experiential learning: designing a coursebook for students majoring in economics besigbielefeld 2010...
TRANSCRIPT
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Experiential Learning: Designing a Coursebook for
Students Majoring In Economics
BESIGBielefeld 2010
Zoia Kornieva
Yuliya Degtyariova
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By three methods we may learn wisdom: First, by reflection, which is noblest; by imitation, which is easiest; and third by experience, which is the bitterest.
Confucius, 450 B.C.
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Why is experiential learning?
It facilitates personal growth;
It helps learner adapt to social change;
It takes account of differences in learning ability; and
It responds to learner needs and practical pedagogical considerations.
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Why is experiential learning gaining its popularity with teachers worldwide?
Firstly, it is due to the availability of a great number of technological innovations that make it possible to use the given methodology.
Secondly, there exists a common tendency among the youngsters to be taught only through practical experience.
Thirdly, experiential learning is by far the best developed teaching methodology.
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Three main ways in which coursebooks are compiled nowadays:
Improving of existing coursebooks and their adaptation to modern conditions and objectives;
Developing a unified coursebook theory which is replicated in every subsequent coursebook;
Denial of the above mentioned unified theory and creation of special coursebooks within the limits of every educational conception.
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What is an experiential learning coursebook?
Experiential learning coursebook “...is a complex informational and functional model of a
learning process which takes place within the limits of a certain didactic system and includes
the necessary conditions of its accomplishment”
(the definition of a coursebook by prof. A.V. Khutorskoi)
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Aims and principles
Having analyzed the existing approaches to modeling coursebooks, and experiential learning teaching materials in particular, we have come to a conclusion that it is
the acmeological principle
that is crucial to their compilation, as it focuses on developing individual creative abilities of every participant of a learning process.
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Acmeological approach has the following tasks:
to design the content and educational techniques which reveal students aims and values;
to develop social partnership skills which facilitate socialization and adaptability;
to focus an individual on social success.
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Acmeological principles of experiential learning:
1) learner is central ;
2) facilitation must be light and subtle;
3) find/create experiential learning opportunities;
• reactions to experiences vary so don't pre-judge;
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Acmeological principles of experiential learning:
5) single events can enable several different learning effects;
6) build confidence before addressing attitudes and behaviour;
7) the activity must be real and engaging - not based on artificial impact;
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8) ensure activities allow adequate and meaningful reviews;
9) carefully reviews of activities are crucial;
10) accentuate the positives;
11) use stimulating questions in reviews, especially for groups discussions;
Acmeological principles of experiential learning:
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Acmeological principles of experiential learning:
12) resist temptation to give answers - ask questions only;
13) have faith in people's ability to learn for themselves;
14) it's about them not you.
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Educational techniques: Model 1
1-stage model (experience) is simply that experience alone is sufficient for learning.
Tell me, and I will forget. Show me, and I may remember.
Involve me, and I will understand.
Confucius, 450 B.C.
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Educational techniques: Model 2
2-stage model (experience-reflection), is that experiences followed by periods of reflection is an effective way to structure and facilitate experiential education.
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Educational techniques: Model 3
At least there are 2 major 3-stage models:
a) The simplest is experience-reflection-plan, which suggests that following an experience and reflection, it is helpful to develop a plan for future experience;
b) The second 3-stage model is based more directly on Dewey's (1938/1997) theory of experience, involving: "observation of surrounding conditions-knowledge obtained by recollection-judgment, which puts together what is observed and what is recalled to see what they signify".
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Educational techniques: Model 4
4-stage model (experience-reflection-abstraction-
experimentation) , is Kolb's (1984) classic “Experiential Learning Cycle”.
This model suggests that a participant has a Concrete Experience, followed by Reflective Observation, then the formation of Abstract Conceptualizations before finally conducting Active Experimentation to test out the newly developed principles.
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The Experiential Learning Cycle
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Educational techniques: Model 5
A variety of 5-stage Experiential Learning Cycle models have been proposed, including:
Joplin (1981) = focus-action-support-feedback-debriefing
Kelly (1995) = encounter-(dis)confirmation-revision-anticipation-investment
Pfeiffer & Jones (1975) = experiencing-publishing-processing-generalizing-applying .
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Educational techniques: Model 6
6-stage model “The Experiential Learning and Judgment Paradigm”, consisting of: experience-induce-generalize-deduce-apply-evaluate was described by Priest (1990) and Priest and Gass (1997) .
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Kolb’s 'Learning Cycle' provides a diagram of the process of experiential learning, which is broadly:
do; review; develop and implement ideas for
improvement.
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The first phase will include such experiential activities as:
On-the-job assignments;
Field experience; Action learning
projects; Creative play; Role play;
Games; Simulations; Visualization; Story telling; Improvisation; Adventure activities.
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Phases 1 and 2 will be realized in so-called dynamic debriefing which can be carried out in one of the given forms:
Individual reporting; Small group discussion
and reports; Large group question-
and answer format; Surveys and polling
using show of hands, flip-chart tallying;
Public opinion polls, obtaining as many different answers as possible to each question;
One-to-one participant interviews and reports;
Panel or round-table discussion;
Whips (quick, free association go-rounds).
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Opportunities to perfect the coursebook
The only form which allows us to improve a coursebook is
electronic one.
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Each module of the given coursebook will include:
units or topics containing the material on fundamental educational phenomena (basic elements of educational standards);
set of key problems of different kind related to the topic being studied (scientific, both solved and not yet solved; educational; organizational; technical etc.);
set of instructions or recommendations how to master the given activities;
experiential activities;
source materials on the given topic;
best samples of students works for the past years; and just created ones.
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Coursebook structure
Each module consists of an invariable part (standards, fundamental educational elements, educational problems); variable set part (scientific texts, works by students for the past years); variable current part (texts created by new students).
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Thank you for your attention !