Experiential Learning

This week I was fortunate to have conversations on the topic of Experiential Learning (EL). As we near the end of our terms, often we reflect and consider how we can further empower our learners. One such way could be integrating an intentional, well-aligned EL program. Boston University CTL has created a well organized website on Experiential Learning (EL). The article shares that “EL is an engaged learning process whereby students “learn by doing” and by reflecting. Forms of EL include (IU, 2006; Moore, 2010) Internships, Service learning, Cooperative education, Clinical education, Student teaching, Practicum, Undergraduate research experience, Community-based research, Field work, and Study abroad. Well-planned, supervised and assessed experiential learning programs can stimulate academic inquiry by promoting interdisciplinary learning, civic engagement, career development, cultural awareness, leadership, professional and intellectual skills. The website details that EL has the following elements (Assoc for Experiential Ed, 2014):

Experiences are chosen for their learning potential (opportunities to practice and deepen emergent skills, encounter novel and unpredictable situations that support learning, or learn from consequences, mistakes, and successes).
The learner is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative, and constructing meaning, and is challenged to take initiative, make decisions and be accountable for results.
Reflection on learning during and after one’s experiences is an integral component. This reflection leads to analysis, critical thinking, and synthesis (Schon, 1983; Boud, Cohen, & Walker, 1993).
Learners are engaged intellectually, emotionally, socially, and/or physically, which produces a perception that the learning task is authentic.
Relationships are developed: learner to self, learner to others, and learner to the world at large.

References

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. SF, CA: Jossey- Bass.

Association for Experiential Education. (2007-2014). Retrieved from http://www.aee.org/.

Boud, D., Cohen, R., & Walker, D. (Eds.). (1993). Using experience for learning. Bristol, PA: Open University Press.

Indiana University. (2006). Experiential learning notations on Indiana University official transcripts. Retrieved from http://registrar.iupui.edu/experiential-learning.html.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. NY: Cambridge University.

Linn, P. L., Howard, A., & Miller, E. (Eds). (2004). The handbook for research in cooperative education and internships. Mahwah, NJ: Lawrence Erlbaum Associates.

Wurdinger, D. D., & Carlson, J. A. (2010). Teaching for experiential learning: Five approaches that work. Lanham, MD: Rowman & Littlefield Education.