the effects of experiential learning and entrepreneurship

E X P E R I E N T I AL L E A R N I N G

C A N YO U G U E S S T H E W O R D ?

N I N G M E N T A L E X P E R I L E A R

EXPERIMENTAL LEARNING

WHAT IS EXPERIENTIAL LEARNING

“Experiential learning means learning from experience or

learning by doing. Experiential education first immerses

learners in an experience and then encourages reflection

about the experience to develop new skills, new attitudes, or

new ways of thinking.” – Kolb (1994)

EXPLANATION OF EXPERIENT IAL LEARNING

• “The process by which knowledge is created through the

transformation of experience, [and] knowledge results from the

combination of grasping and transforming experience.” – Kolb

(1984)

Types of Experiential Learning

-Field based experiences

-Classroom based experiences

Field based EL

Occurs when the student is subjected to external learning opportunities such as internships, cooperative education programs, practicum’s and service learning. – Lewis & Williams, 1994)

Classroom based EL

Growing in popularity since“Chickering and Gamson recommended ‘active learning’ as one of the seven ‘principles of good practice’ for excellence in undergraduate education” in 1987 (Lewis & Williams, 1994).

Role playing exercises, simulations, presentations and various types of group work – Schwartz (2015)

Differences between EL & conventional teaching

• Student/Teacher relationship is different

• Student takes an active role on what knowledge needs to be acquired

• Curriculum may not be clearly defined

• Student identifies applicable knowledge and process through KELT – Moon (2004)

EL and Millennials

-Largest and most diverse population to attend college – Strauss &

Howe (1993)

-like to feel special

-sheltered

-team oriented

-confident

-strong desire to achieve

-cultured

Teaching Millennials

• “lecturing is the least effective teaching strategy to use to create a positive learning environment for the Millennial student” - Brown, Hansen-Brown & Conte (2011)

• Hawtrey (2007) agreed with this when she found that students ranked experiential learning techniques as [millennials] most preferred learning tool.

Teaching Experiential Learning

“Simple participation in a prescribed set of learning experiences does not make something experiential. The experiential methodology is not linear, cyclical, or even patterned. It is a series of working principles, all of which are equally important or must be present to varying degrees at some time during experiential learning. These principles are required no matter what activity the student is engaged in or where the learning takes place” – Chapman, McPhee, Proudman (1995)

1. Mixture of content and process: There must be a balance between the experiential activities and the underlying content or theory.

2. Absence of excessive judgment: The instructor must create a safe space for students to work through their own process of self-discovery.

3. Engagement in purposeful endeavors: In experiential learning, the learner is the self- teacher, therefore there must be “meaning for the student in the learning.” The learning activities must be personally relevant to the student.

4. Encouraging the big picture perspective: Experiential activities must allow the students to make connections between the learning they are doing and the world. Activities should build in students the ability see relationships in complex systems and find a way to work within them.

5. The role of reflection: Students should be able to reflect on their own learning, bringing “the theory to life” and gaining insight into themselves and their interactions with the world.

6. Creating emotional investment: Students must be fully immersed in the experience, not merely doing what they feel is required of them. The “process needs to engage the learner to a point where what is being learned and experience strikes a critical, central chord within the learner.”

7. The re-examination of values: By working within a space that has been made safe for self-exploration, students can begin to analyze and even alter their own values.

8. The presence of meaningful relationships: One part of getting students to see their learning in the context of the whole world is to start by showing the relationships between “learner to self, learner to teacher, and learner to learning environment.”

9. Learning outside one’s perceived comfort zones: “Learning is enhanced when students are given the opportunity to operate outside of their own perceived comfort zones.” This doesn’t refer just to physical environment, but also to the social environment. This could include, for instance, “being accountable for one’s actions and owning the consequences” (Chapman, McPhee, & Proudman, 1995)

Analysis EL & Entrepreneurship at WSB

• Review of BMG 214

• Review of BMG 318

BMG 214

STATIST IC S

NILS ELAINE

BMG 318

Voodoo Promotional Objects

• 80% of business were short term customers

• Business model conflict with customer needs

• Highly competitive

• Difficulty finding long term customers

• Proposed new ideas on finding and maintaining customers

• Suggested website changes to appeal to a broader market

• Strategic target market entry

• Enforce sales and branding

• Product Mix and management

• Branding issues

• Pricing

• Sales functions

BMG 318 and EL

• Mixture of content & Process

• No excessive judgment

• Purposeful

• Big picture perspective

• Assisted reflection

• Emotional investment

• Re-examination of values

• Created meaningful relationships

• Learning outside of comfort zones

-Follows Chapman’s principles

T H A N K YO U