What is Experiential Learning

Experiential learning is a well-known model in education, training, facilitation and

organizational development.

Experiential education is an immersive, participant focused active approach to learning that

engages learners of all ages, backgrounds and experience levels.

It is effectively used in schools, higher education, therapy, corporate training and other areas for
educational learning, personal development and skills building.

According to the Association for Experiential Education, experiential learning can be summed
up in the phrase “challenge and experience followed by reflection and application leading to
learning and growth.”

The concept of experiential learning was first explored by John Dewey, Kurt Hahn, Kurt Lewin
and Jean Piaget, among others. It was made popular by David A. Kolb.

Experiential Education is one that:

 Combines direct experience with focused reflection;

 Builds on past knowledge and experiences;
 Requires active involvement in meaning construction;
 Encourages collaboration and exchange of ideas and perspectives;
 Can be course focused or in-class, community focused, or work focused.

Why Is This Important?

Learning that is considered "experiential" contains all the following elements: reflection, critical
analysis and synthesis, opportunities for students to take initiative, make decisions and be
accountable for the results. It provides opportunities for students to engage intellectually,
creatively, emotionally, socially, or physically.

Increases student motivation to learn.

When students are engaged in learning experiences that they see the relevance of, and the
product has more significance than a grade, they have increased motivation to learn and produce
a more thoughtful product.

 Experiential learning stimulates academic inquiry to enrich and apply the content
students are learning.
 Encountering authentic opportunities for applying their learning motivates students.

Produces more autonomous learners.

  To solve problems and complete tasks in unfamiliar situations in a real-world context,
students need to figure out what they know, what they do not know, and how to learn it.

Reflection deepens learning and helps students to:

 transfer their previous learning to new contexts

 master new concepts, principles, and skills
 and articulate how they developed this mastery (Linn, et al., 2004).

Internships and work experience become more meaningful if students are better prepared.

Integrating experiential learning into content courses builds skills, confidence, and expectations
for students to participate in successful internships and work experience.

 Students get more out of internships and work experiences if they learn beforehand
certain attitudes and ways of thinking that are inherent in the discipline or the workplace.
 Experiential learning gives students the opportunity to practice and develop attitudes such
as resilience, tenacity, curiosity and self-direction.

Most transferable and marketable skills are forged in “real world” settings.

Real-world competencies such as civic engagement, team work, and leadership that most
employers look for in candidates, are best practiced in the “real-world” not sitting in a classroom.

 Skills need to be practiced in many different settings. They are not "remembered" but
instilled by using and honing them through practice.

Our students have the chance to access world-class research, development, and scholarly
activities.

The resources we have here at UT Austin, both infrastructure and personnel, make this a rich,
vibrant environment for students to be involved in many different areas without even leaving
campus:

 Undergraduate Research
 Freshmen Research Initiative
 Museums and libraries
 Maker Spaces
 Service Centers and Community Groups

How Experiential Learning Works.

The basic model of expereintial learning cycle is "do reflect decide".

Kolb's Experiential Learning Theory (Kolb, 1984) defines experiential learning as "the process
whereby knowledge is created through the transformation of experience. Knowledge results from
the combination of grasping and transforming experience."
 Kolbs Experiential Learning Cycle

Kolb's Experiential Learning Theory presents a cycle of four elements

1. Concrete Experience
2. Reflective Observation
3. Abstract Conceptualization
4. Active Experimentation

Kolb described two different ways of graspingexperience:

1. Concrete Experience
2. Abstract Conceptualization

He also identified two ways of transforming experience:

1. Reflective Observation
2. Active Experimentation

Understanding the 4 Stages of Experiential Learning Cycle

1. CONCRETE EXPERIENCE:
Concrete experience describes the hands-on experiences that we learn from. It’s here that we try
new things, face problems and step out of our comfort zone. These experiences could be
anything in our personal or professional lives. its through experience that we get to learn from
our successes or failures.

2. REFLECTIVE OBSERVATION
Next we need to reflect to learn from our experiences. The ‘reflective observation’ phase of the
experiential learning cycle is all about reflection on the experiences which include both action
and feelings. It’s during this stage that we ponder on the experiences. We get to reflect on what
went right and what could be improved? It’s also a chance to observe how it could have been
done differently and to learn from each other.

3. ABSTRACT CONCEPTUALIZATION
Once we have identified and understand the defining characteristics of an experience, we can
decide on what we can do differently next time. This is a time for planning and brainstorming
steps for success.

4. ACTIVE EXPERIMENTATION The active experimentation phase of the learning cycle is

where we get to experiment with our ideas. It’s time to put our plan of action to the test in the
real world!

Examples of Experiential Learning

The learning process does not necessarily begin with experience, however. Instead, each person
must choose which learning mode will work best based upon the specific situation.

For example, let's imagine that you are going to learn how to drive a car. Some people might
choose to begin learning via reflection by observing other people as they drive. Another person
might prefer to start more abstractly, by reading and analyzing a driving instruction book. Yet
another person might decide to just jump right in and get behind the seat of a car to practice
driving on a test course.

