Experiential learning as posited in the work of Kolb and other scholars - Assignment Example

?Life Learning Using Kolb Cycle about Public Personal Speaking Experience September 21, Life Learning Using Kolb Cycle about Public Personal Speaking Experience Introduction David Kolb’s learning styles model was first published in 1984 and introduced terms such as experiential learning theory (ELT) and learning styles inventory (LSI). Kolb’s work entitled “Experiential Learning: Experience As The Source Of Learning And Development” reports experiential learning reported earlier including the work of Jung, Piaget and Rogers. The learning theory posited by Kolb is one that states there are four specific learning styles and these are framed in a four-stage cycle of learning. The four-stage cycle is stated by Kolb to include: (1) Concrete Experience (CE); (2) Reflective Observation (RO); (3) Abstract Conceptualization (AC); and (4) Active Experimentation (AE). (Business Balls, 2011) The four learning styles stated by Kolb include those as follows: (1) Diverging (CE/RO); (2) Assimilating (AC/RO); (3) Converging (AC/AE); and (4) Accommodating (CE/AE) (Business Balls, 2011) The following illustration is a diagram that shows the learning styles and learning types as posited in the work of David Kolb. Figure 1 Source: Business Balls (2011) The preferred learning style of the individual varies from one person to the other and the factors that influence the preference of learning style are many. The developmental stages identified by Kolb in learning include those as follows: (1) Acquisition – from birth to adolescence and include the development of the individuals most basic of abilities and the individual’s cognition; (2) Specialization – early work and individual experiences in adulthood when specialized learning style of the individual is influenced by social, educational, and organizational socialization; and (3) Integration – mid-career into later life of the individual when the individual expresses the non-dominant learning style in their work life and in their personal life. (Business Balls, 2011) Kolb held that the learning style is the result of two pairs of variables. These are conceived as lines of axis in which each has conflict at either end as follows: Concrete Experience – CE (feeling) -----V-----Abstract Conceptualization – AC (thinking) Active Experimentation – AE (doing)-----V-----Reflective Observation (watching) A typical presentation of the two continuums of Kolb is stated to be that the Processing Continuum or the east-west axis is how the individual approaches a task and the north-south axis or the Perception Continuum is the individual’s emotional response and how they think about or feel about the task. The learning styles are the two lines of axis combined and these are formed between what Kolb states are “dialectically related modes of grasping experience (doing or watching) and transforming experience (thinking or feeing). The following illustration labeled Figure 2 in this study shows the conception of these two axis. Figure 2 Source: Business Balls (2011) Concrete experience is knowledge that is gained through practical experience while reflective observation has its focus on what the meaning of the experience is to the individual. The work of Wirth and Perkins (nd) report that there have been “calls for new kinds of learning from many different parts of society.” Student surveys are reported to indicate “that courses are not interesting, that students fail to recognize the value of what they are learning, and that many faculty rely too heavily on lectures for transmitting information.” (Wirth and Perkins, nd) It is reported that Fink (2003) reported that society and individual learners “now have different needs, both in terms of what people need to learn and how they can and should learn.” (Wirth and Perkins, nd) The work of Gardiner (1994) listed critical competencies for workers and citizens including the following competencies: (1) Personal responsibility; (2) Ability to act in principles, ethical fashion; (3) Skill in oral and written communication; (4) Interpersonal and team skills; (5) Skills in critical thinking and problem-solving; (6) Respect for people different from oneself; (7) Ability to change; and (8) Ability and desire for lifelong learning. (Wirth and Perkins, nd) Wirth and Perkins additionally report the 2002 panel report of the Association of American Colleges and Universities, which states that students should learn to: (1) effectively communicate orally, visually, in writing, and in a second language (2) understand and employ quantitative and qualitative analysis to solve problems (3) interpret and evaluate information from a variety of sources (4) understand and work within complex systems and with diverse groups (5) demonstrate intellectual agility and the ability to manage change (6) transform information into knowledge and knowledge into