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Experiential Learning: Experience As The Source Of Learning And Development

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David A. Kolb at Case Western Reserve University
David A. Kolb
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[kolb84]
Kolb, D.A. (1984):
Experiential learning: experience as the
source of learning and development
Englewood Cliffs, NJ: Prentice Hall.
URL: http://www.learningfromexperience.com/images/uploads/process-of-experiential-learning.pdf
!
(31.05.2006)
local file name: kolb84 Kolb Experiential learning.pdf
internal note:
bibliographical data
@book{kolb84,
AUTHOR = {D.A. Kolb},
TITLE = {Experiential learning: experience as the source of learning and development},
YEAR = {1984},
ADDRESS = {Englewood Cliffs, NJ},
PUBLISHER = {Prentice Hall},
URL = {http://www.learningfromexperience.com/images/uploads/process-of-experiential-learning.pdf!
(date of download: 31.05.2006)},
KEYWORDS = {Lernen / Development | Kybernetik / Systemtheorie /dynamische Systeme | Lernen |
Erfahrung | Konstruktvismus | Wissen | Kolb, David A. | Piaget, Jean | Dewey, John | Adaptation |
Theorienkonstruktion | knowledge construction | }
}
31. Mai 2006
http://www.learningfromexperience.com/images/uploads/process-of-
experiential-learning.pdf
August 26, 2005
... Experiential learning was developed by David Kolb and promotes the concept of learning by doing. This method has good results for all age ranges but it is proper for adolescents who are mostly reluctant [7]. ...
A model of experiential learning for teenagers’ caries-protective diet
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Teenagers’ reluctance to learning in general and their demand for non-traditional, interactive leaning methods, on one hand, and the difficulties in changing the oral health-related behaviors, on the other hand, represent a permanent challenge for oral health educators. Experiential learning was developed by David Kolb and promotes the concept of learning by doing, and with better chances for teenagers to get engaged in the educational process using as learning cycle: concrete experience (“Do”), observation and reflection (“Observe”), forming abstract concepts (“Think”), testing in new situation (“Plan”). As part of the “Com4You” oral health promotion program, Department of Oral Heath and Community Dentistry from Faculty of Dentistry, UMF “Carol Davila”, Bucharest, designed educational lessons using experiential learning and applied them in small groups of teenagers in schools. The present article describes the two activities used in Com4You program for promotion of caries-preventive diet for adolescents, that conducted to a decrease in the consumption of cariogenic food compared to control group (traditional learning) as shown by the results of a 2 -year longitudinal study. The activities performed in small groups (5-10 subjects) and with a medium duration of 15 minutes each, aimed to raise the awareness on the proper eating behavior in preventing dental caries and to offer a better understanding of the food products characteristics that makes them cariogenic/caries-protective.
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... Traditional learning used in oral health education implies verbal presentations and/or video materials and this could only increase oral health-related knowledge and unfortunately it has a low impact on behavioral improvement. On the other hand, experiential learning is a didactic method which offers the opportunity to learn from own experience, so called "learning by doing" [5]. David Kolb developed the concept in 1984 and proposed a learning cycle formed by 4 phases: "Do", "Observe", "Think" and "Plan" which aims for the participant to first get involved in a concrete experience, then to reflect back on that experience and to identify weaknesses of flaws, then next to figure out solutions for improvement and last to design a plan to apply the solutions. ...
A model of experiential learning for teenagers’ oral hygiene habits
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  • Jun 2020
While regarding oral hygiene remain the most important habit in preventing carious disease, teenagers might represent a vulnerable group because of tendency to adopt risky behaviors and neglect their health. On the other hand, teenagers represent a challenging group for educators involved in oral health educational program because of the difficulties for adolescence to respond to traditional learning methods. Aiming to educate adolescents through interactive and active participation regarding not only the basic tooth brushing but also the secondary means for oral hygiene, Com4You oral health educational program designed and applied activities using experiential learning. Accordingly, to this concept developed by David Kolb, participants learn by doing using the cycle: concrete experience (“Do”), observation and reflection (“Observe”), forming abstract concepts (“Think”), testing in new situation (“Plan”). The Department of Oral Heath and Community Dentistry from Faculty of Dentistry, UMF “Carol Davila”, Bucharest, started applying the oral health lessons using experiential learning in a pilot longitudinal study between 2014 and 2017, in 3 public schools in Bucharest, with small working groups of 5-10 teenagers and a working time of 10-15 minutes per activity. The results of the research showed a proper feedback from participants and a significant improvement regarding oral hygiene-related knowledge and behavior.
