Experiential learning is the process of making meaning from direct experience.

[1] Simply put, Experiential Learning is learning from experience. The experience can be staged or left open. Aristotle once said, "For the things we have to learn before we can do them, we learn by doing them."[2] David A. Kolb helped to popularize the idea of experiential learning drawing heavily on the work of John Dewey, Kurt Lewin, and Jean Piaget. His work on experiential learning has contributed greatly to expanding the philosophy of experiential education. Staged experiential learning is often called a Dynamic Learning Experience (DLE) in certain high hazard industries.

Overview
Experiential learning is learning through reflection on doing, which is often contrasted with rote or didactic learning. Experiential learning is related to, but not synonymous with, experiential education, action learning, adventure learning, free choice learning, cooperative learning, and service learning. While there are relationships and connections between all these theories of education, importantly they are also separate terms with separate meanings.[3] Experiential learning focuses on the learning process for the individual (unlike experiential education, which focuses on the transactive process between teacher and learner). An example of experiential learning is going to the zoo and learning through observation and interaction with the zoo environment, as opposed to reading about animals from a book. Thus, one makes discoveries and experiments with knowledge firsthand, instead of hearing or reading about others' experiences. Experiential learning requires no teacher and relates solely to the meaning making process of the individual's direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, for a genuine learning experience to occur, there must exist certain elements. According to David Kolb, an American educational theorist, knowledge is continuously gained through both personal and environmental experiences.[4] He states that in order to gain genuine knowledge from an experience, certain abilities are required: 1. the learner must be willing to be actively involved in the experience; 2. the learner must be able to reflect on the experience; 3. the learner must possess and use analytical skills to conceptualize the experience; and 4. the learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience.

Implementation
Experiential learning can be a highly effective educational method. It engages the learner at a more personal level by addressing the needs and wants of the individual. Experiential learning requires qualities such as self-initiative and self-evaluation. For experiential learning to be truly effective, it should employ the whole learning wheel, from goal setting, to experimenting and observing, to reviewing, and finally action planning. This complete process allows one to learn new skills, new attitudes or even entirely new ways of thinking. Most educators understand the important role experience plays in the learning process. A fun learning environment, with plenty of laughter and respect for the learner's abilities, also fosters an effective experiential learning environment. It is vital that the individual is encouraged to directly involve

themselves in the experience, in order that they gain a better understanding of the new knowledge and retain the information for a longer time. As stated by the ancient Chinese philosopher, Confucius, "tell me [citation needed] and I will forget, show me and I may remember, involve me and I will understand." According to learning consultants, experiential learning is about creating an experience where learning can be facilitated. How do you create a well-crafted learning experience? The key lies in the facilitator and how he or she facilitates the learning process. An excellent facilitator believes in the creed: "You teach some by what you say, teach more by what you do, but most of all, you teach most by who you are." And while it is the learner's experience that is most important to the learning process, it is also important not to forget the wealth of experience a good facilitator also brings to the situation. An effective experiential facilitator is one who is passionate about his or her work and is able to immerse participants totally in the learning situation, allowing them to gain new knowledge from their peers and the environment created. These facilitators stimulate the imagination, keeping participants hooked on the experience. Creating an experiential learning environment can be challenging for educators who have been taught through traditional classroom techniques. Identifying activities that allow learners to understand and absorb concepts can be a new and daunting experience. In traditional classrooms where lectures with PowerPoint slide sets are standard, educators need to be creative to engage students, get them up out of their chairs, involved in an experience. However, by providing direct experience in addition to standard written and visual materials, learners with different types of learning styles and strengths can be accommodated. Sudbury model of democratic education schools assert that much of the learning going on in their schools, including values, justice,democracy, arts and crafts, professions, and frequently academic subjects, is done by learning through experience.[5][6][7][8]

Comparisons
Experiential learning is most easily compared with academic learning, the process of acquiring information through the study of a subject without the necessity for direct experience. While the dimensions of experiential learning are analysis, initiative, and immersion, the dimensions of academic learning are constructive learning and reproductive learning.[9] Though both methods aim at instilling new knowledge in the learner, academic learning does so through more abstract, classroom based techniques, whereas experiential learning actively involves the learner in a concrete experience.

Action learning

Action learning can be defined as a process in which a group of people come together more or less regularly to help each other to learn from their experience. As Reg Revans used and described it, it was mostly used _across_ different organisations. That is, the participants typically came from different situations, where each of them was involved in different activities and faced individual problems. Most commonly the participants have been managers, though this is not essential. The current practice more often now is to set up an action learning program within one organisation. It is not unusual for a team to consist of people with a common task or problem. There may or may not be a facilitator for the learning groups which are formed. Revans mostly avoided them. Current practice, I think, is mostly to use them.
Action research

Action research is a process by which change and understanding can be pursued at the one time. It is usually described as cyclic, with action and critical reflection taking place in turn. The reflection is used to review the previous action and plan the next one. It is commonly done by a group of people, though sometimes individuals use it to improve their practice. It has been used often in the field of education for this purpose. It is not unusual for there to be someone from outside the team who acts as a facilitator.
A comparison

I used to think that action research was the umbrella term, and action learning was an application of it. Some of my colleagues, I found, argue that action learning is the umbrella term. On reflection, I don't think it's worth debating. As they were previously practised, I think a useful distinction could be made. In action learning, each participants drew different learning from different experience. In action research a team of people drew collective learning from a collective experience. More recently, the advent of in-company action learning programs has begun to change this. The use of a team with a common project or problem leads to an action learning program which looks remarkably like action research.