judgment and action. (Wirth and Perkins, nd) Thesis Statement The demands of functioning in today’s society and workplace are inclusive of the learner ‘learning’ to be a lifelong learner who is able to interpret, evaluate, demonstrate, and transform knowledge all within complex systems and groups which are diverse into information and action. The individual is enabled through what is known as ‘experiential learning’ or learning by doing. This is particularly true in the area of public speaking and presentations and as many individuals who have had bad experiences and then returned to public speaking with a successful presentation will vouch, experiential learning is often more effective than any other method of learning. Formation of Abstract Concepts and Generalizations There are stated to be three domains of learning which include those of: (1) the cognitive domain; (2) the affective domain; and (3) the psychomotor domain. (Wirth and Perkins, nd) The cognitive domain is reported to involve many types of thinking while the affective domain is inclusive of such as “feelings, emotions, attitudes, values and motivations.” (Wirth and Perkins, nd) It is reported that the levels in the affective domain are in a range from “initial awareness to a commitment to values that guide behavior and decisions.” (Wirth and Perkins, nd) The psychomotor domain of learning is stated to include such as “physical movement, coordination, motor- and sensory-skills.” (Wirth and Perkins, nd) Wirth and Perkins report that learning is held by modern cognitive psychology to be “constructive” rather than receptive. Learning from the view of constructivism is derived from the individual’s experiences and interaction with the environment all of which is placed upon the foundation of the learner’s previously gained knowledge for the purpose of constructing new understanding. This means that the learner holds the primary responsibility for construction of knowledge rather than the instructor. From the constructivist view the instructor is not the authority but instead is a guide who enables students in their learning. (Wirth and Perkins, nd, paraphrased) Knowledge in the mind of the learner is reported to be “organized and structured in networks of related concepts.” (Wirth and Perkins, nd) Therefore, any new knowledge is required to “connect to, or build upon a framework of existing knowledge.” (Wirth and Perkins, nd) Learning is a process that is reported to involve “building mental models consisting of new and existing information.” (Wirth and Perkins, nd) According to Wirth and Perkins there are “surface’ and “deep” approaches in learning. The surface approaches to learning are those focused on such as memorization as well as being focused on “facts without integration….generally unreflective, and see learning tasks as external impositions.” (nd) Deep approaches to learning “have the intention to understand…generally engage in vigorous interaction with content, relate new ideas to old ones, relate concepts to everyday experience, relate evidence to conclusions and examine the logic of arguments.” (Wirth and Perkins, nd) Wirth and Perkins report that studies in the area of developmental psychology, cognitive psychology, learning science and neuroscience “have converged on a new understanding on the workings of the brain”. (nd) Reported as key findings are those stated as follows: (1) learning changes the physical structure of the brain; (2) Learning organizes and reorganizes the brain; and (3) Different parts of the brain may be ready to learn at different stages of development. (Wirth and Perkins, nd) Experiential learning is reported in the work entitled “Experiential Learning in Education” which is a poll reported by Signal Hill Group, Inc., Education Consultants involving Junior Achievement, Inc. in February 2004. The poll is reported to ask from the view of the participants how effective experiential learning is in activities involving hands-on projects and specifically in the areas of: (1) raising student achievement; (2) motivating learners to learn; (3) curtailing dropout rates; and (4) getting students interested in higher education and careers. (Signal Hill Group, Inc. 2004) The respondents in the poll reported that hands-on activities and projects were somewhat effective or very effective in motivating students to learn (92%), at getting students interest in higher education and careers (85%), and at curtailing dropout rates (79%). It is reported that 90% of respondents believed strongly that experiential learning was somewhat effective or very effective at raising the academic achievement of students. (Signal Hill Group, Inc. 2004) Respondents in the study were also asked to state the relevance of certain topics to their students and these topics are reported to have been in the following seven areas: (1) Business; (2) Citizenship (3) Economics; (4) Entrepreneurship (5) Ethics/Character; (6) Financial