EXPERIENTIAL LEARNING RYERSON S EXPERIENTIAL LEARNING MODEL At Ryerson, we have a long history of bringing theory to life through experiential learning activities, whether they are delivered in the classroom, in specialized learning modules, in the community, in the workplace or in international settings. An innovative model for experiential learning has been developed under the auspices of the Ryerson University Senate Learning and Teaching Committee and the Experiential Learning Office which encompasses the input and creativity of many members of the Ryerson community. When creating the model, consideration was given to application, analysis, evaluation and creativity in experiential learning allowing for transformational intellectual growth. A great deal of attention was paid to building an interactive model that would maximize effective learning. The committee took a creative and holistic approach in designing the model. Key descriptive words, each well-defined, open the door to a broader perspective of experiential learning incorporating four lenses : THE LEARNING CYCLE, CURRICULUM, CLIMATE, COMMUNITY These pillars of the model allow us to engage students in critical thinking, problem solving and decision making in contexts that are personally relevant and connected to academic learning objectives. A Ryerson model for everyone associated with our teaching and learning community While we each approach experiential learning in many different ways, we hope that you will be assisted by using some or all of the elements of the experiential learning model in the development and delivery of quality teaching and learning experiences. Experiential learning model graphic designed by Jason Mok Graphic Communications Management graduate
CONCRETE EXPERIENCE Involving oneself fully, openly and without bias in new experiences The experiential learning cycle starts with a concrete experience. In Kolb's model one cannot learn by simply watching or reading about it; to learn effectively the individual, team or organization must actually do. Key to this type of learning is active involvement. REFLECTIVE OBSERVATION Developing observations about one s own experience from many perspectives Through reflection students analyze concepts, evaluate experiences and form opinions. Critical reflection provides students with the opportunity to examine and question their beliefs, opinions and values. It involves observation, asking questions and putting facts, ideas and experiences together to derive new meaning and new knowledge. ABSTRACT CONCEPTUALIZATION Creating theories to explain observations Abstract conceptualization is the process of making sense of what has happened and involves interpreting the events and understanding the relationships between them. At this stage the learner makes comparisons between what they have done, what they have reflected upon and what they already know. They may draw upon theory for framing and explaining events, models they are familiar with, ideas from colleagues, previous observations or any other knowledge they have developed. ACTIVE EXPERIMENTATION Using theories to solve problems, make decisions Source: Kolb, D.A. (1984) Experiential Learning, Englewood Cliffs, NJ.: Prentice Hall. The active experimentation stage of the learning cycle involves experimenting with, influencing or changing situations. At this stage the learner considers how they are going to put what they have learned
ITERATIVE Experiential learning is most effective when there are opportunities to apply what has already been learned. Experiential learning achieves its potential value most effectively when there are a series of related opportunities over a reasonably sustained period of engagement. INTENTIONAL Experience doesn t just happen. Experiences are encouraged to happen as deliberate means to advance particular learning objectives. INTEGRATIVE Experiential activities become fully effective when purposely integrated with theory. The process of having an experience lived, reflected and connected to theory allows a student to develop as a learner. Connections between academic knowledge and practice occur when experiences are an integrated component of a curriculum. ENGAGED Active engagement in learning is a hallmark of experiential education. Experiential learning benefits a learner s acquisition of knowledge by actively engaging them in establishing goals, planning, conceptualizing, experimenting and reflecting. By engaging in these activities, learners have the opportunity to gain an understanding of theory through cognitive, emotional and physical aspects of learning.
INCLUSIVE An inclusive learning community is a community based on the principles of respect for diversity, equity and human rights. Cultivating and enhancing an inclusive learning environment that values diverse learning and pedagogical styles ensures that each individual reaches his/her full potential. ADAPTABLE Experiential learning enables a shift towards adaptable and personalised approaches and pedagogies. Experiential learning allows the needs and preferences of the individual learner to be met by providing learner-centred, accessible, purposeful learning. CREATIVE In order for an experiential learning climate to foster student creativity, faculty, students, and employers need to foster an atmosphere in which decisions, conflict, motivation, and learning are positively handled. Through everyday interactions, students should experience a dynamic environment, a sense of trust, and take on an appropriate degree of challenge as they learn. They need to have support for their ideas, opportunities to express and manage risk, and experience a range of individual and collective interactions that utilize their unique contributions to a project's outcome. PARTICIPATORY Participatory learning encourages and enables students to share their individual experiences, conceptual reflections and methodological innovations. Participatory learners communicate with each other in order to aggregate their ideas and experiences in a way that will help them discover the connections between these experiences, contributing to their individual and shared learning goals. A participatory learning climate makes the learning experience of the group greater than the sum of its parts.
HOLISTIC Holistic education supports the capacity of individuals to change and develop through at least 3-domains of learning: cognitive, affective and psychomotor. It impacts on the intellectual, emotional, physical, and spiritual spheres of knowing. Sonnier (1982) notes that holistic education is the process and product of teaching objectives which incorporate both the affective and cognitive domains (p.11). The term holistic education relates to the act of teaching and the act of learning as well as the social interactions between the two. The education of the whole person must be considered within a social context which includes experiential knowledge of learners and teachers to enhance the learning environment. RESPECTING DIVERSITY Respecting diversity means understanding that each individual is unique, by recognizing individual differences. This can encompass the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical and mental abilities, family status, educational background, religious and spiritual beliefs, and appearance. Respecting diversity is about moving beyond simple tolerance for one s differences, and embracing and accepting the rich and unique dimensions of diversity contained within each and every TRANSFORMATIVE The process of discovery and critical reflection leads to a learner s assumptions, beliefs values and practice being changed. Application, analysis, evaluation and creation in experiential learning allows for transformational growth. The building of knowledge through a process of discovery provides opportunities for progression
Gretchen Bingham Paola Borin Elaine Frankel Andrews McWilliams Gillian Mothersill Katherine Penny Experiential Learning Model Committee Co-ordinator and Learning Strategist Learning Success Centre Curriculum Development Consultant Learning and Teaching Office Teaching Chair Faculty of Community Services Asst. Professor Faculty of Engineering, Architecture and Science Associate Dean Faculty of Communication & Design Director Experiential Learning Office gbingham@ryerson.ca pborin@ryerson.ca efrankel@ryerson.ca amcwilli@ryerson.ca gmothers@ryerson.ca kpenny@ryerson.ca 7933 2629 7651 4060 6579 7260 This pamphlet is available on the Experiential Learning Office website: www.ryerson.ca/experiential Published 2011