Project Two - Experiential Education

Kolb (1984) states that experiential learning is the ability to obtain a meaning from a direct experience or the process where knowledge is shaped through the transformation of experience this knowledge is attained through the combination of grasping and transforming experience. Experiential learning and experimental education are regularly linked together. However they do in fact differ from one another. Experiential learning is the process of learning untaken by an individual whereas experiential education is more interpreted as involvement of education, which is much more linked with concepts of relationships between teacher and student, whilst containing the larger issues like educational structure and objectives (ltin 1999).

Itin (1999) developed a much more extensive model of experimental education. The model shows that the experimental learning process happens for both teacher and student. They are able to share similar experiences in terms of the teaching experience, both student and teacher define this process based upon their own personal reflection.

Figure 1: Davis (1993) The Diamond Model of the Philosophy of Experiential Education

This model I felt was much more relatable to my own personal view on experiential education for the fact that does not it does not dictate or reflect that of a specific strategy but provides a number of approaches that can be used from the model Davis 1993 outlines 5 strategies that should be used with in experiential education one being group and teams (using groups as a means to facilitate learning) I feel that from my experience over placement year I was able to witness and facilitate experiential learning through the use of groups and teams.

I found that predominately experiential learning took place when the task was not out of the comfort zone of the individuals of the group. I found that experiential learning was predominately found in group games focused on team work and group cohesion. Adventure based learning games I would set were often to complete a set task with very little input or advice. This created a base for learning to take place; as experiential learning requires self-initiative an intention to learn and an active phase of learning (Moon, 2004). If a group had completed the group task set whether they achieved or failed at it I was able to discuss deeper aims within the set task. Chickering (1997) believes this process could potentially give them a change of judgment, feelings or skills for themselves as an individual. This kind of learning is not just confined to that of the outdoors, experiential learning can be seen in that of higher academic learning in such areas as finance and business programs Clark & White (2010).

Figure 2: Adventure based learning game known as locked arms

Figure 2: Adventure based learning game known as locked arms

I believe through my experiences that the philosophy and ideals of experimental education can allow outdoor instructors and teachers of all sorts to be able to link different meaningful strategies through approaching educational processes from an experiential learning view it will allow activities to be more linked and provide deeper understanding for both students and client.

References: 

Chickering, A (1977). Experience and Learning. New York: Change Magazine Press. pp. 63.

Clark, J., & White, G. (2010). "Experiential Learning: A Definitive Edge In The Job Market". American Journal Of Business Education, 3(2), 115-118.

Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century. The Journal of Experiential Education 22(2), 91-98.  

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

Moon, J. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. London: Routledge Falmer. pp. 126.