, rather than ignore them. Enhancement of adult education can be done through use of the experiential learning theory.

Historical Background

Examining the background of the experiential learning theory will help further understanding and gain a historical perspective on how it has proliferated the advancement of adult learning. Numerous scholars have contributed to the experiential theory including: Aristotle, John Dewey, David Kolb, Jean Piaget, and Kurt Lewin, just to name a few. Aristotle is the first scholar known to study experiential theory, but not the only one to recognize its importance. Since Aristotle’s time, more than 1,876 entries have been made in the Experiential Learning Theory Bibliography (Kolb & Kolb, 2005). The first real documented work came from John Dewey in the early 20th century. It is because of Dewey’s work and emphasis on learning through experience that experiential learning is in formal educational settings. Dewey challenged educators in the 1910’s, 20’s, and 30’s to develop educational programs that would not be isolated from real life experience (Atkinson & Murrell, 2003).

Many renowned scholars have contributed to the experiential learning; furthermore, many have their own modifications in relation to the theory but one commonality is that the value of experience is a key source in learning. Perhaps one of the most recognizable theories related to experiential learning is that of David Kolb. Kolb, who recognized the work of previous scholars including: Dewey (1938), who focused on the role of experience in learning; Lewin (1952), who stressed the importance of the learner being active in learning; Piaget (1970), who described intelligence as the primary determinant of the interaction of the person and environment. Kolb established a theory based off previous scholar’s findings along with observations of college undergraduate, graduate, and adult learning theories resulting in the creation of Kolb’s model of experiential learning (Kolb, 1984).

Kolb’s Experiential Learning Theory

Kolb’s Experiential Learning Theory (ELT) uses four phases to illustrate his view on the theory, which was built using the work of many previous scholars primarily, Dewey. Kolb (1984) defines learning as “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience.” The four components in Kolb’s experiential learning theory include:

            1. Concrete Experience

            2. Observation & Reflection

            3. Abstract Conceptualization

            4. Active Experimentation

Kolb’s ELT model uses the concepts of grasping and transforming these modes as a way to achieve learning through experience. The purpose of the Kolb’s experiential learning theory is to achieve “a fully integrated personality” (Malinen, 2000, p. 89). “Kolb pictured these capabilities as interrelated phases within a cyclical process, starting with concrete experiences” (Merriam et al., 2007, p.164).

Concrete Experience

Kolb begins his experiential learning theory with concrete experience; furthermore, to learn an individual must be involved in some sort of an experience. Concrete experiences occur daily whether in the workplace, family, and/or community.

Vygotsky (1978) exhibited compliance with Kolb’s Concrete Experience when developing the activity theory of social cognition. This theory calls for the conception of social knowledge that views learning as a transaction between the person and social environment. Embedded in each community of practice are norms, history, traditions of practice. Communities of practice include school, work, restaurants, etc.; furthermore, knowledge develops not just in an individual’s head but within the communities of practice.

One of Malcolm Knowles infamous assumptions for teaching adults is highlighted by use of Concrete Experience. This mode uses the assumption of, “The readiness of an adult to learn is closely related to the development tasks of his or her social role” (pp.44-45). Depending on an individual’s daily surroundings and social role, development will vary. If a person is constantly in the workplace, but not in the community their experiences will be more career focused compared to others. If an individual is mainly around family members, and rarely gets involved in other communities of practice, their experiences will be more familial based (Knowles, 1980).

Getting out of our typical ‘communities of practice’ also helps one to have more experiences thus, more learning opportunities. According to Jarvis (2001), “Ironically, often the more experiences we have, the less likely we are to learn from them. Instead we tend to choose what is familiar and deny ourselves new learning” (p. 52). To enhance ones learning with the ELT, Dewey suggests individuals continue to engage in disparate experiences that promote and even inhibit learning. Dewey’s education philosophy is centered on “the belief that all genuine education comes about through experience does not mean that all experiences are genuinely educative… For some experiences are mis-educative” (Dewey, 1938, pp. 25-28). One might view an experience as not being educational, but it is still beneficial to experience a mis-educative experience rather than no experience. Concrete experiences are the basis for observation and reflection.

