Experiential Learning - Implementation

Implementation

Experiential activities are among the most powerful teaching and learning tools available. Experiential learning requires self-initiative, an ‘intention to learn’ and an ‘active phase of learning’. Kolb's cycle of experiential learning can be used as a framework for considering the different stages involved. Moon has elaborated on this cycle to argue that experiential learning is most effective when it involves: 1) a ‘reflective learning phase’ 2) a phase of learning resulting from the actions inherent to experiential learning, and 3) ‘a further phase of learning from feedback’.. This process of learning can result in ‘changes in judgement, feeling or skills’ for the individual and can provide direction for the ‘making of judgements as a guide to choice and action’.

Most educators understand the important role experience plays in the learning process. The role of emotion and feelings in learning from experience has been recognised as an important part of experiential learning. While those factors may improve the likelihood of experiential learning occurring, it can occur without them. Rather, what is vital in experiential learning is that the individual is encouraged to directly involve themselves in the experience, and then to reflect on their experiences using analytic skills, in order that they gain a better understanding of the new knowledge and retain the information for a longer time.

Reflection is a crucial part of the experiential learning process, and like experiential learning itself, it can be facilitated or independent. Dewey wrote that "successive portions of reflective thought grow out of one another and support one another," creating a scaffold for further learning, and allowing for further experiences and reflection. This reinforces the fact that experiential learning and reflective learning are iterative processes, and the learning builds and develops with further reflection and experience. Facilitation of experiential learning and reflection is challenging, but "a skilled facilitator, asking the right questions and guiding reflective conversation before, during, and after an experience, can help open a gateway to powerful new thinking and learning." Jacobson and Ruddy, building on Kolb's four stage Experiential Learning Model and Pfeiffer and Jones's five stage Experiential Learning Cycle, took these theoretical frameworks and created a simple, practical questioning model for facilitators to use in promoting critical reflection in experiential learning. Their "5 Questions" model is as follows:

1. Did you notice...?
2. Why did that happen?
3. Does that happen in life?
4. Why does that happen?
5. How can you use that?

These questions are posed by the facilitator after an experience, and gradually lead the group towards a critical reflection on their experience, and an understanding of how they can apply the learning to their own life. Although the questions are simple, they allow a relatively inexperienced facilitator to apply the theories of Kolb, Pfeiffer and Jones, and deepen the learning of the group.

While it is the learner's experience that is most important to the learning process, it is also important not to forget the wealth of experience a good facilitator also brings to the situation. However, while a "facilitator", traditionally called a "teacher", may improve the likelihood of experiential learning occurring, a "facilitator" is not essential to experiential learning. Rather, the mechanism of experiential learning is the learner's reflection on experiences using analytic skills. This can occur without the presence of a facilitator, meaning that experiential learning is not defined by the presence of a facilitator. Yet, by considering experiential learning in developing course or program content, it provides an opportunity to develop a framework for adapting varying teaching/learning techniques into the classroom.