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Best%Practices%in%Experiential%Learning%(最好在%经验学习% % % %实践)
Best Practices in Experiential Learning
To determine the best practices in experiential learning, it is necessary to first define experiential
learning. In the words of Lewis and Williams (1994, p.5):
“In its simplest form, experiential learning means learning from experience or learning by
doing. Experiential education first immerses learners in an experience and then
encourages reflection about the experience to develop new skills, new attitudes, or new
ways of thinking.”
The first theories of experiential learning arose in the mid-nineteenth century as attempts to
move away from traditional formal education, where teachers simply presented students with
abstract concepts, and toward an immersive method of instruction. Students would “learn by
doing,” applying knowledge to experience in order to develop skills or new ways of thinking
(Lewis Williams , 1994, p. 6).
Experiential learning is also built upon a foundation of interdisciplinary and constructivist
learning. Experiential methodology doesn’t treat each subject as being walled off in its own
room, unconnected to any other subjects. Compartmentalized learning doesn’t reflect the
real world , while as the experiential classroom works to create an interdisciplinary learning
experience that mimics real world learning (Wurdinger, 2005, p. 24). Similarly “experiential
learning is aligned with the constructivist theory of learning” in that the “outcomes of the
learning process are varied and often unpredictable” and “learners play a critical role in
assessing their own learning” (Wurdinger, 2005, p. 69). How one student chooses to solve a
problem will be different from another student, and what one student takes away from an
experience will be different from the others.
Experiential Learning: An Expanded Definition
The open nature of experiential learning
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