PatternsforExperientialLearning-UNCA.docVIP

Patterns for Experiential Learning Editors: Joseph Bergin berginf@ Jutta Eckstein jeckstein@ Klaus Marquardt marquardt@ Mary Lynn Manns manns@ Eugene Wallingford wallingf@ This pattern language focuses on pedagogy that promotes experiential learning for beginners to advanced level. Prerequisites People are the central focus of teaching. Therefore, the patterns have to deal with biological and social basics that cannot be ignored. Taking these basics into account results in motivated participants, which in turn leads to successful learning. This section highlights some of them. Learning is most effective, when the learners are motivated. Their motivation results from their interest in the contents, from a convenient and enjoyable atmosphere and last but not least from a teaching style which enables learning. Push and Pull This section explores some of the global forces these patterns address. Each pattern tries to resolve these forces in a different way. Learning Efficiency: This style of teaching focuses on life long learning by drawing on the students’ own experiences and by letting them experiment. However sometimes another teaching style might be more efficient for short-term learning. Time Consumption: Compared to lecturing, this kind of teaching takes up more time in a course or seminar. This might conflict with the number of topics that have to be covered in total. Teacher work: Usually, this kind of teaching requires more work and preparation for the teacher. Learner attitude: Some students prefer the lecture method only, and therefore may not be open to other approaches such as experiential learning. Topic suitability: Some topics may not be suitable for an experiential learning approach. Cultural dependency: Most of the patterns in this collection been used only in the western world. Some of them may not be suitable for use in other cultures. For example, Built in Failure is difficult or impossible to implement in countries where admitti