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Experiential Learning: Designing a Coursebook for Students Majoring In Economics. BESIG Bielefeld 2010 Zoia Kornieva Yuliya Degtyariova.
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Experiential Learning: Designing a Coursebook forStudents Majoring In Economics BESIGBielefeld 2010 Zoia Kornieva Yuliya Degtyariova
By three methods we may learn wisdom: First, by reflection, which is noblest; by imitation, which is easiest; and third by experience, which is the bitterest. Confucius, 450 B.C.
Why is experiential learning? • It facilitates personal growth; • It helps learner adapt to social change; • It takes account of differences in learning ability; and • It responds to learner needs and practical pedagogical considerations.
Why is experiential learning gaining its popularity with teachers worldwide? • Firstly, it is due to the availability of a great number of technological innovations that make it possible to use the given methodology. • Secondly, there exists a common tendency among the youngsters to be taught only through practical experience. • Thirdly, experiential learning is by far the best developed teaching methodology.
Three main ways in which coursebooks are compiled nowadays: • Improving of existing coursebooks and their adaptation to modern conditions and objectives; • Developing a unified coursebook theory which is replicated in every subsequent coursebook; • Denial of the above mentioned unified theory and creation of special coursebooks within the limits of every educational conception.
What is an experiential learning coursebook? Experiential learning coursebook “...is a complex informational and functional model of a learning process which takes place within the limits of a certain didactic system and includes the necessary conditions of its accomplishment” (the definition of a coursebook by prof. A.V. Khutorskoi)
Aims and principles Having analyzed the existing approaches to modeling coursebooks, and experiential learning teaching materials in particular, we have come to a conclusion that it is the acmeological principle that is crucial to their compilation, as it focuses on developing individual creative abilities of every participant of a learning process.
Acmeological approach has the following tasks: • to design the content and educational techniques which reveal students aims and values; • to develop social partnership skills which facilitate socialization and adaptability; • to focus an individual on social success.
Acmeological principles of experiential learning: • learner is central; • facilitation must be light and subtle; • find/create experiential learning opportunities; • reactions to experiences vary so don't pre-judge;
Acmeological principles of experiential learning: • single events can enable several different learning effects; • build confidence before addressing attitudes and behaviour; • the activity must be real and engaging - not based on artificial impact;
ensure activities allow adequate and meaningful reviews; carefully reviews of activities are crucial; accentuate the positives; use stimulating questions in reviews, especially for groups discussions; Acmeological principles of experiential learning:
Acmeological principles of experiential learning: resist temptation to give answers - ask questions only; have faith in people's ability to learn for themselves; it's about them not you.
Educational techniques: Model 1 1-stage model (experience)is simply that experience alone is sufficient for learning. Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand. Confucius, 450 B.C.
Educational techniques: Model 2 2-stage model (experience-reflection), is that experiences followed by periods of reflection is an effective way to structure and facilitate experiential education.
Educational techniques: Model 3 • At least there are 2 major 3-stage models: a) The simplest is experience-reflection-plan, which suggests that following an experience and reflection, it is helpful to develop a plan for future experience; b) The second 3-stage model is based more directly on Dewey's (1938/1997) theory of experience, involving: "observation of surrounding conditions-knowledge obtained by recollection-judgment, which puts together what is observed and what is recalled to see what they signify".
Educational techniques: Model 4 • 4-stage model (experience-reflection-abstraction-experimentation) , is Kolb's (1984) classic “Experiential Learning Cycle”. This model suggests that a participant has a Concrete Experience, followed by Reflective Observation, then the formation of Abstract Conceptualizations before finally conducting Active Experimentation to test out the newly developed principles.
Educational techniques: Model 5 A variety of 5-stage Experiential Learning Cycle models have been proposed, including: • Joplin (1981) = focus-action-support-feedback-debriefing • Kelly (1995) = encounter-(dis)confirmation-revision-anticipation-investment • Pfeiffer & Jones (1975) = experiencing-publishing-processing-generalizing-applying .
Educational techniques: Model 6 • 6-stage model “The Experiential Learning and Judgment Paradigm”, consisting of: experience-induce-generalize-deduce-apply-evaluate was described by Priest (1990) and Priest and Gass (1997) .
Kolb’s 'Learning Cycle' provides a diagram of the process of experiential learning, which is broadly: • do; • review; • develop and implement ideas for improvement.
On-the-job assignments; Field experience; Action learning projects; Creative play; Role play; Games; Simulations; Visualization; Story telling; Improvisation; Adventure activities. The first phase will include such experiential activities as:
Individual reporting; Small group discussion and reports; Large group question-and answer format; Surveys and polling using show of hands, flip-chart tallying; Public opinion polls, obtaining as many different answers as possible to each question; One-to-one participant interviews and reports; Panel or round-table discussion; Whips (quick, free association go-rounds). Phases 1 and 2 will be realized in so-called dynamicdebriefing which can be carried out in one of the given forms:
Opportunities to perfect the coursebook The only form which allows us to improve a coursebook is electronic one.
units or topics containing the material on fundamental educational phenomena (basic elements of educational standards); set of key problems of different kind related to the topic being studied (scientific, both solved and not yet solved; educational; organizational; technical etc.); set of instructions or recommendations how to master the given activities; experiential activities; source materials on the given topic; best samples of students works for the past years; and just created ones. Each module of the given coursebook will include:
Coursebook structure • Each module consists of an invariable part (standards, fundamental educational elements, educational problems); variable set part (scientific texts, works by students for the past years); variable current part (texts created by new students).