Experiential Learning.ppt showing learning outcomes its types and constructive alignment

How learning can be improved

1. 1
Introducing…
•Ghassan O. A. Shahin
•Holds a:
– B.Sc. In Computer Science (Intercollege -
Cyprus)
–MBA-Information Systems (MSM -
Netherlands)
–PhD in E-learning from (University of Malaya
– Malaysia)

2. Intro … Work experience
•More than 20 years experience.
•Worked in Saudi Arabia, Cyprus, Palestine, and Malaysia.
•Worked as: programmer, analyst, supervisor and director of computer
center, lecturer, deputy head of dept., Dean, and a Visiting lecturer at
University of Malaya.
•Faculty Developer
•Certified E-commerce Consultant (2003)
•Consultant to the World Bank project (tertiary education project-TEP) at
Ministry of Higher Education-Palestine.
•Program evaluator for MOHE-Palestine.
•Reviewer: Many International Journals and Conferences
•Universities worked with: INTERCOLLEGE-Cyprus, Palestine Polytechnic
University (PPU)-Palestine, Quds Open University-Palestine, Al-Quds
University-Palestine, UIAM-Malaysia, University of Malaya-Malaysia
2

3. Before We Start
• ؟سما موي بيردتب مكيأر ام
• »ة
Oرضاحملا« نع هثيدح يف رينم .د هيلا فده يذلا ام
Lecture ؟اهل ةززعملا بيلاسلاا نعو
•؟؟؟اذامل

4. Basic goals
1.Three principles of good design of
teaching and learning: the instructional
principle, the experiential principle and
the alignment principle
2.Why do we need complex teaching
methodologies, what are they and
what do they imply as methods

5. Design model for learning units
(with instructional element)
Based on Lynn Mcalpine, (2004) ‘Designing Learning as Well as Teaching: a
Research-Based Model for Instruction that Empasizes Learner Practice’.Active
Learning in Higher Education, 5 (2): 119-134
Out of class
Informing
Instruction
Engagement
Practice or
Application
Assessmen
t feedback
The learning process
In class

6. The constructive alignment of teaching and learning
Students needs
Program design
Planned outcomes
(course goals)
Teaching
and learning
activities
subgoals
Learning outcomes
assessment
Based on Biggs, John. (2003) Teaching for Quality Learning at University,
Buckingham: SRHE and Open University Press, pp. 19-27
•Course goals (course design)
•1. Topic -sub goals (design for each part of learning) help fulfill course
goals
•2. Activities- contributes to fulfilling the sub goals
•3. Assessment - shows evidence that goals have been achieved

7. Constructive alignment
Outcomes,
Objectives,
Goals
Aims
Other
learning
experiences
Teaching
sessions
Assessment
Evaluation
of teaching

8. Backward design
•Learning outcome
•Assessment criteria
•Assessment methods
•Teaching methods
•Content selection
•Reading selection
•Unit title and goal

9. Why do we need complex teaching methods
“The learning that goes on in higher education justifies the label
higher precisely because it refers to the state of mind over and
above the conventional recipe or factual learning” (Barnett,
1999: 149)
“The purposes of post-secondary education is the development of
thought, attitudes and motivation” (Bligh 1978:249)
“If a teacher knows what he/she wants to do, there must be a
scientific way of doing it” (Ward, 1975:125)
“The most useful learning in the modern world, is learning about
the process of learning, an internalisation of the experience of
change’ (Brockbank and McGIll 1998: 149)

10. What methods and methodology to chose for
your course or class and why?
•What type of method is it?
•How does it result in learning?
•What learning approach does it
encourage (deep or surface,
engaged or not)?
•What does it achieve in terms of
classroom or group dynamics?
•What exactly does it teach:
content, skills (which skills)?
•How does it support your program,
course and class aims?
•How doe sit mach the needs of
these particular students?
•Does it match your needs?