Observation and Reflection

The next component of Kolb’s Experiential Learning Theory is Observation and Reflection. Observational and reflective skills are needed so the concrete or new experiences can be viewed from a variety of perspectives. This model is also known as Reflective Observation.

Fenwick (2000) suggests that experiential learning relies on reflection as a key role and locates learning both within and under the control of the learner. Use of reflection in learning allows the individual more control internally and externally. Individuals’ observation and reflection can be affected by ‘opportunity costs’. Wlodkowski (2008) suggests that adults weigh ‘opportunity costs’ (money, time, etc.) to determine if they will gain from an experience. Each individual has differing opportunity costs and thus creates a difference in observation and reflection.

Individuals’ observations can impact ones reflection on an experience. Different variables impact each individual and can persuade a learner to make various interpretations. Wlodkowski (2008) shares that “adults want to be successful learners … If adults have a problem experiencing success or even expecting success, their motivation for learning will using decline” (p.100). If an adult does not achieve their desired state while involved in an experience, an individual might conclude a negative reflection and cease their involvement; furthermore, ceasing the experience and learning process.

When observing an experience individuals typically engage in reflective or non-reflective learning (Jarvis, 2001). Reflective learning involves one to “plan, monitor and reflect upon experiences” (p.52). Non-reflective learning is when an individual remembers an old experience and repeats it or just does whatever one is told to do, without reflecting on the experience.

In some instances, facilitators can help positively influence an individual to reflect. Zull (2002) notes prior knowledge is stored in the brain as neuronal networks. An effective teacher builds on the idea that the individual already has made from their previous concrete experiences. Beginning with related concrete experiences allows the learner to re-examine and modify their previous views. Facilitators may go about this by first asking students what they know about the specific topic or by asking what they remember from a pre-requisite course. For example, asking “What do you remember from graphing in Math 123 last semester?” Thus building off what the students remember from previous courses to help further their understanding.

Knowles fourth assumption about adults is recognized in this phase of Kolb’s Experiential Learning Theory. The change in time perspective as people mature from future application of knowledge to immediacy of application. What an adult concludes from observations and reflections varies from what a child would conclude. Accordingly acknowledging Knowles assumption can help adults achieve more realistic conclusions by having appropriate observations and reflections (Knowles, 1980).

Reflections from an individual are refined and condensed into abstract concepts.

Abstract Conceptualization

Following the observations and reflections from an experience prompts adults to use analytical abilities to integrate ideas and concepts. This leads to another component of Kolb’s ELT model: Abstract Conceptualization.

Kolb notes the way one processes the possibilities of each new event determines our future decisions and choices. This is important because those decisions and choices then determine the events one experiences and future choices and decisions. Thus, people create themselves by choices and decisions they endure (Kolb, 1984).

Atkinson and Murrell (1988) suggest “Abstract conceptualization calls for logical thinking and rational evaluation to create ideas that integrate their observations into logical sound theories” (p. 375). These sound theories are determined on an individual basis; furthermore, varying upon each person. Research suggests adults approach learning with pre-requisites from prior activities. Each individual has their own unique set of personal beliefs, motivations, and conceptions related to the subject and knowledge. During instruction, an individual constructs new meanings by relating them to their existing conceptions and frameworks (Kember & Murphy, 1990).

Fosnot notes Piaget felt “new experiences sometimes foster contradictions to our present understandings, making them insufficient and thus perturbing and disequilibrating the structure, causing us to accommodate” (Fosnot, 1996, p. 13). During abstract conceptualization, an individual must be able to adequately examine the components and determine what is logical; therefore, resulting in improved future experiences and thinking.

Learning effectively requires factual knowledge and the organization of these facts and ideas in a conceptual framework. It is critical to be able to retrieve knowledge for application and to transfer it to different contexts (Bransford, Brown, & Cocking, 2000).

