Month: May 2020

Experiential Learning

Experiential learning is a tactic that gives the learner the opportunity to engage in what they are learning and then reflect on that experience (Carleton, 2017). The idea is to connect academic learning, to real-life experiences, to show learners how to apply their education. Learners need to have an active role and high engagement in their learning for this method to be successful. Because the learning is so active, students will often rely on prior learning to build on if they have knowledge in their repertoire that has a similar “feel”. To make experiential learning effective, the learner must reflect on their experience. 

Why is experiential learning important? (Carleton, 2017)

• It makes learning relatable, as students make connections between their old and new knowledge
• It links taught theory to applied practice
• Increases student engagement and encourages collaboration
• Assists in memory retention, as learners link thought processes and feelings
• Increases effectiveness of learning
• Leads to development of learning skills

Learning cycle

A popular method of experiential learning is Kolb’s model (Carleton, 2017). 

1. Concrete Experience: The learner tries a new experience, or takes part in an activity similar to a previous experience they have had. 
2. Reflective observation: The learner reflects on their learning experience. They should be looking for any inconsistencies between their understanding of the theory and the experience.
3. Abstract Conceptualisation: The learner creates a new concept, or reforms a previous experience to positively alter it.
4. Active Experimentation: The learner then applies their learning to new, different experiences. Then the cycle repeats. 

Necessary components (McGill, 2017)

To consider an experience effective experiential learning, there must be a few elements present:

• A thorough reflection of what they learned
• Emotional investment to facilitate a higher engagement
• Absence of excessive judgment for safe, self-discovery
• Engagement in purposeful endeavours
• A mixture of theory/content and process
• High learner responsibility 

My project

My project will include elements of experiential learning. One of the major themes throughout the lesson will be on how much control one has over their happiness levels. If one changes their internal perspective, they can become happier, without changing their external circumstances. A gratitude practice can enhance one’s levels of happiness in a few moments. To incorporate experiential learning into our lesson, we will begin by teaching the theory behind gratitude’s impact on happiness. Then, we will give students an opportunity to practice gratitude. Following that, we will ask them to reflect on how that made them feel, and if their happiness changed. They could then use this experience as a reference to use when trying other happiness changing tactics.

References

Carleton University. (2017, March 24). What is experiential education? Carleton University – Canada’s Capital University. https://carleton.ca/experientialeducation/what-is-experiential-education/

Carleton University. (2017, May 18). Experiential learning cycle model. Carleton University – Canada’s Capital University. https://carleton.ca/experientialeducation/what-is-experiential-education/experiential-learning-cycle-model/

Carleton University. (2017, May 23). Why experiential learning is important. Carleton University – Canada’s Capital University. https://carleton.ca/experientialeducation/why-experiential-learning-is-important/

McGill University. (2015). Best Practices in Experiential Learning. https://www.mcgill.ca/eln/files/eln/doc_ryerson_bestpracticesryerson.pdf

Share a story about your best learning experience (could be a formal course or something more personal). Why did you enjoy it?

One of my best learning experiences was in the fall of 2018 in the Outdoor Education class at UVic. It is my best experience because I learned lots, as well as thoroughly enjoyed the experience, and that is why I still remember it over a year later. We went for a walk through Mystic Vale, just off UVic campus, with the goal of learning about the basic geography of the area, and then how a student would teach that knowledge to a class to a class they were leading. I enjoyed this learning experience because everything was tangible. We were outside, in the environment we were learning about. We could touch whatever we wanted, and use physical objects for examples. From what I understand, this could be classified as a constructive learning environment, as I had lots of control over how I learned through experiencing the real world (Ertmer & Newby, 2013). Another aspect that made this learning experience positive is that I had an opportunity to practice what I had just learned. We split up into smaller groups, and pretended our classmates were elementary or high-school students that we were taking on a nature walk. We taught our peers about the geography of the area, with visuals to aid our verbal teaching. We also answered questions. The whole time, the professor was observing us. Despite that being stressful, it had its benefit: I was able to get immediate feedback. That was amazing as I could tweak my teaching for my next teaching session. I felt like that prevented me from developing bad habits. To summarize, my best learning experience was interactive and interesting, I had an opportunity to put what I learned to use shortly after, and I received immediate and personal feedback that I could implement.


References

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.