11. Complex teaching
methodologies
•collaborative learning methods
•individual learning methods
•critical thinking and academic writing based
•learning to learn approach
•reflexive-learning approach
•technology- based learning
•experiential learning
•engaged learning, values or attitude change
•problem-based learning,
•inquiry-based learning or research-based learning
•community-based learning
•Integrative learning
………………………………………………………… .

12. Complex Teaching Methods:
Experiential Learning

13. Experiential Learning

14. Agenda
1.Why Complex Methods.
1.Definition.
2. Philosophy.
3.Model.
4.conditions.
5.Advantages.
5.Assessment.
6.Examples..

15. Why do we need complex Teaching Methods ?

* Complexity of higher education learning
*Emphasis on outcome
*Shift to student centered approaches
*Focus on transferability, engagement.

16. Definition
Definition:
Involve students in real experience.
Experience is of critical importance.
Learning by doing.
Reflection.

17. Philosophy
Philosophy:
•The value of experience in learning.
•Confucius
•“ Tell me and I will forget, show me and I may remember, Involve me and I understand “
Built on the work of Piaget and Dewey.
•Dewey
•“There is an intimate and necessary relation between the processes of actual experience
and education”

18. Model
Model
•Kolb& Fry (1975,1984) four elements:
Concrete experience, observation& reflection, formation of abstract concepts and testing
In new situations.

19. Conditions for successful Experiential
Learning
1.
2.

20. Conditions
Conditions for successful Experiential Learning
•Student participation.
involvement, reflection, use analytical skills
•Direct confrontation with problems.
decision-making & problem solving
•Self-evaluation.
•Employ the whole learning wheel.
•Bring experience to academic setting.

21. Experiential learning: some issues
•work-based learning
•service learning
•fieldwork
•practitioner research
•problem-based
learning (PBL)
•(guided design, the
case, simulation)
•project methods
•laboratory Instruction
•collaborative research
•Focus on relevance,
transferability,
independence,
reflection,
motivation and
engagement

22. Advantages of Experiential
Learning
1.
2.

23. Advantages
Advantages:
•Addressing the needs of the learner.
•Self-initiative & self evaluation.
•Learning new skills, attitudes, new ways of
thinking.
•Service for society.
•Motivation.

24. Summary






DO

go forth and have an experience
REVIEW
review what happened and what can be learned
PLAN
plan a way to tackle the next round of experience

25. assessment
1.
2.

26. References
•References:^
• Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st
Century. The Journal of Experiential Education,.22(2), 91-98 .
•^ Bynum, W.F. and Porter, R. (eds) (2005) Oxford Dictionary of Scientific Quotations. Oxford University Press.
21:9 .
•^ Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st
Century. The Journal of Experiential Education,.22(2), 91-98 .
•^ Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: a comprehensive
guide. San Francisco: John Wiley & Sons, Inc .
•^ Lindeman, E. C. (1961). The meaning of adult education in the United States. New York: Harvest House .
•^ Dewey, J. (1938). Experience and education. New York: Collier Books .
•^ Greenberg, D. (1992) "'Ethics' is a Course Taught By Life Experience," Education in America - A View from
Sudbury Valley .
•^ Greenberg, D. (1987) "Teaching Justice Through Experience," The Sudbury Valley School Experience .
•^ Greenberg, D. (1992) "Democracy Must be Experienced to be Learned," Education in America - A View
from Sudbury Valley .
•^ Greenberg, D. (1987) "The Sorcerer's Apprentice," Free at Last - The Sudbury Valley School .
•^ Stavenga de Jong, J.A., Wierstra, R.F.A. and Hermanussen, J. (2006) "An exploration of the relationship
between academic and experiential learning approaches in vocational education," British Journal of
Educational Psychology. 76;1. pp. 155-169 .

27. Transferable skills:

skills learned in one context that are useful in another

“skills you acquire during any activity in your life that can be applied in
other situations i.e. they are transferable!” (University of Cambridge
Undergraduate Transferable Skills)

 intellectual skills
 communication skills
 organisational skills (self-management)
 inter-personal skills
 research skills
 numeracy
 computer literacy
 foreign languages