Collaborative and experiential learning - EJTNAfter the presentation, participants will be able to:...
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Collaborative and experiential learning Learning by doing, together Nicole van de Sande MSc. Myrthe van den Broek LLM.
Collaborative and experiential learning - EJTNAfter the presentation, participants will be able to: • define in headlines what collaborative and experiential learning includes. •
Outline1. Introduction2. Theories on experiential and collaborative learning3. Best-practices from the Dutch initial training program for judges4. Questions
After the presentation, participants will be able to:• define in headlines what collaborative and experiential learning includes.• explain for which learning goals collaborative and experiential learning is
effective.• sum up a few keyfactors to implement collaborative and experiential
learning successful. • give an example of collaborative and experiential learning in our
Theoretical backgroundOriginated from two educational theories:
Cognitivism Social constructivism
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Cognitivism = general approach that views learning as an active mental process of acquiring, remembering and using knowledge. learning is an internal, mental, individual and technical process. Learning happens inside the brain. Social constructivism = originated as a reaction to cognitivism, which was considered as a limited view on learning. According to social constructivism learners are active in constructing their own knowledge, not only individually but also in a social, external context. Social interaction is important in constructing knowledge by challenging eachothers mental concepts and frameworks. Experiential learning has his background in cognitivistic theories and collaborative learning a background in social constructivism. First we zoom in on experiential learning and afterwards on collaborative learning.
David Kolb (1984) –“Learning is the process whereby knowledge is created through the transformation of experience”
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Learningobjective: define in headlines what collaborative and experiential learning includes. Kolb designed the cycle of learning in 1984. Kolb states that every learner goes through this cycle when learning. Later research says that it not scientifically proven that every learner goes through this cycle in the specific order when learning. It can also be a iterative process. But it is a generally accepted thought that these faces occur when learning. A learner has an concrete experience: executing a task; working; experiment; etc. Afterwards the learner reflects on the task: thinks back, what was good, what could have been better. From this he learns by abstract conceptualization: makes conclusions what to do different next time. Next is to try out what is learned by active experimentation: and so it goes on. Kolb is famous for his learning styles model which he published in 1984 and which is based on this learningcycle. It goes to far for this moment to zoom in on this. David Kolb published his learning styles model in 1984 from which he developed his learning style inventory. Kolb's experiential learning theory works on two levels: a four-stage cycle of learning and four separate learning styles. Much of Kolb’s theory is concerned with the learner’s internal cognitive processes. Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences. “Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38).
Educational approach to teaching and learning that involves small groups of learners working together to solve a problem, complete a task, or create a product. (Laal & Laal, 2012)
Key elements:• Positive interdependence• Considerable interaction• Individual accountability and personal responsibility• Social skills• Group self-evaluating• Teacher as facilitator
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Collaborative learning is concerned with constructing meaning through interactions with others and is an effective teaching and learning strategy for encouraging the sharing of ideas and discussion. Learners are challenged both socially and emotionally as they listen to different perspectives and are required to articulate and defend their ideas, creating their own unique conceptual frameworks and not rely solely on an expert’s or a text’s framework active engagement Bron toevoegen.
Learningobjective: explain for which learning goals collaborative and experiential learning is effective. Not remembering, understanding – But Applying, Evaluating, analysing, creating. Less suitable for knowlegde content, more for complex tasks, critical thinking skills etc.
Keyfactors• Train learners in giving/receiving feedback and communication skills• Shared tasks, goal and responsibility• Sufficient time for evaluation and reflection• Task is meaningful, realistic and challenging
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sum up a few succesfactors/do’s and don’t’s to implement collaborative and experiential learning. Sufficient time for evaluation and reflection: of the process and of the task/goal Shared task and goal: avert competition and people taking advantage of their group
