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Life long learning: Experience as a learning resource. Martin Bicknell. Experiencing experiential learning?. seeing experience used as learning resource. Using experience as learning resource in management education. Andragogy or pedagogy?.

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Presentation Transcript
experiencing experiential learning
Experiencing experiential learning?

seeing experience used as learning resource

Using experience as learning resource in management education

Andragogy

or pedagogy?

Can we leverage experience better across other disciplines

pedagogy or andragogy
Pedagogy or Andragogy?

Source:

Knowles, M., E. Holton, R. Swanson (2011) The Adult Learner. Oxford, UK: Butterworth-Heinemann: p 61

andragogy as context
All adult learning is ‘filtered’ through prior experience

Learning is seen as a perspective transformation with experience as a key learning resource

Adult learners are more inclined to self-direction

Learning is a life-long project

The death of the professor has special significance

Andragogy as context
the nature of management knowledge
The nature of management knowledge

Education about management

Education for management

Episteme

Phronesis

Techne

Metis

Knowledge by exemplification

Knowledge by representation

research question
Research question
  • How, by recognising the nature of learning, can tutors develop learning spaces conducive to learning-for-management by post-experience learners?
cyclical a ction research approach
Cyclical (action research?) approach

Cycle 1: explore the characteristics of post-experience learner

Cycle 2: problematise the nature of post-experience learning space in management education

Cycle 3: explore facilitation approaches that expand the learning space

situating learning
Situating learning

Perspective transformation

Learner

Facilitator

Ideation

(precepts)

“natural environment” (percepts)

experiential situated learning

Teacher’s conception

Student’s conception

Teacher’s constructed environment

Student’s action

Experiential, situated learning
didactic models

Formative feedback

Application, adaptation, clarification and challenge

“Lecture”

New concepts and models

Teacher’s conception

Didactic models

Teacher constructed environments

Teacher’s conception

Activities

tutor led experiential learning
Tutor-led, experiential learning

Formative feedback

Teacher’s conception

Application, adaptation, clarification and challenge

New perspectives

New criticality

Unlearning

New concepts and models

Teacher’s conception

student led experiential model
Student-led, experiential model

Group experimentation

Work practice

Different narrated experiences

Same experience re-narrated different perspective

New criticalities

Application, adaptation, clarification and challenge

Compare and contrast

Synthesis, perspective transformation

Teacher’s conception

slide13
So …?
  • Get difference experiences onto the table
  • ‘Re-tell’ these from different perspectives- hidden voices?
  • Challenge key presumptions and reassess significance
  • Develop frameworks
  • Explore difference
  • Extend beyond the classroom
discussion
Discussion
  • Can we better help all tutors to use experience to facilitate learning which is a life-time experience?