Experiential learning by Mick White

 

(1) Goals/objectives: What are the purposes or objectives of your project?                                                                                                     Develop a feed back tool that can categorize real and consumable student understanding without boring the student and diverting attention from them to something else. Today's world, especially healthcare, there is always another squirrel for somebody to go look at out the window.

 

(2) Rationales: 

• What are the main ideas that you have learned in this week? and how will you apply these ideas in your project?  The experiential Learner is always wanting more life experience. My coaching of Lean students into the places they are weak and building their skills and confidence levels to a place that they hadn't considered possible before this professional endeavor. Feedback should be before and after each session so that I can instruct through the gaps addressed by the consumer. 

• Tell us how you want to use these main ideas to frame your design.                                                                                                                     My design will be a continuous feedback loop from beginning to end using the GROW model so that we can develop all of their possible goals while using those self driven indicators to track what they need or bring to the table. 

(3) Design: 

•  

  Boxes in A3 9-Box of Lean healthcare	GROW Model Coaching administering the Kolb's cycle approach.	GROW Model Coaching administering the Kolb's cycle approach.	GROW Model Coaching administering the Kolb's cycle approach.	GROW Model Coaching administering the Kolb's cycle approach.
  Box 1 Reason for Improvement	Walk through Goals for Box 1 while discussing the abstract concept of Box 1 in the Lean Model.	Walk through the Reality of Box 1 while discussing how to actively experiment for Box 1's requirements in the Lean Model.	Walk through the Options of Box 1 while discussing how to go through the experience of Box 1's requirements in the Lean Model.	Walk through the What's next step of Box 1, which ties into Box 2 while discussing how to do some reflection and maybe fine tune Box 1 before moving on to Box 2.
  Box 2 Current State Map	Walk through Goals for Box 2 while discussing the abstract concept ofBox 2 in the Lean Model.	Walk through the Reality of Box 2 while discussing how to actively experiment for Box 2's requirements in the Lean Model.	Walk through the Options of Box 2 while discussing how to go through the experience of Box 2's requirementsin the Lean Model.	Walk through the What's next step of Box 2, which ties into Box 3 while discussing how to do some reflection and maybe fine tune Box 1 before moving on to Box 3.
  Box 3 Target State Map	Walk through Goals for Box 3 while discussing the abstract concept of Box 3 in the Lean Model.	Walk through the Reality of Box 3 while discussing how to actively experiment for Box 3's requirements in the Lean Model.	Walk through the Options of Box 3 while discussing how to go through the experience of Box 3's requirements in the Lean Model.	Walk through the What's next step of Box 3, which ties into Box 4 while discussing how to do some reflection and maybe fine tune Box 3 before moving on to Box 4.
  Box 4 Gap Analysis	Walk through Goals for Box 4 while discussing the abstract concept of Box 4 in the Lean Model.	Walk through the Reality of Box 4 while discussing how to actively experiment for Box 4's requirements in the Lean Model.	Walk through the Options of Box 4 while discussing how to go through the experience of Box 4's requirements in the Lean Model.	Walk through the What's next step of Box 4, which ties into Box 5 while discussing how to do some reflection and maybe fine tune Box 1 before moving on to Box 5.
  Box 5 Solutions Approach	Walk through Goals for Box 5 while discussing the abstract concept of Box 5 in the Lean Model.	Walk through the Reality of Box 5 while discussing how to actively experiment for Box 5's requirements in the Lean Model.	Walk through the Options of Box 5 while discussing how to go through the experience of Box 5's requirements in the Lean Model.	Walk through the What's next step of Box 5, which ties into Box 6 while discussing how to do some reflection and maybe fine tune Box 5 before moving on to Box 6.
  Box 6 Rapid Experiments	Walk through Goals for Box 6 while discussing the abstract concept of Box 6 in the Lean Model.	Walk through the Reality of Box 6 while discussing how to actively experiment for Box 6's requirements in the Lean Model.	Walk through the Options of Box 6 while discussing how to go through the experience of Box 6's requirements in the Lean Model.	Walk through the What's next step of Box 6, which ties into Box 7 while discussing how to do some reflection and maybe fine tune Box 6 before moving on to Box 7.
  Box 7 Completion Plan	Walk through Goals for Box 7 while discussing the abstract concept of Box 7 in the Lean Model.	Walk through the Reality of Box 7 while discussing how to actively experiment for Box 7's requirements in the Lean Model.	Walk through the Options of Box 7 while discussing how to go through the experience of Box 7's requirements in the Lean Model.	Walk through the What's next step of Box 7, which ties into Box 8 while discussing how to do some reflection and maybe fine tune Box 7 before moving on to Box 8.
  Box 8 Confirmed State	Walk through Goals for Box 8 while discussing the abstract concept of Box 8 in the Lean Model.	Walk through the Reality of Box 8 while discussing how to actively experiment for Box 8's requirements in the Lean Model.	Walk through the Options of Box 8 while discussing how to go through the experience of Box 8's requirements in the Lean Model.	Walk through the What's next step of Box 8, which ties into Box 9 while discussing how to do some reflection and maybe fine tune Box 8 before moving on to Box 9.
  Box 9 Insights	Walk through Goals for Box 9 while discussing the abstract concept of Box 9 in the Lean Model.	Walk through the Reality of Box 9 while discussing how to actively experiment for Box 9's requirements in the Lean Model.	Walk through the Options of Box 9 while discussing how to go through the experience of Box 9s requirements in the Lean Model.	Walk through the What's next step of Box 9, which will lead to completion and certification and presentations for public speaking needs.
  Certification	Goals for next steps	Reality of next steps	Options for when the next steps happen	What's next and forming the plan to make it actionable.

