Building upon earlier work by John Dewey and Kurt Levin, American educational theorist David A. Kolb believes “learning is the process. This comprehensive and critical review of experiential learning theory and current research explores the development of experiential learning from its origins to. El aprendizaje experiencial: Kolb David Kolb () identifica que los cuatro modos de aprendizaje adaptativo (CE, RO, AC, AE) representan dos.
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Experiential learning articles + critiques of David Kolb’s theory
Reproduced from LearningWire, a free digest from TrainingZone For more about diagrams and models see the page: Experiential Learning Cycles Many of us engaged in professional learning have a broad understanding of the work of David Kolb. His highly influential book entitled ‘Experiential Learning: Experience as the source of learning and development’ was first published in since when his ideas have had a dramatic impact on the design and development of lifelong learning models.
Show me, and I may remember. Involve me, and I will understand. This article aims to help you explore the development of experiential learning from its original proposal into some of its current refinements and applications today, using the World Wide Web the Internet as a vast reference library A useful place to start this online exploration is David Kolb’s own website.
Here you need to be careful. There is another and different David Kolb, a professor of philosophy at Bates College, who is a prolific author. The man we seek is the professor of organisational behaviour at Weatherhead School of Management. David A Kolb describes himself as a “contemporary advocate of Experiential Learning”. The concept of experiential learning explores the cyclical pattern of all learning from Experience through Reflection and Conceptualising to Action and on to further Experience.
It also describes the process for recording continuous professional development, through taking time to capture, record and implement learning in our daily work. There are many adaptations and uses of the model. A fascinating one is provided on the Natural Learning website where analogy between this model of learning and organic growth in the plant and gardening worlds is well made [was at: David Kolb has extended his original work to explore the different ways in which we all learn.
Honey and Mumford defined four styles, based loosely around the four stages of David Kolb’s learning cycle: Activists, Reflectors, Theorists and Pragmatists. Perhaps the best exposition of these learning styles [now at archive. The work on learning styles has been used and developed by many groups and institutions. In Britain, the most accessible resource is the best-selling Manual of Learning Styles created by Peter Honey and Alan Mumford which includes a self-assessment instrument and advice on how to diversify your learning.
David Kolb’s work has influenced the work of many in the learning, development and education fields. The National Society for Experiential Education is a membership association and networking resource promoting experience-based approaches to teaching and learning. Their site has an extensive library of further resources.
The Association for Experiential Education aims to “contribute to making a more just and compassionate world by transforming education”. The International Consortium for Experiential Learning organises its networking activities within four ‘villages’, two of which are concerned with community action and social change, and with personal growth, self awareness and group effectiveness.
A further development of these ideas has led to the notion of groups and companies transforming themselves into Learning Organisations.
An impressive and highly active network of people was busy exploring all aspects of this field through the Learning-Org Dialog on Learning Organizations TrainingZone, in collaboration with the European Consortium for the Learning Organisationhas provided an open conference about learning organisation matters.
Exleriencial can explore and develop our own learning in an experiential way. The Internet offers a virtually limitless resource for extending our own knowledge as this article seeks to demonstrate.
To explore some of these ideas further, look kopb any of the links from this article, and register for further updates with TrainingZone. Here’s a summary of the main criticisms as presented by Mark K.
Smith interestingly including an anachronistic one from Dewey! Prepared by Mark K.
Human Potential Research Group Dictionary was at: The paper is a critique of Experiential Learning Theory and its hypothesized construct validity.
A thorough examination of the intellectual and scientific roots of Experiential Learning Theory, its assumptions, and foundational references were analyzed to address three substantive questions fundamental to the theory. The full abstract and a summary of key points are presented with the author’s permission 12 Jan on this site at http: The full critique including the full abstract is available in a PDF file at http: David Kolb’s Big Bibliography Alice and David Kolb maintain an extensive bibliography of books kkolb articles about experiential learning theory since over 1, entries.
It is updated twice a year. The latest bibliography is available from www. More about Experiential Learning on this site You will find several more experiential learning pages here at reviewing.
Receive free monthly site updates and original articles about experiential learning by signing up for Active Reviewing Tips. What is Experiential Learning? Kllb experiential learning team building? The experiential learning process Owning the experiential learning process The experiential learning cycle for continuous improvement The experiential learning expeeiencial Is experiential learning self-rewarding?
Using experiential learning to reinforce the comfort zone concept Principles of experiential learning Applications of experiential learning to business The experiential learning environment The structure of an experiential learning programme Why Experiential Learning is so Effective A list of 12 points presented by Sabre Corporate Development and based on research by Dr John Luckner and Reldan Nadler whose book ‘Processing the Experience’ is in the Active Learning Bookshop on this site.
An excellent place to continue your experiential learning quest is Marcia L. Conner’s Learning from Experience Experiential Learning Holman, D, Pavlica, K and Thorpe, R Rethinking Learning as Experiential and Learner-Focused Ben Kestner gives a TED Talk on Personalizing Education – “how learning needs to be related to the learners world where they can explore it more deeply, take action and be able to make mistakes and learn from their mistakes”.