There were also some differences, on average, in field of application. Action learning was more often used in organisational settings. Action research more common in community and educational settings. This distinction, too, is beginning to blur. I now wonder if the distinction is worth preserving.
Experiential learning

Both action research and action learning may be compared to experiential learning. As usually described, it is a process for drawing learning from experience. The experience can be something which is taking place, or more often is set up for the occasion by a trainer or facilitator. Clearly, both action research and action learning are about learning from experience. The experience is usually drawn from some task assumed by a person or team. All are cyclic. All involve action and reflection on that action. All have learning as one of their goals. You might say that experiential learning is the basis for the learning component of both action learning and action research. You could also say that both action learning and action research are intended to improve practice. Action research intends to introduce some change; action learning uses some intended change as a vehicle for learning through reflection. In action research, the learners draw their learning from the same change activity. All are stakeholders in this activity. In action learning, as I said earlier, the learning and the activity used to be unique to each learner. With the increasing use of project teams in action learning programs, this is no longer true.
The experiential learning cycle

Consider the following simple learning cycle. It appears to capture the main features of experiential learning, action research, and action learning. At its simplest, it consists of two stages: action and reflection: action --> reflection in an ongoing series of cycles. However, the reflection gains its point by leading to learning, which in turn leads to changed behaviour in the future:

action --> reflection --> action We can therefore expand the reflection component. We want to take into account that it is partly a critical review of the last action. It is also, partly, planning for what will happen next. action --> review --> planning --> action We can now add "theory" or principles to this. In our review, we can only make sense of the world in ways which build on our prior understanding. In enhancing that understanding, we become better able to act on the world. When we are acting, we often don't have the time to be deliberate about what we are doing. The "theories" we draw on are intuitive theories. In review and planning our theories can be made explicit. In other words, action is informed by intuitive theories. Critical review and planning are informed by conscious theories and assumptions. These theories are derived deliberately from recent experience, and used to plan the next experience. You could say, then, that experiential learning functions by a dual alternation: between action and reflection; between unconscious and conscious theories. By engaging with both of these in a cyclic procedure, we integrate them.

To return to action research and action learning... In each, action informs reflection and is informed by it. The reflection produces the learning (in action learning) or research (in action research). Think of both learning and research as understanding. In both, the action is changed as a result of the learning/research, and leads to more learning/research.

Action Learning
Action learning is a learning and problem-solving strategy for organizations, whether commercial, government or non-profit. The focus is to increase employees learning capacity within an organization while responding to a real world challenge in a cross-departmental team. Reflection is an important part of the experience. Your small, mutually supportive group


  

Takes advantage of its members own actions and experience The experience of "exchange" can generate fresh approaches across departmental lines (networking), and help build systemic innovation and learning capacity within the organization. Begins with a period of strategic questioning of the problem Sets action items and goals Regroups to analyze progress Reflects upon, and documents, the process

Groups are formed to solve real problems, not to make recommendations. They are empowered and trusted with the necessary resources to take on the issue, and as a derivative can present the organization with new procedures that build the productive power of the organization


The context: Organizations, whether commercial, government, or non-profit. Since action learning is intended first to increase the learning capacity of employees, then to resolve a real problem in an organizational context, it is not intended as classroom learning experience, or academic exercise. The situation: Action learning begins with a clearly defined organizational opportunity or problem. Its objective, set by the administration, should be clear and significant. The team is fully empowered to bring the challenge to a successful conclusion. The team: An ad hoc action team of four to eight people, voluntary or appointed, with diverse backgrounds, skills and experience. Team members  Are expected to first understand the objective, then commit their energy and expertise to the team process  Participate as equals, empowered and encouraged to contribute, no matter what their rank or role within the organization.  Share with, and learn about, fellow team members early in the experience. What are our backgrounds, range of expertise and skills? How can these contribute to resolving the situation? (Diversity ensures that team members will discuss and contribute out of their strengths, and in so doing teach each other on various points)  Establish procedures common to group learning and process, i.e. Active listening; accessible communication and meeting times; assigned administrative tasks, recognize emerging leadership Insightful questioning and reflective listening. The key is to start with fresh questions, not with constructs from the past.1 Focus first on the right questions rather than the right answers ; clarify the exact nature of the problem, explore what is known and unknown. The more challenging the questions, the better the learning experiences and strategies.

The more potential resources are identified, either relevant/irrelevant, available or needed, the more comprehensive the strategy set. The questioning phase also builds dialogue within the team, and generates an innovative and cross-disciplinary approach to strategic resolution. After this phase of questioning and reflection, action items are identified.