1. Experiential, problem-basedand simulated learning :The
role(s) of adult facilitators Philip Viana 4F32 Facilitating Adult
Learning Session 6
2. Experiential Approach / Problem-Based / Simulation Approach
to InstructionAGENDAANDOVERVIEW Methods and principles Examine the
theorists Applications Drawbacks See examples of these approaches
3. EXPERIENTIAL APPROACH TO INSTRUCTIONHow is this approach
different?Learners experiences are part of learning goals Real
World feedbackSocial Constructivist approach 4. EXPERIENTIAL
APPROACH TO INSTRUCTION UNIVERSAL METHODANDPRINCIPLES Framing the
Activate Reflect on theExperience ExperienceExperience
Objectives/goals Authenticity Reflect on Assessment Work with
learnerchallenging methodsto create authenticassumptions Establish
aoutcomes Build community Community Create a Problem Help Students
Expected behaviour Use optimal Understand of participantsdifficulty
Assessment ofgoals Application ofresults 5. EXPERIENTIAL APPROACH
TO INSTRUCTIONJohn Deweychild learns how to fly a kite not
becauseexternal facts are conveyed to his brain, butbecause of the
direct experience of flying thekite a cycle ofPrimary
experienceFlying the kite And secondary experience How people
process theprimary experience 6. EXPERIENTIAL APPROACH TO
INSTRUCTION John Dewey Experience and education cannot be directly
equated, because in fact some experiences are miseducative in that
they arrest or distort the growth of future experience (Dewey,
1938)"What is your interpretation of this statement? 7.
EXPERIENTIAL APPROACH TO INSTRUCTIONJean Piaget assimilation and
accommodation is atwork in humans as they interact withtheir
worldimpacts experiential learning Complexity Problem-orientation
Self-directedness 8. EXPERIENTIAL APPROACH TO INSTRUCTIONDavid
KolbCyclical model of the experiential processFour stages: 1.
Concrete experience 2. Reflective observation 3. Abstract
conceptualization 4. Active experimentation 9. EXPERIENTIAL
APPROACH TO INSTRUCTION DRAWBACKS Many people have learned to probe
the underlying meaning of their experiences, but such cognitive
ability is not characteristic of all learners David Kolb (1984) 10.
EXPERIENTIAL APPROACH TO INSTRUCTION DRAWBACKS not all experience
leads to the growth of ever-widening and deeper experiences even
for those experiences that offer the potential to be good learning
opportunities, the individuals interpretation of the experience may
be misguided. Merriam (1994) 11. Soldiers hold live-fire exercise
in GagetownREAL WORLDEXPERIENTIALLEARNINGhttp://goo.gl/cE9ks 12.
Soldiers hold live-fire exercise in GagetownREAL
WORLDEXPERIENTIALLEARNING Learning is promoted when learners
activate relevant cognitive structures by being directed to recall,
relate, describe, or demonstrate relevant prior knowledge or
experienceMerrill (1984) 13. PROBLEM-BASED APPROACH TO INSTRUCTION
14. PROBLEM-BASED APPROACH TO INSTRUCTION How is this approach
different? facilitated problem solving organized around a complex
problem does not have a single correct answer 15. PROBLEM-BASED
APPROACH TO INSTRUCTION Universal Principles or Methods for
PBI1.Select an authentic problem2.Fit within the discipline but
encourage cross-discipline thinking3.Tutors role is to support
students metacognitive processing andproblem solving
skills4.Authentic assessment practices to validate the learning
goals5.Consistent and thorough debriefing activities to consolidate
keyconcepts 16. PROBLEM-BASED APPROACH TO INSTRUCTION Howard
