EDCI 335-ParmisB

Preceptor Education Program (2015, September 8). M5 Kolb’s Experiential Learning Cycle . Youtube. https://www.youtube.com/watch?v=Rp-gaV-uSIo

For this post, I explored Youtube and found a video related to experiential learning that I would integrate into my interactive learning resource. The video, titled “M5 Kolb’s Experiential Learning Cycle,” provides an overview of David Kolb’s experiential learning cycle explaining the four stages of learning: concrete experience, reflective observation, abstract conceptualization, and active experimentation. 

Student interaction with the video:

The video inherently requires students to engage by thinking critically about the stages of Kolb’s cycle and considering how they have experienced each stage in their own learning process. Even if the video itself does not have built-in interactions, students are likely to pause the video to reflect, take notes, or rewatch sections to better understand the content (learner-generated interaction.) 

Designed post-video activity:

To deepen learning, I would ask students to reflect on a recent learning experience they had and identify how each stage of Kolb’s experiential learning cycle applies to that experience. This could be done through a personal journal entry or a mind map where they outline the four stages of their own experiences. This activity would help students work on developing critical thinking and reflective skills. This approach allows for students to apply Kolb’s model to real life situations. Students could complete this activity using technological tools like google docs, canva, or mindmeister for digital mind mapping. 

Providing feedback:

Students would receive feedback through self assessments and comments provided by the instructor/teacher. I would use google classroom to collect their submissions, and use the option on the platform to allow for students to view feedback from peers. Additionally, I might incorporate automated quizzes to test their understanding of the Kolb cycle and its stages. 

Improving video-based learning and accessibility: 

To enhance the video’s effectiveness, the creator could have included interactive checkpoints or reflective questions that encourage students to apply each stage of the Kolb cycle to their personal experiences as they watch. Additionally, to ensure an inclusive learning experience I would provide captions/transcripts for accessibility, discussion board for students who prefer text-based interactions, and audio versions of the video for students with limited internet access. 

This approach ensures that all types of learners can interact meaningfully with the video content while reducing barriers to learning. By integrating Kolb’s experiential learning cycle and providing various ways for students to engage with and reflect on their learning experiences, we can create an inclusive and accessible learning environment.

How will your interactive learning resource specifically ensure that the needs of all learners can be met?

When designing an interactive learning resource, it is crucial to ensure that all learner’s needs are met by incorporating accessibility and flexibility. This type of approach can help ensure inclusivity, allowing students with diverse learning styles and abilities to engage meaningfully with the content and feel supported. 

To accommodate different learning styles, my interactive learning resource will use and integrate multiple styles of delivering content such as audio, video, or text. This multimodal approach ensures that learners with auditory, visual, or kinesthetic preferences can engage with the material effectively. Additionally, my resource will follow the Universal Design for Learning (UDL) principles, allowing for the delivery of the material to be customized, for example, I will provide options such as adjustable text sizes, or captioning for videos which students can access and utilize if needed.

Beyond accessibility, fostering an inclusive learning environment requires cultural aspects as well. My resource will feature different diverse perspectives to ensure reliability and representation for all students. There have been instances where I didn’t feel represented as a student and it made it more challenging for me to connect to the material compared to students who identified with the culture being discussed. Thus, making sure all perspectives are being featured is very important for me. According to Inclusive Education Canada, an inclusive design must acknowledge that all students have unique learning needs, not just those identified with disabilities (Inclusive Education Canada, 2020.) My learning resource will additionally include step by step guides and vocabulary/ definition lists to help students furthermore build confidence and proficiency over time. 

How can you adjust your planned learning activities to meet the needs of your learners if an unexpected event occurs? 

When it comes to adapting to unexpected events, flexibility is key. If students suddenly need to transition to remote learning as seen during the COVID-19 pandemic in 2020, my resource will already be structured with digital accessibility in mind. Training students to navigate the resource effectively is also crucial. This will be done through a quick guided tutorial in the beginning, thoroughly explaining how to access content and important information, and how to submit assignments remotely. I will also provide regular check-ins via zoom to ensure that students remain engaged, have the opportunity to ask questions, and feel supported.

Comments:

“Hi Zeah,
I really enjoyed reading your post and loved how you connected information from my post to your own. Open pedagogy is indeed a powerful approach, especially in diverse learning environments/classrooms. The connection you made to differentiated learning is really interesting–allowing students to take ownership of their learning and education can help effectively address different needs and learning styles. A question that arises with this approach is whether challenges like digital access or varying student motivation levels would impact its effectiveness.”