Learning Styles and Learning Spaces: Kolb and David A. American Journal of Pharmaceutical Education. Fowell e-learning sites and directories up to index of critiques. A masterful piece from Mr. Critiques of David Kolb’s theory of experiential learning collected, organised and commented by Roger Greenaway. Acknowledgement The above article ”Experiential Learning Critiques of David Kolb’s theory of experiential learning Collected, organised, commented and introduced by Roger Greenaway.
Experience as the Source of Learning and Development “. David Kolb has himself been busy creating an ever-growing library expediencial resources about experiential learning at Experience-based Learning Systems, Inc. But the focus of the critiques below is almost entirely focused on Kolb’s seminal work. Yes they are critiques and so at a superficial level it might seem that Kolb was way off the mark for his theory to zprendizaje become the focal point of so much critical writing – only some of which is indexed below.
But there are other reasons why Kolb’s theory has become the source of so much criticism, one of which is the “water-cooler” effect. If you want to write or talk about experiential learning theory it is difficult to do so without gravitating towards the Kolbian water-cooler and explaining your ideas in relation to those of Kolb.
As a writer, even if you do not set out to compare your ideas with those of Kolb, your peer reviewers or your supervisor or your anticipated audience will want to know the connection. And if your ideas are different to those of Kolb, then you are in some way critiquing Kolb. You might also be critiquing Heron and Miettinen and Michelson and Atherton and Illeris and Beard and many others if you are presenting ideas that are different from theirs.
But you won’t feel quite so much obligation or pressure to point this out – because the Kolbian water-cooler will have already enticed you to explain yourself in terms of Kolb.
There are some exceptions, kob most powerful of which is the work of Miriam Webb, which does criticise the whole foundation of Kolb’s model. While some critiques argue for an adjustment or addition to Kolb’s theory, Webb’s critique claims to expose fundamental flaws. Kolb’s theory is praised by some writers for the way in which it draws together several different theories into one. If anyone were attempting a similar exercise 30 years later it would be a huge and perhaps impossible task to draw together all of the significant theoretical work in the field of experiential learning into one over-arching theory.
And it might not even be a worthwhile exercise anyway. My own preference experiencia, to have a range of different perspectives available, each of which brings its own insights and its own truths. Just as we have diversity in human nature and in how people learn I think we need a diversity of theory – but not too much because it is also interesting and useful to know about similarities and jolb.
And this way of thinking just happens to lead back into Kolb’s work because Kolb’s theory does include the unity of a universal model balanced against the variety of learning style preferences contained within this model.
But there are other ways of theorising this balance between unity and diversity as you will discover below. On this page I have attempted to gather together the strands of a discussion about experiential learning theory. If you know of any more voices in this discussion – or venues web, journals, conferences where it is taking place please write to Roger Greenaway at roger reviewing.
And for balance you will find some key articles below this list which critique the critics!
Experiential Learning (Kolb)
David Kolb – from a training perspective Forrest David Kolb – from an informal education perspective Smith David Kolb – from an adult education and ESL perspective Kelly David Kolb – from a psychological and philosophical perspective Heron David Kolb – from an experiential education perspective Loynes and Dickson David Kolb – from a lifelong education perspective Miettinen David Kolb – from a management education perspective Vince; Reynolds; Holman et al.
Since the publication of ‘Experential Learning’ inDavid Kolb has answered some of his critics while also adapting, developing and extending his Experiential Learning Theory. Some of this work is published at: The EBLS Research Library which provides electronic access to selected publications and a regularly updated bibliography on experiential learning theory. Of particular interest is Kayes’ article next which includes ‘ A Critique of the Critics ‘ and a table entitled ‘ Critiques and Responses to Experiential Learning ‘ that summarises key points from different perspectives.
Experiential learning and its critics: Preserving the role of experience in management learning and education Kayes, D. Kolb’s FAQ at archive. Kolb’s Big Bibliography will help you locate more articles and books about experiential learning theory across many different fields.
Critiques of David Kolb’s theory from a training perspective Clare Forrest’s 4 page article on “Kolb’s Learning Cycle” for Fenman’s Train the Trainer series highlights these four issues in relation to David Kolb’s theory of experiential learning on which Kolb’s Learning Style Inventory is based: The problem is that a number of processes can occur at once and stages can be jumped or missed out completely. There is a need to consider the different cultural models of selfhood. Robotham D The application of learning style theory in higher education teaching.
Another is that the model does not sufficiently acknowledge the power of reflection on learning Boud et al, Way back in John Dewey remarked that reflective learning processes are highly complex and as Smith has argued, representing this complexity in such neat and precise units is simplistic and clearly problematic. There is little to stop the process being reversed or sequenced in entirely different ways, depending on learner motivation, individual differences, subject being studied and a new component Kolb probably had no reason to consider at the time – the digital tools being employed to support those learning activities.
It served its purpose in the ‘instructional design’ period of e-learning development where ‘stand alone’ Computer Aided Training CBT content was king, but we have moved on.