Look for an opportunity to integrate experiential learning either into your practice as an educator or your own experience as a graduate student in this program. Describe the context and connect this lesson to the learning theories and theories of context we have been studying in the course.

David Kolb is best known for his work on the experiential learning theory and published this model in 1984. The experiential learning theory works in four stages—concrete learning is when a learner gets a new experience or interprets an experience in a new way. The reflective observation comes next, where the learner reflects on their experience personally. They use the lens of their experience and understanding to reflect on what this experience means. Abstract conceptualization happens as the learner forms new ideas or adjusts their thinking based on their experience and reflection. Active experimentation is where the learner applies the new ideas to the world around them to see any modifications to be made. This process can happen over a short period or an extended period.

Many of the courses I taught and the course I am designing involve experiential learning, flexible learning, service learning, community service, community engagement or outdoor education. During these classes, I consider myself more of a facilitator when designing experiential learning activities.

I present challenges or problems, and learners (with guidance) develop ways of solving the issues. I observe and guide learning as it is actively taking place. Issues and misunderstandings can be addressed immediately as part of the learning process, rather than corrected at a later stage after the project has been completed, making it a far more active problem-solving process.

My examples include field trips (provincial courthouse, local police), outdoors (traffic direction and control), group work (investigating, interviewing), open-ended discussion activities (case studies) and active and open-ended questioning guidance (ethics, professionalism). Research has proven that learners of all ages learn better during initiatives that involve applying concepts in practice to solve real-world problems, actively make decisions, and then reflect on the outcomes or consequences of their learning actions and decisions.

Experience may be an excellent place to start for adult education, but it can still be problematic. The challenge as an adult educator is to draw from learners’ experiences that allow for development and growth individually and socially. Learners have to use socially learned knowledge but, at the same time, not be limited by their experiences (Spencer & Lange, 2014).

References

Spencer, B. & Lange, E. (2014). The purposes of adult education – An introduction. Thompson Educational Publishing.