Value of experimental learning

Introduction
Experimental learning is a process through whichperson develop knowledge, skills and values
from direct experience outside traditional academic setting.it contains reflection, critical analysis,
synthesis. A desired learning experience that includes the possibility to learn from consequences,
mistakes and successes. It is opportunities for students to take initiative, makedecision, and be
acceptable for the result.

The general concept of learning through experience is ancient. Around 350BCE, Aristotle wrote
in the Nicomachean Ethics, "For the things we have to learn before we can do them, we learn by
doing them". But as an articulated educational approach experimental learning is of much more
recent vintage. Beginning in the 1970s, DavidA.Kolb helped to develop the modern theory of
experimental learning .Drawing heavily on the work of John Dewey. Kurt Lewin, and Jean.

With this basic concept I have collected some literature related to my seminar research topic
"value of experimental learning" and made short summary.
 Systematic Review
Modern framework of experimental learning was proposed in 1984 by David A Kolb who argued
that effective learning requires four component: concrete experience, reflectiveobservation,
abstract conceptulation and active experimentation. He suggested that learning most involve full
and open engagement, without bias, in new experiences, plus reflection on and observation of the
learning experience from different perspectives. He believed that students should be able to
create concepts that integrate their observations into logically sound theories, and use these
theories to make decision and solve the problem[ CITATION Kol84 \l 1033 ]Kolb drew upon the
work of educational reformist John Dewy, who posited that discovery through experience leads
to learning ,stressing the intimate and necessary relationship between the process of actual
experience and education [ CITATION Dew38 \l 1033 ]

In this report, the author of "Finding a voice "describe how the presence of Speakers in academic
course, social Issues in Education, helped to break down the barriers that can inhibit meaningful
learning experiences among peers and how they worked to prevent student alienation and the
"Discouragement of dialogue"[ CITATION Lim13 \l 1033 ].Simon Fraser University professor John
Bogards[ CITATION per13 \l 1033 ]emphasized that critical reflection and dialogue are important
part of experimental learning in the class room ,because within dialogue student encounter
multiplicity of perspectives. He also stated that learners are able to develop critical thinking
skills through the process of evaluating multiple perspective that surface within the classroom
dialogue , similarly ,Baker Jenson and Kolb (2005) argue that open dialogue creates a space for
reflection and creativity as students construct meaning from their own experiences. The authors
describe that through exploration of theoretical frameworks based on five process of art of
investigating(apprehension and comprehension; reflection and action; epistemological discourse
and ontological recourse ; individuality and relationally; status and solidarity)participants engage
in conversation by embracing the differences across these dialectics(art of investigating)open up
a :conversational space". This conversational space in turns allows those in open dialect to stay
engaged with one another so that their differing perspectives can create a learning that promotes
individual and group based learning [CITATION Bak05 \p 411 \l 1033 ]in the report :Findings a voice
the authors reflects on how the structure of of education ,the curriculum, and the instruction
continue to support and develop a hierarchy of knowledge; teachingis often one directional –
teacher transmit knowledge to students –and student do not process their own voice .Bingham
and Biesta(2010), point out that giving voice to students in the class room empowers them in
their learning ,but also evokes more democratic values. Similarly, JohnBogardus[ CITATION
per13 \l 1033 ]believes that an important aspect of learning through classroom dialogue is that
students find a voice for their own opinions s. He emphasizes that is an important pedagogical
lesson –that dialogue not only develops the students confidence as a learner, but also as an
individual; it gives them practice in respectfully raising differences.

