Experiential Learning

Experiential Education

One way facilitators deliver knowledge to a group nowadays is in an autocratic fashion, in that the facilitator (teacher/instructor) is the source of all the knowledge and allows the group the access to this knowledge (Priest & Chase, 1989). However, other aspects of delivering knowledge have been developed and researched, one of which is Experiential learning which has been defined by many researchers. According to Kros and Watson (2004) Experiential learning is,

“a process through which knowledge is created through the transformation of experience”

and by Barrett and Greenaway (1995),

"any kind of learning through experience whether structured or unstructured..."

It can be seen that Experiential learning involves a number of factors that an individual has to take into consideration to get the most out of Experiential learning. Individuals need to make the link between academic knowledge and practical skills and apply this knowledge to real life situations (Bower, 2013). Experiential learning has been documented as the bridge that joins the gap between academic knowledge (hard skill) and interpersonal knowledge such as communication with others (soft skills). 

My personal viewpoint on Experiential education/learning is that an individual gets the opportunity to experience what they are leaning and really feel and understand it. For example, getting a group to plan an expedition is not the same as getting them to carry out an expedition and they would not get as much out of it if they were not to do it. By doing the things they are learning, children and adults are able to get first-hand experience and a real understanding of what they are undertaking. Experiential learning is also adaptive to different learning styles and allows for personal development. 

Kolb (1984) developed the Experiential Learning Cycle (Figure 1), drawing on theories by Lewin, Piaget and Dewey. This theory shows learning through experience and that learning takes place in four stages that are then repeated the more you learn. Each stage represents a different process: the concrete experience – grasping an experience by feeling/doing it; reflection – looking back on what we have done; conceptualization – thinking about what we have done and experimentation -  applying what we have learnt to real life situations. Conflicting literature by Kolb and Fry (1975) said that the learning cycle can occur at any of the four stages, contradicting with what Kolb (1984) had suggested, in which Learning needs to happen with a concrete experience first. 

Figure 1. Experiential Learning Cycle (Kolb, 1984)

The ideas that learning outdoors can bring!

Continuing on from Kolb (1984) and the idea that learning needs a concrete experience, the likes of Experiential learning has been going on through the decades from Baden-Powell who went out to engage children in the environment and show them what it had to offer. He later on developed the Scout Movement, which provided children with the opportunity to learn and experience the outdoors. Another major figure in the outdoor world is Kurt Hahn who was the founder of Outward Bound. These organisations both looked into Experiential learning as a means of ‘bettering’ individuals both psychologically way but in an academic and practical way. More recently an-up and coming educational strategy and teaching method has been developed and is known as Forest Schools, in which teachers take their teaching outdoors. Piaget (1964) suggests that a hands-on learning experience develops different aspects such as behaviour, social and emotional changes within children (Lefmann & Combs-Orme, 2013) thus evidencing the importance for Experiential learning and the effect it can have on childhood development.

When working on placement, I had the opportunity to work within a Forest School where children from Reception to Year 5 would spend one afternoon a week outside the classroom working on the same subjects as they would in the classroom; however they were outdoors in a different environment. By taking the learning outside it brought together many of the values Experiential learning/education has to offer, placing a greater importance on the learner and what they were experiencing that they would in traditional education. During the outside lessons the teachers would not usually come with us, which I saw as a negative, as it was an opportunity for them as the teachers to learn and build on their confidence in taking children outside. This supports research suggesting that the reason teachers are discouraged when taking children outdoor to learn is because they are lacking in confidence and are concerned about health and safety that surround every activity we do with children (Nicol, Higgins, Rossi & Mannioni, 2007). Outdoor facilitators on the other hand have the confidence and outdoor knowledge to take children outdoors; however they lack the academic knowledge that the National Curriculum requires teachers to teach. Due to this I feel if the teachers have the opportunity to take their learning outdoors they should jump at the opportunity and help merge indoor and outdoor education/learning.

When doing further reading, I came across this poem and thought it was quite fitting, in that children learn by the way they live and the thing they do.

Children learn what they live 

If
a child lives with criticism,
she learns to condemn.
If
a child lives with hostility,
he learns to fight.
If
a child lives with ridicule,
she learns to be shy.
If
a child lives with shame,
he learns to feel guilt
If
a child lives with tolerance,
she learns to be patient.
If
a child lives with encouragement,
he learns confidence.
If
a child lives with praise,
she learns to appreciate.
If
a child lives with fairness,
he learns justice.
If
a child lives with security,
she learns to have faith.
If
a child lives with approval,
he learns to like himself.
If
a child lives with acceptance
and friendship, he or she learns
to find love in the world.

(Greenaway, 2004)

References
Barrett, J. & Greenaway, R. (1995).   Why Adventure. Coventry, UK: Foundation for Outdoor Adventure.

Bower, G.G. (2013). Utilizing Kolb’s Experiential learning theory to implement a golf scramble. International Journal of Sport Management, Recreation and Tourism. 12. 29-56.

Greenaway, R. (2004). In search of respectable adventure,  Horizons. Online: http://reviewing.co.uk/outdoor/respctad.htm ( Accessed 22nd March 2015).

Lefmann, T. & Combs-Orme, T. (2013). Early Brain Development for Social Work Practice: Integrating Neuroscience with Piaget’s Theory of Cognitive Development. Journal of Human Behaviour in the social environment, 23. 640-647.

Kolb, D.A (2015). Experiential Learning: Experience as the Source of Learning and Development. New Jersey, USA: Persons Education.

Kros, J. & Watson, K. (2004). Improving operations management concept recollection via the Zarco Experiential learning activity. Journal of education for business. 79(5). 283-286.

Nicol, R., Higgins, P., Rossi, H. & Mannioni, G. (2007). Outdoor Education in Scotland; A summary of Recent Research. Online: http://www.snh.org.uk/pdfs/publications/education/OCReportWithEndnotes.pdf ( Accessed: 14th April 2015)

Priest, S. & Chase, R. (1989). The conditional theory of outdoor leadership: an exercise in flexibility. Journal of adventure education and outdoor leadership, 6(2). 10-17.

Smith, M.K. (2010). David A. Kolb on experiential Learning.  Available at: http://infed.org/mobi/david-a-kolb-on-experiential-learning/ (Accessed: 21 March 2015).