  

(4) COMMENTS

One comment: Each student needs to post one comment each week. In this comment, tell us:

• What have you learned from your peers’ project (s)?
• What are your suggestions for your peers’ project(s)?

 

Experiential learning by Carly Pease

 Assignment 4: Experience and Learning - Carly Pease

Project Title: Beyond the Frame: Art History 

Goal: Equip students with foundational knowledge and understanding of visual arts throughout various cultures and historical periods.

Learning Objectives: This allows learners to encounter reflective observations where they can analyze and interpret the art they encounter. This encourages students to critically think and engage in artistic expression. Students will learn:

• How to openly discuss and analyze pieces of art without knowing the actual context of the art
• Deep dive into a specific piece of art defining the many pieces of symbolism while observing the historical context.
• Further understand the different forms and styles of art from an art historian
• Take the skills they have learned and put it towards a virtually curated gallery they are in charge of 

Rationales: Experiential learning is a learning process model that consists of many forms of learning. This emphasizes the experiences that plays in the learning process like how we learn and develop. The Kolb experiential learning cycle allows learners to engage in these new experiences while reflecting on their own experiences. This brings a whole new understanding to these experiences. These observations allows learners to further engage and form abstract concepts from the experience while putting it into practice. 

There is a situated perspective that places more emphasis on authentic socio-cultural contexts (Merriam & Baumgartner, 2020) This form of experiential learning involves learning experiences that immerse the students in the socio-cultural contexts of art history. This style of learning helps actively engage students with art and their historical settings. Module 2 is specifically meant to further analyze art and its historical and cultural settings. Group discussions and projects help encourage the collaborative learning within a socio-cultural context. These modules are meant to enhance the students' connection with the material in order to foster a deeper appreciation for the cultural and historical significance of the art we study and admire.

Experiential learning contributes to the development of expertise (Merriam & Baumgartner, 2020). Repeated cycles of action and reflection contribute to the development of expertise from this style of learning. Showing students art and having them further analyze the many meanings of each piece shows the repeated cycles of reflection. Reviewing and opening forms of discussion improve the ways of learning along with retention. These modules are made to engage and fully immerse the learner in the many forms of art. The collaborative activities allows for learners to focus on what interests them. In the end, they put together everything they learned and show a thoroughly planned out project that they had to interact with over and over with the knowledge they learned. 

The final project puts together their knowledge analyzing art into an experience where they can teach others in the class about a specific theme they found the most interesting. By doing this, they feel the expertise of taking over the lesson and showing all they discovered in this learning journey. 

Design:

 

References:

Merriam, S.B., & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide (4thed.). San Francisco: Jossey-Bass.