Journal of information and technology Education [ CITATION Keo07 \l 1033 ] argue that when
students engage in problem - based and experiential learning they become active participant in
their own learning process. This is achieved by constructing their own internal knowledge
framework through the social and physical context of their work.in her chapter "food for
thought :Moving towards sustainable dining", Leah Bendell describe why she has passionate
about the application of knowledge to real life. Her student have engaged in learning by
becoming aware of where their food originates .in particular, the energy cost of obtaining and
processing that food, and the contaminant burden that particular food carry. Research in
authentic learning identity the advantages of Bendells pedagogical methods. Sten, Isaacs and
Andrws(2004) argue that authentic learning experiences are those that are personally relevant
from the learner's perspectives and situated within appropriate social context. for example a
project which was initially intended to quantify the carbon footprint of the campus, resulted in
addressing some the university academic objective by providing a hands on learning
opportunities for students. For many students, their environment i9n the project fostered an
interests in sustainability as they learned about carbon emission and biogeography.
The cases describing the social venture and the Experimental computing courses discuss how
students become engaged when they work with real problem in industry and business. Shawn
Smith, instructor at the Beedie School of Business, reports that most powerful outcome a student
can gain through social venture project is a sense of responsibility .his course is a collaboration
with RADIUS(radical idea useful to society) Which aims to build a culture of social innovation
and create opportunities for learning that inspire new idea to tackle social problem. David
[ CITATION per13 \l 1033 ]associate professor in SFU faculty of education, aggress that experience
is often life changing because it exposes students to a deeper meaning; it has the potential to
ignite a sense of agency for social and fetical responsibility. He explained that when students
attempt to make meaning by reflecting on their own experience , they are more likely to be
motivated towards social action than if they are simply gaining " knowledge of facts". Others
have observed similar impacts on students when they work on real world projects and activites.
[ CITATION Moo01 \l 1033 ]Describe how students ,when working in service learning are able to
develop important social and intellectual linkages, sharpen problem-solving skills, apply critical
thinking and use abstract concepts to gain a desired outcome .moreover ,research suggests that
when students are exposed to the structural and institutional causes of problems they are better
able to synthesize information from class .learn "real world" lessons of civic responsibility, and
bring social and political values to both the educational and instutional contexts [ CITATION
Moo01 \l 1033 ]

Researcher describe their experimental learning programs as truly a win –win situation as there
participating corporations(Southern Aluminum, Rodney D. Young insurance,andSchawn) have
all used the ideas generated by participating university teams[ CITATION Cla10 \l 1033 ]. The
company appreciate the quality of the business students from the selected universities and the
student gain a list of mentor through networking which can lead to interviews and job
opportunities .

[ CITATION Keo07 \l 1033 ] discuss how it has been well reported that software team projects also
help students develop more generic skills such as problem –solving and allow tem to assume
responsibility and improve their communication abilities. Many of cases , in both as in report
and other literature emphasize that experimental learning framework often allow students to
network with professional in their field as well as learn non disciplinary skills such as time
management, leadership, event coordination, team management and presentation skills.

DR Byanjan Sharma suggested that young children learn anything effectively if they are given
opportunities to explore the world by themselves[ CITATION DRs15 \l 1033 ]he have been observing
his nephews 23 months old daughter ,Jayantika,for about six months and she has amazingly
developed her language skills.when he first saw her ,jayantika could hardly produce a few words
randomly. Within six month she has been able to have two way conversation with us. one of the
reason why her language ability has developed at quite an early age may be that she has got an
ample of opportunities to experience how a language works. she is surrounded by nearly a dozen
grown-ups who instantly keep talking to her everyday and this may have helped her to improve
her conversation skills so rapidly so he theories Jyantika language ability and apply this into
broader context. Experimental learning is not only the case of learning the mother tounge; it can
equally be applicable in the second or foreign language learning context.there are handful of
school in Nepal as well which have started to include experimental learning in their pedagogy.
Most of the school still believes in using the conventional learning method which is based on
knowledge transfer. And basically done via rote learning,. Dr Sharma what actually mean that if
they are given opportunities to learnt or explore the job themselves .They start learning by
recognizing their immediate environment. For this they use their sensory organ and build of the
concrete ideas first. Then gradually they will be able to learn from the distant environment or
they can learn abstract ideas letter like at home, experimental learning at school to therefore Dr
.sharma suggested experimental learning in school pedagogy instead of emphasizing on rote
learning.