Below are two examples

Learning to ride a bicycle:

 Reflective observation - Thinking about riding and watching another person ride a bike.
 Abstract conceptualization - Understanding the theory and having a clear grasp of the
biking concept.
 Concrete experience - Receiving practical tips and techniques from a biking expert.
 Active experimentation - Leaping on the bike and have a go at it.

Learning to coach:

 Concrete experience - Having a coach guide you in coaching someone else.

 Active experimentation - Using your people skills with what you have learned to achieve
your own coaching style.
 Reflective observation - Observing how other people coach.
 Abstract conceptualization - Reading articles to find out the pros and cons of different
methods.

Experiential Learning Style Model

How do we decide which mode of experiential learning will work best? While situational
variables are important, our own preferences play a large role. Kolb notes that people who are
considered "watchers" prefer reflective observation, while those who are "doers" are more likely
to engage in active experimentation.

"Because of our hereditary equipment, our particular past life experiences, and the demands of
our environment, we develop a preferred way of choosing," Kolb explains.
These preferences also serve as the basis for Kolb's learning styles. In this learning style model,
each of the four types has dominant learning abilities in two areas.

The four learning styles are

 Diverging (concrete, reflective) - Emphasizes the innovative and imaginative approach to

doing things. Views concrete situations from many perspectives and adapts by
observation rather than by action. Interested in people and tends to be feeling-oriented.
Likes such activities as cooperative groups and brainstorming.
 Assimilating (abstract, reflective) - Pulls a number of different observations and thoughts
into an integrated whole. Likes to reason inductively and create models and theories.
Likes to design projects and experiments.
 Converging (abstract, active)- Emphasizes the practical application of ideas and solving
problems. Likes decision-making, problem-solving, and the practical application of ideas.
Prefers technical problems over interpersonal issues.
 Accommodating (concrete, active) - Uses trial and error rather than thought and
reflection. Good at adapting to changing circumstances; solves problems in an intuitive,
trial-and-error manner, such as discovery learning. Also tends to be at ease with people.

Kolbs Learning Styles

Kolb theorized that the four combinations of perceiving and processing determine one of four
learning styles of how people prefer to learn. Kolb believes that learning styles are not fixed
personality traits, but relatively stable patterns of behavior that is based on their background and
experiences.
What is both interesting and important for group work is that different people tend to have
different styles of learning and, therefore, place more emphasis, or feel more comfortable, in
some stages of the learning cycle than others.

The learning styles are combinations of the individual’s preferred approaches. These learning
styles are as follows:

 Reflector / Diverger
 Theorist / Assimilator
 Pragmatist / Converger
 Activist / Accomodator

For example, people with the Diverging learning style are dominant in the areas of concrete
experience and reflective observation.
Kolb suggests that a number of different factors can influence preferred learning styles. Some of
the factors that he has identified include:

 Personality type
 Educational specialization
 Career choice
 Current job role
 Adaptive competencies

Importance of Experiential Learning

 Makes learning relatable to participants: Participants build on what they already

know and are provided with opportunities to make connections between new concepts
and existing ones.
 Increases the effectiveness of learning: Participants engage in critical thinking, acquire
problem solving skills and engage in decision making.
 Links theory to practice: Participants have the chance to engage in the experience and
practice what they have learned, see the application of the theoretical concepts in
practice, process that application and make generalizations.
 Increases Participants’ engagement, by encouraging collaboration and scaffolding
between learners.
 Assists in memory retention, by building strong relationships between feelings and
thinking processes. Participants have the capacity to learn successfully when the
information is associated with values and feelings.
 Leads to development of skills for lifelong learning, by assisting in the acquisition of
essential skills and encouraging Participants to reflect, conceptualize, and plan for next
steps.

Why Organisations are Employing Experiential Learning

The idea of experiential learning isn't entirely new. Management guru Henry Mintzberg pointed
out long ago that, "leadership, like swimming, cannot be learned by reading about it".
A lot about learning is about mindset, and one of the fastest change the mindset is to come out
of the comfort zone in a different learning environment that experiential learning provides.
Educators are now coming round to the notion of experiential learning as a complement to the
classroom training. Facilitators are designing and delivering behavioral skills training using
experiential learning methods.

When Does Experiential Learning Happen

Experiential learning is said to happen when participants get immersed cognitively, affectively,
and behaviorally and are supported by a facilitator in reflecting, processing the experiences,
emotions, thoughts and actions to get a insight in a safe learning environment, leading to change
in perspective, understanding, thought, and behavior. is able to apply the newly acquired
learning in a different real life situation thereby demonstrating change.

How is experiential learning delivered.

Training needs and desired outcomes are identified. conducive and safe learning environment
away from work is created. participants are walked through a sequence of actvities that focus on
ice breaking, energizing, trusting building initially. Once participants are engaged and feel safe,
they are put into various tasks and challenges where they get to participate in a experience. The
sequence of the tasks or actvities follows low order thinking skills to high order thinking skills.
After every activity the facilitator invites the participants to take part in in a discussion where the
facilitator debriefs or processes the experiences.