How to Meal Prep using Kolb’s Experiential Learning Methods by Amanda Huynh

 

Project Title: How to Meal Prep using Kolb’s Experiential Learning Methods

1. Goals: The goal of this workshop is to help any learner with adequate resources discover a meal plan that works for them and learn how to prep meals for the week. 

Objectives: Participants that attend this workshop will be able to:

• • • Participate in an introductory meal prep class and reflect on the course
    • Discover their personalized meal plan
    • Implement their meal plan to their lives

2. Rationales: In my project, I will be using Kolb’s theory of experiential learning which describes how people learn through experience. Using Kolb’s Experiential Learning methods, participants will be able to use concrete experience, observation and reflection, abstract conceptualization, and active experimentation to successfully implement meal planning in their lives.
   • Concrete Experience: doing/having an experience
   • Observation/Reflection: reviewing/reflecting on the experience
   • Abstract conceptualization: concluding/learning from the experience
   • Active experimentation: planning and trying out what you have learned

 

3. Design:

Modules	Learning Activity	Content	Rationale
1.      Take a beginner meal prep course	Participants will take part in an introductory meal prep course led by a meal prep instructor. In this course, students will learn how to organize and create one standard meal for one week.	·        Organize: students will learn what materials are needed for meal prepping and will figure out a schedule that is most suitable for them and their lifestyle. ·        Create: students will follow along as an instructor guides them through meal prepping a week’s worth of meals.	By having participants take this introductory course, students will have at least one concrete experience to refer back to as they continue to learn more about meal prepping. With an instructor present, participants can ask questions, make mistakes, and be guided to solutions during this experience.
2.      Reflect on course	Participants will take a reflection survey to assess and examine their feelings on the meal prep course.	The survey includes the following questions: ·        What did you learn from the meal-prepping course? ·        Did you like the meal that was prepped? If not, how would you change it? ·        Were you able to organize a tangible meal-prepping plan? If not, how can it be changed to suit your lifestyle? ·        Please circle at least 5 meals that you are interested in prepping:	In this module, participants are given the opportunity to observe and reflect on their experience in the meal-prepping course. By allowing students to examine their feelings about meal-prepping, they can make informed decisions on how to properly implement meal planning into their lives.
3.      Receive Beginner Meal Prep Guide	To conclude the course, participants will be given a personalized meal prep guide based on their experience and survey responses from the meal prepping course.	This meal prep planning guide will include: ·        A personalized calendar that helps students stay organized in their meal-planning ·        Meals and recipes that the participants would enjoy prepping and eating ·        A shopping list that corresponds with each week’s meal ·        A reflection page for each week to continue to make assessments about meal planning.	By supplying learners with a personalized meal prep guide, students will be able to take what they have learned in the course and conclude it with a solid meal plan. The idea of abstract conceptualizationrelies on the learner's ability to recall what they have learned in an effort to apply it to their future experiences.
4.      Begin your meal prepping/ Implement personal meal-prepping plan!	After completing the introductory course, students are now ready to apply their learning to meal prep on their own.	Students are encouraged to begin meal prepping on their own!	Now that students have been equipped with the proper knowledge, materials, and skillset, students can now apply their learnings to test out what they have learned! Throughactive experimentation,students will be able to implement what they’ve learned in the course, as well as their own assessments, to meal prep on their own. After enough repetition, students will become meal-prepping experts in no time.

 

References: https://www.youtube.com/watch?v=Ek-i8NIYi_gLinks to an external site. 

Experiential learning by Julee Sims

 Julee Sims

EDAC 634

Assignment 4 – Experience and Learning

Goal: The goal of this program is to teach adults the basics of snowboarding.

Objectives: Students will learn:   

1. How to transfer past experiences to the concepts of snowboarding.
2. Safety and etiquette on the hill and chairlift.
3. How to make uphill and downhill turns in order to stay in control.
4. How to load and unload off of a ski lift.

Rationales: Experiential learning has a lot of ideas and theories. I focused on two of Fenwick’s perspectives and considered the psychoanalytic approach to create a program to teach adults how to learn how to snowboard.