Literacy; (7) Life/Skills/Career Development. (Signal Hill Group, Inc. 2004) Respondents in the study were asked to gauge how relevant each of these topics were to students. Findings show that 75% of the respondents held that all seven of the topics were relevant to their students. (Signal Hill Group, Inc. 2004) Respondents in the study were asked how likely they would be to use online programs that are free to assist their students in learning the previously listed life skill topics. Respondents at a rate of 78% stated that they would be somewhat or very likely to use free online sources to teach their students life skills. When respondents were asked if there should be “state-mandated testing/standard requirements” that include an emphasis on the assessment of applied learning and life skills development in students, the following responses were given: Source: Signal Hill Group, Inc. (2004) For those who answered no to the previous questions the following comments were given as to why they answered no. Source: Signal Hill Group, Inc. (2004) The most frequent response given to this question was that it is not possible to test life skills. Others felt that these skills were not important and that they were “too subjective to test objectively.” (Signal Hill Group, Inc. 2004) Respondents who answered yes to incorporation of life skills into state mandated testing, at a rate of 55% stated that “applied learning is more relevant to students.” (Signal Hill Group, Inc. 2004) Respondents were then asked what programs they think of when they think of life skills learning. The answers given include those as follows: Internships – 28% Voc Ed/STW – 28% Other – 91% None – 41% History Alive – 7% Job Shadow – 12% VICA – 3% FBLA – 11% DECA – 14% JA – 18% (Signal Hill Group, Inc. 2004) Experiential Learning Simulations The work of McAfee (nd ) entitled “Experiential Learning Exercises: Sources and Specific Examples” reports that experiential learning exercises “span a wide variety of pedagogies or formats.” Previous ABSEL proceedings are reported to include: assessment centers, forums, group discussions, panel meetings, live cases, writing experiences, student-written textbooks, computer-assisted instruction, COMPUSTAT tape usage, communication workshops, Delphi forecasting, time management sessions, game show formats, learning cooperatives, internship programs, job search preparation, on-the-job training, field trips, and cases.” (Mcafee, nd) Mcafee reports that one of the most common of all exercise formats is the “specific company/job role plays” which are exercises that assist students to make the assumption they are employed by a fictitious firm in a specific job. (Mcafee, ) The students are assigned tasks to perform and decisions to make, which are similar to those performed and made by individuals in real-life positions such as the fictitious position. Mcafee reports that many of the exercises “are designed to build specific functional skills” and others have as their focus the development of abilities that generalized such as “decision-making and interpersonal relation skills.” (nd) An example of this is an exercise developed to assist international students in retail buying skills. The exercise has as its objectives the following: (1) sensitize students to foreign buying customs, (2) familiarize students with import buying, and (3) develop decision-making skills relative to international buying. (Mcafee, nd) The exercise begins with students being assigned to a buying or manufacturing team. Three members are assigned as divisional merchandise manager, a buyer and an assistant buyer. Four scenarios are utilized in this exercise including: (1) a department store seeking to purchase oriental carpets in India, (2) a mass merchandiser wishing to purchase sweaters in the Philippines, (3) (3) a specialty chain store seeking to purchase men’s oxford shirts in Japan, and (4) a discount store wanting to purchase children’s wear in Hong Kong. (Mcafee, nd) Following the conduction of research relating to the foreign country’s economic, political and cultural climate it is reported that the teams “negotiate with the foreign manufacturing teams to achieve predetermined buying goals.” (Mcafee, nd) Mcafee states that experiential learning “has evolved from being an exploratory, experimental technique in the 1950’s and 1960’s at growth centers such as the National Training Laboratories and the Esalen Institute, to being common practice in a variety of learning settings.” (nd) Actively involving student in experiential learning is reported as an effective teaching technique that serves to bring about improvement in the understanding of student of the subject that is being studied. Mcafee states “. Learning theory literature suggests that immediate reinforcement, such as that offered by experiential learning, plays a major role in determining the quality of learning.” (Mcafee, nd) It is reported by