Knowles assumption of adult learners, “As a person matures, his or her self-concept moves from that of dependent personality toward one of a self-directing human being” is most prevalent to this learning mode. As one matures, their conceptualization also matures (Knowles, 1980, pp. 44-45).

Lewin illustrates the importance of defining the learning space in terms of a learner’s experience. Lewin states(Cartwright, 1951):

One of the basic characteristics of field theory in psychology, as I see it, is the demand that the field which influences an individual should be described not in objective physcialistic terms, but in the way that exists for that person at that time … A teacher will never succeed in giving proper guidance to a child if he does not learn to understand the psychological world in which that child lives … To substitute for that world of the individual the world of the teacher, of the physicist, or of anybody else is to be, not objective, but wrong. (p.62)

If one is refuted the use of their own observations, but rather must accept ideals and practices based on what others conclude, it is extremely ineffective and difficult for an individual to learn and have a complete understanding of a concept or anything. Without the option to account one’s own observations and reflections, critically impairs the ability for one to develop a comprehensive or conceptualization of anything.

Overall, abstract conceptualization provides the material from which new implications can be drawn for action.

Active Experimentation

The final sector of experiential learning according to Kolb is active experimentation and is needed to complete the cyclical process. This stresses action and participation while testing the concepts generated from the previous modes.

Dewey (1945) also agreed with the idea of active experimentation by stating, “Nothing takes root in mind when there is no balance between doing and receiving. Some decisive action is needed in order to establish contact with the realities of the world and in order that impressions may be so related to facts that their value is tested and organized” (p.45).

The phrase, ‘You don’t know until you try’ comes to mind. For example, an individual might take a scuba diving course and get all the terms and definitions correct on an exam identifying scuba equipment, before ever going into the water. Once this individual is hooked up to the scuba machine and under water, the real test of knowledge is found when attempting to operate the scuba machine. Knowing the terminology will be helpful, but if one only understands the definitions and operations of the scuba machine, it is useless to just know the terms. Actively testing out prior concepts is critical to a learner and in this case a scuba diver.

Robert Kegan states, “People grow best where they continuously experience an ingenious blend of challenge and support” (Kegan, 1994, p.42). Instructors and other classmates can often provide challenges and support to adult learners. This can help enrich experiences for all exposed to the experimentation of a concept.

Activities that can actively test learners include:

-sharing ideas so others can comment on them through oral or written feedback;

-actively testing a concept through hypothesizing and research;

-implementing a plan of action to see how it works;

-trying something new or really different that has an element of risk to it;

-transferring ideas found useful in one setting or context to new settings or contexts. (Mackeracher, 2004, p. 58)

Knowles third andragogical assumption of “An adult accumulates a growing reservoir of experience which is a rich resource for learning.” This reservoir of experience would not be possible without active experimentation. Children might be instructed on what it’s like to be in the ‘real world’, but adults who have experienced it know different mechanism to handle it (Knowles, 1980, pp. 44-45).

Action can be seen as one of the most critical components of the learning cycle. Zull suggests this because it closes the learning cycle by bringing the inside world of reflection and thought into contact with the outside world of experience (Zull, 2002).

Conclusion of Themes

According to Kolb’s the Experiential Learning Theory, each mode represents an integral component that an adult learner must go through or ‘experience’. This theory states a learner moves through the cycle first by having an immediate or Concrete Experience, which becomes the basis for the next mode titled, Reflective Observation. The observations and reflections made are used to arrive at the next mode, Abstract Conceptualization which then develops a concept or theory. The newly developed ideas then can be tested leading to the next and final mode, Active Experimentation which can serve as a guide for creating new experiences.

Kolb developed this theory based on the work of well-known scholars whom also gave experience a central role in their research. Kolb’s Experiential Learning Theory is a great resource to help educators effectively meet the needs of adult learners.