The constructivist theory of learning is based on using knowledge learned from past experiences. For example, there are a lot of adults who used to skateboard when they were younger. This past experience would help them to learn snowboarding more quickly than people who had never skateboarded. The concepts of controlling the board with your body are very similar, and students who have past experiences similar to snowboarding will be able to pull from those old skills and apply them to this new skill. These experiences would include but are not limited to skateboarding, wake boarding, and surfing. The students who did have past experience with these sports will be assumed to move on faster than others. Knowing this, the class structure will need to be flexible so students can move on at their own pace which leads into the situative theory of learning.

The situative theory of learning says knowing is intertwined with doing (Merriam and Baumgartner, 2020).  Fenwick states, “Learning is rooted in the situation in which the person participates, not in the head of that person as intellectual concepts produced by reflection.” (Merriam and Baumgartner, 2020). Learning to snowboard is ultimately about practicing the skills that are taught. You cannot expect to read about snowboarding and then have the skills to do it successfully. You have to apply the learned skills and practice, practice, practice. In situative learning “one cannot separate the learning process from the situation in which the learning occurs. Knowledge is not received and later transferred to another situation “but part of the very process of participation in the immediate situations.” (Merriam and Baumgartner, 2020).  The class is structured to introduce one skill at a time. The students would practice that skill until it is mastered. Then they move on to the next step to practice another new skill. Each skill will be practiced and mastered before moving onto the next.

I also needed to consider the psychoanalytic approach and the possibility of a students’ fears. This approach deals with the conflicting desires an adult may have when learning to snowboard. Adults have past experiences that have led to fears. Specifically, fears of injury and heights are to be considered with these students. They may need some extra help and motivation to get on the chairlift if they are afraid of heights and falling. It can also feel scary when they build speed and feel like they are losing control of their board. An instructor needs to be there to remind them to do their turns and take control of the speed that they will be building.

Module	Activity	Rationale
1. Assessing Skill Levels Based on Past Experiences	Discussions about past experiences to determine skill levels. Skateboarders, wake boarders, and surfers all understand the concepts of using your body to control the board through turns.	Students can share their knowledge and self asses their level based on the constructivist theory of using knowledge from past experiences.
2. Safety and Etiquette	Discussion with the group about etiquette in chairlift lines and on the slopes. These must be learned before a student even clips into their board. Safety and etiquette are extremely important for everyone’s benefit and they must be learned before entering the environment.	Safety regulations and etiquette help keep everyone safe. This can help to reduce injuries and accidents on the slopes and chairlifts. When you give students this kind of knowledge, they feel more confident. This is done considering the psychoanalytic approach and helping students deal with fears of safety.
3. Learning to make Uphill and Downhill Turns	Students will walk halfway up the beginner hill with their equipment to learn about uphill and downhill turns. These are the basic turns that you will need to stay in control on the slope. Students will be given time to practice what they have been shown. Once they show that they are in control on the slope they will move onto riding the chairlift so they can start from the top of the slope.	Situative theory of learning says knowing is intertwined with doing. Practicing both directional turns is how they will master the skill.
4. Riding the Chairlift	Once the student has mastered turning and is ready to start from the top of the slope, they will learn how to load and unload themselves onto a chairlift. An instructor will ride with them to help them learn safety and etiquette.	An instructor will ride with the student because of the psychoanalytic approach. Adults can develop fears of heights and falling based on previous bad experiences and situations. Having an instructor will ensure that the student is encouraged and helped through any difficult fears they may have.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References:

Merriam, S.B., & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide (4thed.). San Francisco: Jossey-Bass.

LM Week 4: Experience and Learning

 Week 4: Experience and Learning

 

Project Title: Getting Personal with Poetry

Goals: Through the use of reflective journaling and instruction, students will learn how to write poems that show an understanding of poetry basics while also offering depth and imagination. By engaging in reflective journaling techniques, students will utilize their emotions and observe their connection to learning.

Rationales:

Writing poetry may seem intimidating. How does one start a poem? Where do you find inspiration? Those new to the subject, or those wanting more practice, would benefit from a program that showcases how life experiences intertwine with poetry. The use of journaling is a pathway to creating poems that reflect the personal, as much of poetry is steeped in perspectives, feelings, and life. The Getting Personal with Poetry program reflects the “psychoanalytic framework” for learning that “elicits emotion” (Merriam & Baumgartner, 2020, p. 210).