Kellogg and Graf (nd) that experiential learning has progressed through several stages of change over the past three decades and that four major stages can be easily identified. The following illustration shows the ‘evolutionary tree of experiential learning as cited in the work of Kellogg and Graff (nd). Figure 3 Evolutionary Tree of Experiential Learning Source: Kellogg and Graff (nd) Classifications of the types of experiential learning include: (1) iteration – the number of times a decision must be made for a participants to develop an understanding of the phenomena. (2) Chained decision – reflective of the fact that the results of one set of decision are influential on the future iteration decisions. (3) Functional/Environmental Scope – deals with the number of business functions and outside considerations involved. (4) Debriefing – a focus on discussing what has occurred during the experiential learning activity; (5) Competitive environment- simulations occur in a competitive environment; and (6) Skill focus – type and range of skills being taught. (Kellogg and Graff, nd) Public Speaking and Presentations Just as in the area of learning experience is critically important, so is too experience critically important to the individual who gives speeches and makes public presentations on a regular basis. Experiential learning assists the individual in knowing that maintaining eye contact really is effective and that knowing ones’ topic intimately is of significant importance as well as are being well prepared and knowing the proper timing to engage the audience. The individual who has given an unsuccessful speech or presentation learns these lessons the hard way but this type of experiential learning is priceless in that the individual is not likely to repeat the failed methods a second time. Through reflection and observation the individual is able to analyze their performance and to effectively raise the bar the next time around. Reflection and observation enables the individual to answer the question of what they might have done differently. The writer of this work understands this concept experientially due to having given a poorly prepared speech several years ago and one in which the subject matter was not well understood. This experience resulted in the writer of this work using reflection and observation to ensure that such an experience would not be likely in the future. This concept has been applied in other areas of the life of the writer of this work and specifically in the area of a musical performance for which the writer was ill prepared. Having such a terrible experience resulted in experiential learning through reflection and observation that enabled the writer to perform excellently in all subsequent musical performances. The writer was enabled through understanding that it was necessary to practice more, memorize fully, and execute confidently the piano music that was being performed. Summary and Conclusion This work has examined experiential learning as posited in the work of Kolb and other scholars and has found that experiential learning is a highly effective learning method and one that assists the learners in becoming life-long learners in all areas of their lives and career. Experiential learning or hands-on learning is a practicable and efficient method of learning in which the information learned in retained and ultimately put to use in other areas of learning in the lives of the learners. Experiential learning begins at birth and as the child grows and develops they learn experientially oftentimes that the stove is hot and the thorns on roses are sharp, thereby remembering from their experiential learning experience and avoiding these painful experiences in the future. It is likely that experiential learning is the most natural and effective learning method available and one that is an enabler of the future pursuits of the individual who is a lifelong experiential learner. Bibliography Atherton J S (2011) Learning and Teaching; Experiential Learning [On-line: UK] retrieved 21 September 2011 from http://www.learningandteaching.info/learning/experience.htm David Kolb’s Learning Styles Model and Experiential Learning Theory (ELT) (2011) Business Balls. Retrieved from: http://www.businessballs.com/kolblearningstyles.htm Experiential Learning in Education: A Poll for Junior Achievement Inc. (2004) Signal Hill Group Inc. – Summary Report, 26 Feb 2004. Retrieved from: http://www.aee.org/files/en/user/cms/ResearchExperiential_Learning_in_Education.pdf Mcafee, D (nd) A Reflexive Critique of Learner Managed Learning. Education Development Unit, University of Salford. Department of Educational Research, Lancaster University. Retrieved from: http://www.leeds.ac.uk/educol/documents/00002420.htm Wirth, KR and Perkins, D (2011) Learning to Learn. Macalester education. 21 Sept. 2011. Retrieved from: http://www.macalester.edu/geology/wirth/CourseMaterials.html Read More