Learning from primary health care center [ CITATION Dhi15 \l 1033 ] They analyzed the data of
fifty logbooks through content analysis using Kolb experimental learning theory and this study
provided important insights on different stages experiential learning of medical student on
primary health care in low resource rural settings .They can't conclude that these experience
would actually lead to new cycle of learning based on the planed they made. Almost all the
researcher were able to translate relate their past experience and concepts into real action . Some
action were in the form of real activities to be undertaken immediately as a student during their
stay in the PHCC while others were in the form of future plans when they become doctor's with
this experience [ CITATION Dhi15 \l 1033 ] They concluded value of experimental learning play
vital role for medical students.

Tommy Rodgen [ CITATION per13 \l 1033 ]instructor and PHD candidate in SFU's Faculty of
environment cited a common concern with regard to implementing experimental learning the
cost . Instructor are rarely given credit for the extra work required to plan and organize
experimental learning activities ,such as organizing guest lectures or communicative with
sponsors ,business's or NGO's it is time consuming to adopt the course incorporate experimental
project there are also institutional constraints finally ,Roentgen pointed out that project time
frames established for a business venture or NGO might not correspond with the semester time
frame and grading system of universities .

Experimental learning is a complex construct and therefore difficult to measure . Careful analysis
of learning effectiveness is necessary within learning institution to identify the intended learning
outcomes and determine the extend to which their students achieve these . In a survey of research
on assessment of experimental learning Gosen and washbush(2004) found that assessment
criteria can be illusive .They point out that learning is an internal mental process and what is
learned. And how it is learned is unique for each individual .They conclude that most reasonable
approach to assess any experimental learning depends on the context of learning activities but
should always be free from social preasumption,relate to agreed –on learning objectives ,and
provide a means for individual assessment of participates[ CITATION gos04 \l 1033 ].
One of the first implications of experiential learning is that it is primarily to do with meaning and
not “subject” or “facts.” So it is highly personalized learning and the outcomes will likely
include a change or changes in behavior that are personally chosen, not imposed or demanded
from outside the person.

Experiential learning tends, both in its process and its outcomes, to be anti-authoritarian.
Individuals are encouraged to make their own connections, their own theories, about the way
things are.

When I think back to my years at school, I remember mostly being frustrated and irritated by
teachers who assumed that they knew what was best for me, that they knew how and what I
should learn. The things I learned during those years that have stayed with me, that still make an
impact on my day-to-day life, I learned not from teachers, but from my friends and their families,
from my interactions with them and the members of my own family. I remember more about
teachers than what they taught me.
References
Andrews, T., Issacs, & Stein , S. (2004). Incorporating authentic learning experiences within a university
(Vol. 29(2)). studies in Higher education.

Baker , A., Jensen, P., & Kolb, D. (2005). conversation as experimential learning (Vol. 36(4)).

Clark, J., & White, G. (n.d.). Experimental learning :A definitive edge in the job market . American Journel
of Business Education .

Dewey, & J. (1938). Experience and Education . New York : Simon & Schuster .

Dhital , R., Subedi, M., & Shrestha, K. (2015). Learning from primary health care.

Gosen , J., & Washbush. (2004). A review of scholarship on assesing experiential learning effectiveness.
Simulation & Gaming.

Keogh , K., Sterling, L., & Venables, A. (2007). A scalable & portable structure. Journal of information
technology , 6(1), 515-540.

Kolb, D. ((1984). Experiential Learning :Experience as the sources of learning & development (Vol. 1 ).
Englewood Cliffs .

Lim, bnroughton, Defazio, lee smith, & Bingham. (2013).

personal communication . (october 2013).

sharma,Dr.Byanjana (2015). Experiential learning .