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Reproduced from LearningWire, a free digest how to write an experiential learning paper TrainingZone For more about diagrams and models see the page: Experiential Learning Cycles Many of us engaged in professional learning have a broad understanding of the work of David Kolb.
His highly influential book entitled 'Experiential Learning: Experience as the source of learning and development' was first published in since when his ideas have had a dramatic impact on the design and development of lifelong learning models. Show me, and I may remember.
Involve me, and I will understand. A useful place to start this online exploration is David Kolb's own website. Here you need to be careful. There is another and different David Kolb, a professor of philosophy at Bates College, who is a prolific author.
The man we seek is the professor of organisational behaviour at Weatherhead School of Management. David A Kolb describes himself as a "contemporary advocate of Experiential Learning".
The concept of experiential learning explores the cyclical pattern of all learning from Experience through Reflection and Conceptualising to Action and on to further Experience.
It also describes the process for recording continuous professional development, through taking time to capture, record and implement learning in our daily work. There are many adaptations and uses of the model. A fascinating one is provided on the Natural Learning website where analogy between this model of learning and organic growth in the plant and gardening worlds is well made [was at: Honey and Mumford defined four styles, based loosely around the four stages of David Kolb's learning cycle: Activists, Reflectors, Theorists and Pragmatists.
Perhaps the best exposition of these learning styles [now at archive. The work on learning styles has been used and developed by many groups and institutions. David Kolb's work has influenced the work of many in the learning, development and education fields.
The National Society for Experiential Education is a membership association and networking resource promoting experience-based approaches to teaching and learning.
Their site has an extensive library of further resources. The Association for Experiential Education aims to "contribute to making a more just and compassionate world by transforming education". The International Consortium for Experiential Learning organises its networking activities within four 'villages', two of which are concerned with community action and social change, and with personal growth, self awareness and group effectiveness.
A further development of these ideas has led to the notion of groups and companies transforming themselves into Learning Organisations. An impressive and highly active network of people was busy exploring all aspects of this field through the Learning-Org Dialog on Learning Organizations TrainingZone, in collaboration with the European Consortium for the Learning Organisationhas provided an open conference about learning organisation matters.
The Internet offers a virtually limitless resource for extending our own knowledge as this article seeks to demonstrate. To explore some of these ideas further, look up any of the links from this article, and register for further updates with TrainingZone.
Acknowledgement The above article ''Experiential Learning Critiques of David Kolb's theory of experiential learning Collected, organised, commented and introduced by Roger Greenaway. Experience as the Source of Learning and Development ".
David Kolb has himself been busy creating an ever-growing library of resources about experiential learning at Experience-based Learning Systems, Inc. But the focus of the critiques below is almost entirely focused on Kolb's seminal work.
Yes they are critiques and so at a superficial level it might seem that Kolb was way off the mark for his theory to have become the focal point of so much critical writing - only some of which is indexed below.
But there are other reasons why Kolb's theory has become the source of so much criticism, one of which is the "water-cooler" effect. If you want to write or talk about experiential learning theory it is difficult to do so without gravitating towards the Kolbian water-cooler and explaining your ideas in relation to those of Kolb.
As a writer, even if you do not set out to compare your ideas with those of Kolb, your peer reviewers or your supervisor or your anticipated audience will want to know the connection.
And if your ideas are different to those of Kolb, then you are in some way critiquing Kolb. You might also be critiquing Heron and Miettinen and Michelson and Atherton and Illeris and Beard and many others if you are presenting ideas that are different from theirs.
But you won't feel quite so much obligation or pressure to point this out - because the Kolbian water-cooler will have already enticed you to explain yourself in terms of Kolb. There are some exceptions, the most powerful of which is the work of Miriam Webb, which does criticise the whole foundation of Kolb's model.
While some critiques argue for an adjustment or addition to Kolb's theory, Webb's critique claims to expose fundamental flaws.
Kolb's theory is praised by some writers for the way in which it draws together several different theories into one. If anyone were attempting a similar exercise 30 years later it would be a huge and perhaps impossible task to draw together all of the significant theoretical work in the field of experiential learning into one over-arching theory.
And it might not even be a worthwhile exercise anyway.A Process for Affective Learning. Transformational change, or perspective transformation, is the process of making meaning of one’s experience, inherently an affective endeavor.
University of Wollongong Research Online University of Wollongong in Dubai - Papers University of Wollongong in Dubai Learning styles and training methods. 3 Introduction The staff of the Center for Service Learning and Civic Engagement is here to support you in your implementation of service-learning and your professional growth as well.
Innovative, inclusive, individualized Graduate Education "The traditional curriculum must become more inclusive, adaptive and individualized, with emphasis on integrative thinking and experiential learning.". 1 Academic Skills, Trent University initiativeblog.com Peterborough, ON Canada © Writing a Reflection Paper.
The Theories Of Learning Styles - Research shows that learning styles theory is a neuroscience myth. Although this may be true, the majority of educators when given a survey indicate they believe in the learning styles and use them in their classrooms.