When students enter a learning space, they arrive with their own set of experiences. These continue as they progress through adulthood. By giving students a space to reflect their experiences in writing, they are tapping into the connection that happens when emotions become a type of instructor. Merriam & Baumgartner (2020) explain this as “concrete experience….the learners’ meaning-making processes as the result of an experience” (p. 200). While there are difficult aspects to poetry, the format can often appear as a letter or confession. Journaling is the “abstract conceptualization”, or thinking process, that will aid students in understanding how to transfer their thoughts into the poetry format (this being the “active experimentation part” of the learning cycle) (p. 201). Students will begin the program by learning the basics of poetry writing, from structure to imagery, and reading different author styles. Next, they will journal freely, allowing themselves to openly express their thoughts on paper. From there, the journaling sessions will flow into poetry writing. By working with personal expression, poetry becomes approachable and therefore “may uncover aspects of our unconscious that block our learning” (p. 209). Students spend time learning a new skill while also understanding themselves through the methods of self-reflection.

 

Design:

Using Humber Centre’s Experiential Learning Model (2017) as a guide, the program will be broken down into four parts: experience, group work, process, and application. (The generalization part of this model is not as necessary for learning poetry, in my opinion). Each participant will enter the program in the learning by doing phase and end with the ability to comprehend poetry in writing and composition.

 

References: 

Merriam, S.B., & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide (4thed.). San Francisco: Jossey-Bass.

YouTube. (2017, January 23). Teaching Tips | Experiential Learning Model. YouTube.https://www.youtube.com/watch?v=GDchcHORheMLinks to an external site.

 

Assignment 4: Experiential Learning

 

Experiential Learning 

by Caroline Everidge

Commented On:

Lauren Means

 

Project Title: Bros & Barbells

 

Goal: Improve overall physical health of men in recovery from substance use disorders.

 

Learning Objectives:

Participants will

©      Complete self-reflection of current physical activity level and experience with various physical activities

©      Participate in trial of physical activities

©      Complete self-reflection of trial physical activity experience

©      Implement new daily physical activity actions with small group

©      Complete weekly self-reflection logs

 

Rationale:

This curriculum was modified using Experiential Learning Theory (ELT). As Dewey once stated, “all genuine education comes about through experience” (Merriam & Baumgartner, 2020, p. 198). This idea is further supported by Kolb: “learning is a continuous process grounded in experience” (Merriam & Baumgartner, 2020, p.197) Kolb’s model of ELT is a four-stage, continuous process.

1.      Concrete Experience (do it and experience it)

2.      Reflective Observation (observe and reflect)

3.      Abstract Conceptualization (new ideas)

4.      Active Experimentation (apply it)

These four stages are evident in the design of Bros & Barbells.

Source: Adapted from Kolb (1984)

 

Design:

Activity	Description	Timeframe/Duration	Rationale
Initial self-reflection	Participants will complete a self-reflection of current physical activity levels and personal experiences with various types of physical activity (see attached)	Prior to first session	Reflective Observation
Engage in physical activity	Participants will engage in four forms of physical activity	Week 1 –yoga   Week 2 –weight lifting   Week 3 –cardio-fitness class   Week 4 –sport-fitness class	Concrete Experience
Group Reflection	Participants will engage in a three-part reflection each week.	Reflection 1 – Group reflection of previous week’s physical activity   Reflection 2 – Group reflection during each activity session   Reflection 3 – Final group reflection at end of week 4	Reflective Observation
Select physical activity	Participants will self-select which of the forms of physical activity they wish to focus on over the next three months.	Week 5 session	Abstract Conceptualization
Small group fitness	Participants will engage in self-selected form of physical activity with a small group three times per week over the course of three months.	Three months	Active Experimentation
Independent Reflection	Participants will reflect on their three-month small group fitness activities	Independent weekly fitness journals throughout the three months	Reflective Observation

 

Attachments:

Initial Self-Reflection

Group Reflection Prompts

Weekly Reflection Questions

 

References:

Merriam, S. B., & Baumgartner, L. (2020). Learning in adulthood: A comprehensive
guide (4th ed.). San Francisco: Jossey-Bass Publishers.