Experiential Learning
Experiential Learning was first introduced in 1974 by David & Alice Kolb in their book Experiential Learning: Experience as the Source of Learning and Development. Experiential learning is based on a scientific discovery that people learn best from experience - that discovery was further improved upon that it's not the experience but rather the reflection on the experience that makes learning possible. Herein lies the reason that an habit (or experience) will continue to repeat itself, until we understand it and change our behaviour and thinking accordingly.
"How we learn is how we live." is probably one of David Kolb's most famous quotes. If we understand this sentence in full, we understand that we have to become better students as well.
The Kolbs defined the experiential learning model, that includes 4 primary phases:
"How we learn is how we live." is probably one of David Kolb's most famous quotes. If we understand this sentence in full, we understand that we have to become better students as well.
The Kolbs defined the experiential learning model, that includes 4 primary phases:
- The Activity
- Reflection (on that activity)
- Conceptualisation
- Application
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Going through the phases by example, the whole process looks like this:
1. Activity - We tackle a logical challenge, presented by a facilitator, with our coworkers. Eventually we manage to complete it. 2. Reflection - Every coworker individually says how they feel, how happy they are with the challenge, if they felt useful and so on. In short, everyone elaborates on their emotional experience. In the next step, the coworkers are set into smaller groups. Every group then thinks about how the challenge was handled, what the team dynamic was like, etc. 3. Conceptualisation - in this phase coworkers think which educational topic the challenge posed. This ensures that we reach basic concepts and start moving the debate into abstract thought. There's always the question: How can we use the knowledge in different situations? How can we improve our activities in our workspace? 4. Application - is, in a way, the last phase of the cycle, where coworkers try new concepts and theory in real situations - be it in workshops or in real life. This ensures new experiences are had and shared. With that, the coworkers find themselves in the phase of reflection again and the cycle continues to turn. |
The experiential learning model has a paradigm, radically different from the classic school system (also known as banking). Even the role of the teacher is radically different:
School teaching |
Experiential Learning |
|
Educator |
Teacher |
Facilitator / Moderator |
Educator's attitude |
Know-it-all |
Can lead the learning process |
Authority |
Is the absolute authority |
Does not require authorication |
Attitude towards education |
Teaches others |
Learns alongside others |
Demands and education goals |
Expects that the students return what has been learnt (tests) |
Encourages students to use the knowledge in life and report on (quality) changes |
So, how does experiential learning come into play?
First off, we're not talking about superhuman experiences, just normal ones. Fact is, employees have experiences all the time. However, if they are not addressed, they turn into memories.
If addressed, however, these can turn into sources of learning. If leaders (in a wider sense) can establish dialogue and lead their coworkers through reflection, they can transform experience into knowledge.
This brings us to a rather curious moment - if there's an abundance of experiences and learning opportunities, why bother with us?
Which is, in itself, a great question.
Let's answer it.
There are a couple of strong points using game-based, created, non-real-life concrete experience can provide:
Still not sure? We made sure to save our best arguments. Test us here.
First off, we're not talking about superhuman experiences, just normal ones. Fact is, employees have experiences all the time. However, if they are not addressed, they turn into memories.
If addressed, however, these can turn into sources of learning. If leaders (in a wider sense) can establish dialogue and lead their coworkers through reflection, they can transform experience into knowledge.
This brings us to a rather curious moment - if there's an abundance of experiences and learning opportunities, why bother with us?
Which is, in itself, a great question.
Let's answer it.
There are a couple of strong points using game-based, created, non-real-life concrete experience can provide:
- fill gaps in missing past experience;
- offer an experience all the learners experience and get to share together;
- create a neutral experience, unburdened by office politics or history;
- create a safe space for experimentation;
- offer "teaching" in an alternative context, enabling the learner to experience without pre-set cognitive filters;
- have the learner's senses truly awakened by sensory inputs and situational demands of the concrete experience activity, such as an educational game;
- energise and entertain the group;
- bond and connect the learners personally by having them share a (meaningful) experience;
- offer a fresh experience, ready for debriefing; an experience uncompromised by subsequent individual interpretation and memory-related distortions;
- make the players proactively co-construct the experiential input. Such involvement results in the player taking ownership over their experience which in turn is no longer seen as "just something that happens to you".
Still not sure? We made sure to save our best arguments. Test us here.