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... From a methodological point of view, the Young Shepherds School used a teaching approach that takes its cue from the conceptual framework and the learning and teaching techniques of "experiential education." Born out of historical French and Italian experiences (Freinet 1973;Lodi 1995) and then developed in the last decades also outside the educational world under the label of "experiential learning" (Kolb 1984;Jedlowski 2008), it is based on learning by doing, on the peer-to-peer exchange of ideas between participants and experts, on group discussion following horizontal and nonhierarchical modes of interaction, marked by dialogue and the co-construction of knowledge, and on the place-sensitive dimension of lived experience. This methodological horizon, which assigns a genuinely democratic and emancipatory value to training and education, was therefore enriched in the School by the symbolic-cultural dimension linked to the mountains-not merely the context in which the training activities took place but the real protagonist, along with the natural and cultural environment, of the training course itself. ...
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  • Nov 2024
This article analyses an innovative place-sensitive training experience in pastoralism implemented in rural and mountainous Italian areas: the Young Shepherds School. Adopting a methodology based on learning-by-doing and an experiential teaching approach, the School offers its participants—essentially urban young people interested in living and working in rural contexts—an unprecedented learning opportunity and the possibility of setting out on a path towards the shepherding profession. At the same time, the involvement of local actors and the post-training pathway represent concrete steps towards the participants' project ideas taking root in the area and the development of micro-enterprises in the field of pastoralism, aimed at personal income as well as environmental care.
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... The cognitive aspect is the mental activity that enables a person to relate, evaluate and think over a situation. There are six levels of cognitive abilities: knowledge, understanding, application, analysis, evaluation and creation [20]. The affective aspect indicates the development of a person's thinking, attitudes and relation to action. ...
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Environmental education is an important part of specialist train- ing. Integrated environmental education helps develop future professionals’ abilities to understand the impact of professional activities on the environ- ment, make decisions and act to prevent damage to the environment. This study examines the patterns of integrating environmental education into cur- ricula for training engineers in the field of construction, to study the rela- tionship between environmental knowledge and attitudes. The results showed that students’ environmental knowledge and attitudes to the environ- ment are positively correlated, but to a weak degree. The introduction of environmental education helps develop students’ knowledge and under- standing of environmental problems and their causes.
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... Diferentes estudos, como o de Kolb (1984) e Alonso, Gallego e Honey (1994), indicam que os indivíduos possuem formas distintas de adquirir conhecimento. ...
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Este artigo apresenta o desenvolvimento da ferramenta LSTYLE, projetada para identificar os estilos de aprendizagem dos estudantes, utilizando o modelo de David Kolb e de Honey-Alonso. A ferramenta foi construída com uma interface intuitiva e acessível, permitindo o diagnóstico automatizado dos estilos de aprendizagem predominantes entre os alunos. O objetivo da ferramenta é apoiar práticas pedagógicas mais inclusivas e personalizadas, facilitando a adaptação das estratégias de ensino conforme os diferentes perfis de aprendizagem. Assim, educadores podem promover um ambiente adequado aos estudantes. Os relatórios gerados pela ferramenta oferecem aos educadores uma visão clara das preferências de aprendizagem dos discentes, permitindo ajustes na abordagem pedagógica para melhorar o engajamento e a eficácia do ensino. A ferramenta permite ainda a exportação de relatórios em diversos formatos, como Excel, PDF e JSON, o que facilita o acompanhamento e a análise dos dados obtidos, promovendo uma gestão educacional mais eficiente e alinhada às necessidades dos alunos.
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... A student whose learning needs is supported by means of a learner guide is not precluded from supplementing their learning through the type of social interaction that occurs either in the classroom, by observation of others (Bandura, 1977;, or through the more direct application of knowledge (Lave and Wenger, 1991;Salomon, 1994). Indeed, the template was designed in such a way that it might feasibly support a range of scenarios from modular classroom-based teaching to self-organising study networks that amplify knowledge, to open, blended, distance learning, and embracing a range of learning approaches, from problem-based learning (Boud, 1985;Boud, and Feletti, 1997) to experiential learning (Kolb, 1984) to constructivist interaction (MacFarlane, 1997;Vygotsky, 1978) and cooperative group learning (Gillies and Ashman, 2003). The extent to which the template does indeed support these different pedagogical approaches will be considered more fully within future usage studies. ...
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The Nature of Extraversion: A Genetical Analysis
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A biometrical-genetical analysis of twin data to elucidate the determinants of variation in extraversion and its components, sociability and impulsiveness, revealed that both genetical and environmental factors contributed to variation in extraversion, to the variation and covariation of its component scales, and to the interaction between subjects and scales. A large environmental correlation between the scales suggested that environmental factors may predominate in determining the unitary nature of extraversion. The interaction between subjects and scales depended more on genetical factors, which suggests that the dual nature of extraversion has a strong genetical basis. A model assuming random mating, additive gene action, and specific environmental effects adequately describes the observed variation and covariation of sociability and impulsiveness. Possible evolutionary implications are discussed.
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