Implications

Use of Kolb’s Experiential Learning Theory, can maximize the education of adult learners. Allowing experience to be a part of the learning process can make learning more effective and efficient for learners, especially adults. The difference between adult learners and children learners is defined by Malcom Knowles as the term of ‘andragogy’. This term provides assumptions about adult learners, which can be used to better understand and aid adults in education. Ignoring adult’s prior experience has often been neglected in educational settings, but when used and incorporated in an education setting has proved to be effective.

The implications for practical application with adult learners can be found by use of Kolb’s four Experiential Learning Theory Modes: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation.

The first suggested way to apply this theory into practice is through Concrete Experience: Experiential learning takes place around us all the time. Understanding that all day, any day, and everyday learning can take place. Educators should draw upon these opportunities and reiterate this to learners; furthermore, encouragement of everyday ‘communities of practice’ as a source to evaluate previous and current knowledge. For example, if a marketing instructor was teaching about fast-food marketing, the instructor could ask the students, “What is your favorite fast food and why?” Thus encouraging participation of the students with recollection of past experience with fast food businesses.

Another practical application can be found by using Reflective Observation. Reflection is the key to transfer knowledge to experience. Learners must be given opportunities within their classroom for authentic dialogue, reflection, and feedback with peers in a safe environment. This can be demonstrated by an instructor who requires students to read the work of others, before going onto the next topic and encouraging them to ask each other questions.

Another application using the experiential learning theory can be accomplished through Abstract Conceptualization. Learning can happen in any setting, but connecting the experience with observations and reflections to make a sound theory is necessary. Educators can help learners be even more efficient by recognizing that most experiences are learning opportunities. To achieve abstract conceptualization in the classroom, an instructor could emphasize this concept by seeing all experiences as valuable in some respect, but individuals all view different things as valuable. Not all students will interpret things the same way; furthermore, being aware that this is likely helps with accepting others views.

Another implication using the ELT is Active Experimentation. All newly developed ideas must be ‘experimented’ and tested before a full comprehension can be made by a learner according to Kolb. Educators must not only provide factual information, but also opportunities to ‘test’ these new concepts. This can be implemented in a classroom by instructors allowing students to actually get up and actively experiment with their new profound knowledge.

By considering experience within educating adults, many beneficial finds have been acquired complimentary to both student and facilitator. These findings are applicable to contribute to all types of adult learners no matter their level of expertise in any given area. With more emphasis on experience, more studies, reports, and findings will be conducted; therefore, allowing instructors to provide a more effective and efficient learning experience for all.

Conclusion

This paper has explained the various components of Kolb’s Experiential Learning Theory; furthermore, highlighting the relationship between adults and experience. To effectively meet the needs of adult learners, numerous facets should be considered that may differ from notoriously preconceived learning practices. Using experience in a learning environment can help adult’s further success in an educational setting.

After reviewing the literature it is apparent that the experiential themes mentioned in this paper provide an essential foundation specifically of use for adult learners. The themes provide a basis for a facilitator to use to be more effective and efficient with adult learners. Concrete Experience should be recognized by individuals as something that happens in any and all settings as one lives. Reflective Observation challenges one to consider other alternatives. Abstract Conceptualization calls for a critical analysis of an experience. Active Experimentation stresses action on behalf of the individual, preferably in the same context as the first mode. Overall, numerous research findings support the importance of each theme in relation to experience in adult learning. Each theme makes its own distinctive contribution to an experiential learning environment.

Going forward, there will be more adults participating in educative activities than ever before. To deliver to this adult audience, educators should consider capitalizing on their unique characteristics, specifically experience. Enhancement of adult education can be done through use of Kolb’s experiential learning theory.

References

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Fenwick, T. (2000). Expanding conceptions of experiential learning: A review of the five contemporary perspectives on cognition. Adult Education Quarterly, 50, 243-272.

Fosnot, C.T. (1996). Constructivism: A psychological theory of learning. New York: Teachers College Press.

Jarvis, P. (2001). Learning in later life: An introduction for educators and careers. London: Kogan Page.

Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.

Kember, D., & Murphy, D. (1990). Alternative New Directions for Instructional Design. Educational Technology (August).

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