Experiential learning is the process of learning by doing, and is based on both constructivist and interdisciplinary learning. This dynamic approach to education emphasizes learning through direct experience, essentially, learning through life. Grounded in the work of educational theorists such as John Dewey, Jean Piaget, and David Kolb, this method encourages students to actively engage in the learning process (Harsma et al., 2021.) Rather than passively absorbing information through lectures or textbooks, students participate in hands-on activities that can help foster a deeper understanding and improve critical thinking (Harsma et al., 2021.)

A key characteristic of experiential learning is its reviving process, as outlined in Kolb’s Experiential Learning Theory (ELT.) This process consists of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation (Kolb, 2015.) Firstly, in concrete experience, learners engage in a direct experience, such as a lab experiment, internship, etc. Secondly, they participate in reflective observation which naturally happens when we have new experiences. Students in this stage start to reflect on their personal experiences, drawing insights and noticing patterns. Thirdly, they connect their observations to theoretical frameworks, helping to bridge the gap between practice and academic knowledge. Finally, they apply the concepts they have learned from their new academic situations and apply it to the real world, reinforcing and expanding their understanding (Kolb, 2015.) Other characteristics of these stages include collaborative learning, critical analysis, engagement in purposeful endeavours, and encouraging the big picture perspective (Harsma et al., 2021.)

Experiential learning plays a crucial role in my groups education topic: differentiation in learning by accommodating diverse student needs and abilities. By offering a variety of hands-on experiences and applying the experiential learning method, educators can tailor instruction to suit auditory, visual, and kinesthetic learners. Thus, this method aligns with our topic of differentiation where both approaches require problem-solving skills and practical application. Experiential learning, is especially beneficial in fostering engagement and a deeper grasp of complex concepts (Kolb, 2015.) However, it might not be a suitable method for all subjects or learners. Some students may struggle with the ambiguity and self-direction required. They may have personal learning constraints that limit hands-on experiences. Despite these challenges, experiential learning remains a powerful method for preparing students for real-world problem-solving and lifelong learning.

Harsma, E., Miller, C. L., & Manderfeld, M. (2021, June 1). Experiential learning. Maverick Learning and Educational Applied Research Nexus. https://mlpp.pressbooks.pub/mavlearn/chapter/experiential-learning/#:~:text=The%20Experiential%20Learning%20Theory%20(ELT,the%20process%20of%20creating%20knowledge.

Kolb , D. A. (2015). Norwich University. Experiential Learning: Experience as the Source of Learning and Development (2nd Edition). https://online.norwich.edu/

https://edtechbooks.org/lidtfoundations/behaviorism_cognitivism_constructivism

What is one idea from the readings or videos that you disagree with, and why?

One idea from the readings that I disagree with is the behaviorist perspective that memory is not typically addressed in detail, and forgetting is primarily due to the “nonuse” of a response over time. This view oversimplifies the complexity of memory processes. Forgetting memories can be a result of interference or retrieval failure, rather than just ‘nonuse’. Cognitive theories provide a more nuanced understanding of memory that emphasizes the significance of retrieval strategies. Ignoring these complexities when it comes to our learning could limit the effectiveness of teaching tactics. 

What concept did you find difficult to understand? How did you approach learning the concept?

I initially found the concept of “transfer” in learning theories challenging. To understand it better, I created a comparison list summarizing how each theory explains the process of transfer. I searched for real-life examples of this transfer, such as solving math problems using formulas (behaviorist view) or applying problem-solving strategies to different learning situations (cognitive view.) As a visual learner, these examples helped me break the concept into smaller, more relatable parts which helped clarify the difference between transfer from a behaviorist view and a cognitivist view. 

Share a story about how you overcame a learning challenge. Why was it a challenge? What strategies did you use? 

In university, a course I have struggled with understanding is statistics, specifically psychology statistics. The unit I found hard to understand was particularly hypothesis testing. The challenge was figuring out the concepts and in which cases we need to apply them. I approached this by reflecting on what I didn’t understand and searching for additional resources like tutorial videos. I practiced the problems repeatedly and found that the videos helped break down the concepts. I also formed a study group where we discussed and solved problems collaboratively which furthermore helped me navigate the challenges I was having. These two strategies helped me build a meaningful understanding of the subject and improved my academic performance in that course. I still apply these two methods to other courses when I’m struggling. 

Hi Zeah,

I am also a constructivist and like a more hands on approach when it comes to learning. I love how you connected your experience with this specific approach. I agree that applying ideas to real-life scenarios through hands-on activities helps us absorb more information. I enjoyed reading about your best learning experience in high school. Role playing, especially when debating different perspectives, helps solidify theories in a way traditional lectures often don’t. The fact that you could draw on your experiences when learning the theory behind them is a great example of how experiential learning can deepen our understanding.