The facilitator invites the group to achieve a goal, but does not explain how to successfully
complete the activity. Participants must work to find a solution individually and together as a
team, and must communicate and learn from each other in order to be successful. The Learning
begins with the experience followed by reflection, discussion, analysis and evaluation of the
experience.
 The Learning Wave

How do participants learn in Experiential learning

The Participants undergoing the experience are instantly able to feel the results of their actions
by participating in the experience. During the processing they get to realise the immense
difference that can be made by a changing their thinking and behavior to the real life application.

Where can Experiential Learning can be used.

Experiential learning can become a continuous process of learning and development in corporate
companies and schools by adopting the basic steps of "do, reflect and apply".

There are many ways to practice experiential learning some of which are outlined below.

Outbound Training
Management Games
Team Building
Activities
Adventure Based
Learning
Outdoor Learning
Activities
Inhouse Learning
Activities
Drama, Art, Theatre
Simulation Based
Learning
Film Making
Story Telling
Creativity Games
Mystery Games
Service Learning Experiential Learning Methods

What are Application Areas of Experiential Learning

A range of skills and behaviors can be learned with experiential learning. It’s more effective with
change in human behavior and attitude than technical knowledge. Experiential learning is impact
in most learning scenarios and can be delivered through education, facilitation and self
participatory methods.
Team Building Leadership Development
Team Bonding Programs
Trust Building Change Management
Collaboration Cross Functional Teams
Communication Cross Cultural Teams
Motivating Teams Virtual Teams
Assertiveness High Performance Teams
Decision Making Coaching
Innovation Mentoring
Strategic Thinking Organizational effectiveness
Creativity Thought Leadership
Customer Focus Conflict Management
Confidence Building Time Management
Conflict Management Stress Management
Management Development Emotional Intelligence
Goal Setting

How can companies use Experiential Learning

Every organization is unique in its training needs, and therefore each company will likely have
their own way of implementing experiential learning strategies. However, here are some
activities and approaches that you can consider when tailoring your own experiential learning
initiatives:

1) Simulations: This experiential training technique uses electronic, mechanical or software-

based activities to simulate a real-world situation to which a learner must react. Since the
simulations can vary depending on any number of parameters, simulated training offers a great
way to educate staff on even the most remote hypothetical scenarios that they might have to deal
with.

2) Case Studies: These are great examples of experiential learning that are based on real-life
instances, situations that have transpired in the past. By exposing trainees to what happened in
the past, using illustrative case studies, trainers can give them invaluable insight into the
appropriate behavior required to deal with similar situations, and the blow-back it may have.

3) Role Playing: These are experiential training activities designed to help employees appreciate
specific work situations from perspectives different than their own. For instance, a Customer
Service manager might play the role of a customer, in order to experience the impact that a
particular policy or procedure might have on the customer.

4) Sensitivity Training: One highly effective experiential training strategy to enhance employee
self-awareness and confidence is sensitivity training. The objective is to design activities that
help learners appreciate how others (peers, managers, customers) see them. As a result, workers
become equipped with the skills and knowledge of how to deal with others more appropriately.

5) Gaming: Experiential learning games are a popular way to help employees learn by doing.
The games can be organized in a way that individuals and groups play with each other, by either
collaborating or competing, like in the real world. This process can teach them valuable lessons
about how to deal with on-the-job situations. As part of this experiential training technique,
motivation tools, such as points and merit badges, can be awarded to make the game
more engaging for the learners.

6) On Job Training (OJT): Of all the experiential learning strategies out there, OJT is probably
the one that offers the most realistic training experience. By designing experiential activities for
groups of trainees, based at the actual location where they will be working, OJT exposes staff to
“business as usual” situations – real customers, peers, and supervisors, real products, and
services – that they will continue to deal with once training is completed.
How can schools use experiential learning?
There are many ways in which schools use experiential learning by having students engaged in
hands-on learning:

1. Mock-trials or debates
2. Organising business internships
3. School camps or a boarding component to campus life; here, students are responsible for
some aspects of their daily life such as cleaning, time management and study
4. Undertaking drills to develop specific physical skills.
5. Community service opportunities, such as work trips to support disadvantaged
communities
6. Study tours to international universities where students experience on-campus life and
undertake undergraduate study
7. Every film or novel study in English, where a student enters the world of the story and
lingers on the complexities of the perspective of the protagonist
8. Simulations, such as in a Business Studies class examining the factors behind stock
market fluctuations
9. Scientific experiments or open-ended inquiries to determine cause and effect
10. Case studies of urban development in Geography
11. Role-playing influential historical figures in order to understand personal motivations in a
History class
12. Interactive classroom games, such as Kahoot or Socrative

Taking it forward.
When deciding which of these methods, styles and activities you should use, it is vital to not lose
focus of what the central idea of experiential training is all about: Learning by doing. So, if
your specific training needs aren’t in alignment with a particular technique discussed above, you
shouldn’t attempt to “force fit” it into your training strategy.

- Diyanat Ali, CEO, Outlife Experiential Education. 7729988781 diyanat@outlife.in

Contact:
Email us: hello@outlife.in
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