|Experiential learning emphasizes the central role that experience plays in the learning process. Its intellectual origins is rooted to the argument that all learning is grounded in experience – hearing a lecture, reading a book, painting a picture, campaigning for a cause, and that there can be no learning without experience.
Notably, much learning, perhaps the most important learning, is acquired through daily life, without planning.
There can be activity without learning, but for experience to be educational, the focus has to be centred on the conditions of the learning activity. These give concrete form to abstract ideas – it may even make abstract knowledge more useable. In contrast to information assimilation, experiential learning begins with action and moves through the generalisation of a principle derived from that action and its application in another situation.
One of the attractions of experiential learning is the possibility of improving the learners’ ability to apply their learning focused on their intrinsic motivation. Learners learn experientially by reflecting on experiences, developing personal insights and understanding through involvement in intellectual, emotional and physical activity. Experiential learning has the capacity to elicit a wider range of learner responses than conventional classroom learning, ethical and emotional reactions are called forth along with physical activity and social engagement.
Experiential Learning encourages each individual to learn according to their preferred learning style(s), whilst conventional learning is focused on organizational needs and aims in transferring per-determined skills to learners' - from the outside in and for an external purpose. Experiential learning encourages people to develop as individuals, from the inside out and for internal growth.In Experiential Learning participants are motivated to affect positive emotions and therefore develop a positive attitude towards learning.
|Guidelines for Facilitators|
|Experiential Learning Programs for Youth||Programs for Youth.|
|Experiential learning||Definition: Experiential learning.|
|Video: Experiential Learning||Practice: Experiential Learning.|
|Guide to facilitating effective experiential learning activities||Sample experiential learning activities, concepts and principles.|
- ↑ [Dewey, J. (1859-1952). An American philosopher, psychologist and educational reformer.
- ↑ [Coleman (1977) « Differences Between Experiential and Classroom Learning ». In Experiential Learning: Rationale, Characteristics, and Assessment by M.T. Keeton and Associates. San Fransisco: Jossy-Bass Inc.
- ↑ [Experiential Learning Programs for Youth, Stephen F. Hamilton in American Journal of Education , Vol. 88, No. 2 (Feb., 1980) 179-215, The University of Chicago Press. URL: http://www.jstor.org/stable/1085305.
- ↑ [The guidelines below are based on Martin Thompson’s 'Experiential Learning in Action: Beyond the Ropes' first published in the New Zealand Human Resources Institute Magazine, January 2008 and cited in . http://www.businessballs.com/experiential_learning.htm, accessed 28.vi.MMXII.