BarrowsOne of the innovators of PBI in medical educationsuggested
that the conventionalmethods of teaching probably inhibit,if not
destroy, any clinical reasoning And that students had forgotten
theirfreshman [course content] by the timethey reached their
clinical course asjuniors. [This] led to my design of amethod
stressing development of theclinical reasoning or
problem-solvingprocess. 17. PROBLEM-BASED APPROACH TO INSTRUCTION
TYPICAL PROCESS THE PRESENTATION OF THE PROBLEMSTUDENTS ENGAGE WITH
THE PROBLEM GENERATE IDEAS AND POSSIBLE SOLUTIONSDETERMINE WHAT
THEY CURRENTLY KNOW AND DO NOT KNOW ESTABLISH LEARNING GOALS
ACQUIRE THE KNOWLEDGE AND SKILLS TO DEVELOP A VIABLE SOLUTION
REFLECT ON THE PROBLEM UTILIZING THE NEW INFORMATION REFLECT ON
THEIR PROBLEM-SOLVING PROCESS 18. PROBLEM-BASED APPROACH TO
INSTRUCTIONDIFFERENCE FROM A CASE STUDY? With most case studies
thereis one right answer (andsome close answers) The learning task
for thestudent is to pick up on allthe clues that are important(and
avoid the red herrings) 19. PROBLEM-BASED APPROACH TO INSTRUCTION
PROBLEM SHOULD BE 1. Grounded in by the curriculum 2. Engaging 3.
Relevant 4. Using same knowledge, skills, and attitudes as a
real-world 5. Challenging enough to require contributions from all
learners 6. Misleading and loose framework 7. Prepared to offer
learners supplies and content to start theactivity 20.
PROBLEM-BASED APPROACH TO INSTRUCTION POSSIBLE HURDLES Lack of
Prior Experience with PBI Large Class Sizes Commitment of the
instructor and theorganization Commitment to the complete PBI
process Shift of teachers pedagogical beliefs 21. SIMULATION
APPROACH TO INSTRUCTION 22. SIMULATION APPROACH TO INSTRUCTION How
is this approach different?Dynamic models of physical or conceptual
systems Engaging interactions with effecting state changes to
modelsNonlinear logic One or more designed augmenting instructional
functionsOne or more instructional goals. 23. SIMULATION APPROACH
TO INSTRUCTIONINSTRUCTIONAL SIMULATIONS AND MICROWORLDSSimulations
and Microworlds include:1. Self-directed learning2. Complex tasks3.
Testing of knowledge base and skills4. Multiple judgement
decision5. Changing circumstances6. Adaptive7. Coaching and
feedback available 24. FIRSTINTERACTIONWITH THIS TYPEOF LEARNING
AREOBIZ / SNES (1992) 25. SPANS MANYFIELDS OFSTUDYIN THE FIRST
DEGREE / PC(1993) 26. EARLYMEDICALSIMULATIONEXPERIENCES 27.
Videohttp://goo.gl/r1Z2a 28. SIMULATION APPROACH TO INSTRUCTION
MICROWORLDS Includes: 1. Set of primitive model-building elements
joined toillustrate causeeffect model relationships 2. Tools in
virtual plane may be provided by thedesigner to support learning
activities. 3. Construction elements is often themed 4. Ability to
build a narrative through character models 29. SIMULATION APPROACH
TO INSTRUCTION MICROWORLDS Includes: 1. Nonlinear interactions in
constructing models andcarrying out interactions within a specific
range 2. Actions are constrained by operational commandscreated by
designer. 3. Guided Exploration 30. MICROWORLDEXAMPLE Alice 3.x
2008-2013, Carnegie Mellon University 31. SIMULATION APPROACH TO
INSTRUCTION MICROWORLDS Elements that are needed in a Microworld:
Content function : MODEL CONTENT Strategy function:INSTRUCTIONS
Control function:USER CONTROLS Messaging function:COMMUNICATION
Representation function: ELEMENTS Media-logic function:EXECUTE
REPRESENTATIONS AND COMPUTATIONS Data management function:MANAGE
DATA RESULTING FROM INTERACTIONS Fidelity
