Below are descriptions of related web sites that may help you learn more about experiential learning.
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National
4-H Curriculum Collection
Includes curricula authored throughout the country which have met
specific criteria regarding the application of experiential
learning methods and usefulness to youth or volunteer audiences.
Curricula are evaluated using a rigorous process which includes a
review by a national jury. The National 4-H Curriculum Collection
database of citations can be accessed via the World Wide Web.
http://www.national4-hheadquarters.gov/4h_curric.htm
Learning
By Doing the 4-H Way
An information sheet (a PDF file) aimed at 4-H volunteers for
teaching youth using an experiential learning approach. This is
part of the NJ 4-H Leader Training Series, available from Rutgers Cooperative
Research & Extension in print form (and can also be viewed on
the web at http://nj4h.rutgers.edu/volunteering/e148.html).
http://nj4h.rutgers.edu/volunteering/lts
The
Learn-By-Doing Approach to Life Skill Development
A 2-page fact sheet explaining use of the experiential learning
model for teaching youth and adults. This is Rutgers Cooperative Research &
Extension publication FS891 and is a PDF file.
http://www.rcre.rutgers.edu/pubs/publication.asp?pid=fs891
Experiential Learning
Presentation
An informative Powerpoint-based slide presentation about
experiential learning, aimed at educators and volunteers. It
provides a visual, whole-part relationship to each of the five
cycles within the Experiential Learning Model. It offers key
concepts, key questions, and key participant roles for each of
the cycles. Virginia Cooperative Extension, Virginia Tech. This
document can be downloaded as a PDF file.
4-H Cooperative Curriculum
System
4HCCS is the nationwide curriculum development system of the
Cooperative Extension Service. It is a collaborative effort of
4-H Youth development programs of land grant universities in 40
states. Its mission is to provide high quality experientially
based curriculum products to 4-H and other non-formal youth
development organizations. Over 150 curriculum products are
currently available.
http://www.n4hccs.org/
International
Consortium for Experiential Learning (ICEL)
ICEL is the International Consortium for Experiential Learning.
It is a network of organizations and individuals whose aim is to
promote experiential learning at a global and international
level. It is governed by a steering committee that works through
a network of regional representatives. ICEL offers an
international forum for dialogue among, practioners,
theoreticians and administrators in the diverse fields of
experiential learning. It is particularly concerned with
experiential learning as a vehicle for personal, social and
global change as well as institutional and community
applications.
http://www.el.uct.ac.za/icel/
Experiential
Learning Service Center
This site because it demonstrates practical ways experiential
learning is used by the University of Minnesota General College
to create and initiate innovative programming designs and
techniques for youth and family services, using the most cost
effective and least intrusive methods possible. It also links to
several other sites that are beneficial in gaining a clearer
understanding of how and why experiential learning is beneficial.
http://www1.umn.edu/elsc/profile/contenttable.html
Experiential Learning
Assessment Network
In 1987, the Experiential Learning Assessment Network (ELAN) was
formed in the U.S. midatlantic region (Maryland, Washington
DC,and Virginia) as a network of higher education professionals
involved in the assessment of prior learning and the education of
their students.
http://elanweb.org/
Association for Experiential
Education
The mission of the Association for Experiential Education is to
develop and promote experiential education. The Association is
committed to support professional development, theoretical
advancement, and evaluation of experiential education worldwide.
http://www.aee.org/
Breakthrough
Experiential Program
Michigan's first nationally accredited experiential education
program for: Leadership Development, Team Building,
Communication, Problem Solving, Conflict Resolution at your
site...or ours serving: Corporations, Non-Profit Organizations,
Government Agencies and Schools Standard or Customized Programs
available.
http://www.highfields.org/breakthrough.html
The
Learn-by-Doing Approach of 4-H
A web page that explains how to integrate experiential learning
and life skill development with teaching about science, although
it applies to any subject.
http://discoverscience.rutgers.edu/learningbydoing.html
Carl
Rodgers Views on Experiential Learning
This article explains Carl Rodgers views on experiential
learning. It gives views from a psychological perspective.
http://tip.psychology.org/rogers.html
Interactive
Experiential Training: Eight Breakthrough Strategies
Provides description, example, benefit, and limitations of eight
experiential methods: Action Learning Devices, Computer
Game Shells, Cash Games, Instructional Puzzles, Interactive
Lectures, Framegames, Metaphorical Simulation Games, Read.Me
Games.
http://adulted.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.thiagi.com%2Farticle-ispi97-w37.html
Kolb's
model of experiential Learning
Illustrates Kolb's model of experiential learning that is a four
element cycle of : 1.Concrete experience, 2.Reflective
observation, 3.Abstract conceptualisation, 4.Active
experimentation.
http://www.scarbvts.demon.co.uk/explearn.htm
John
Dewey
This web site contains information on John Dewey it is a great
reference on the history of his life and his impact on
experiential learning.
http://www.infed.org/thinkers/et-dewey.htm
Learning
Best Through Experience
As stated in the article, "Enhancement of Extension's
delivery systems and program effectiveness is a priority both
within and outside the organization. While adults learn by many
different means, two North Carolina Cooperative Extension studies
presented in this article show that clientele, as well as new
Extension agents, prefer to gain new knowledge and skills through
experiential opportunities that reflect the principles or
information being taught."
http://www.joe.org/joe/1994august/a6.html
The
Influence of Experiential Instruction on Urban Elementary
Students' Knowledge of the Food and Fiber System
This article discusses the importance of experiential learning
using a planned model. Richardson summarized by stating "our
desire is to create experiential educational opportunities for
our clientele by planned design rather than experiential
opportunities by accident."
http://www.joe.org/joe/1996december/rb1.html
Changing
Schools through Experiential Education
This ERIC Digest describes how experiential education can help
provide such a curriculum and the impact it can have on students,
teachers, administrators, and school organizational structures.
It also describes ways experiential education can help educators
make the transition from a traditional program to an
activity-based program requiring the collaboration of teachers
and students.
http://www.ed.gov/databases/ERIC_Digests/ed345929.html
The
Foxfire Approach to Teaching and Learning: John Dewey,
Experiential Learning, and the Core Practices ERIC Digest
The student-produced "Foxfire Magazine" and a series of
books on Appalachian life and folkways are popular manifestations
of an experiential education program originally intended to teach
basic English skills to high school freshmen in Appalachian
Georgia. The Foxfire Approach to Teaching and Learning emerged
from those classroom experiences. It evolved as a result of
efforts to understand and replicate the project's success in
helping learners meet curricular mandates (Wigginton, 1989). This
Digest describes the Foxfire Approach to Teaching and Learning as
defined by the core practices, the decision-making framework the
approach provides for teachers, and the ways the framework fits
with John Dewey's notion of experiential education.
http://www.ed.gov/databases/ERIC_Digests/ed426826.html
Improving
Evaluation in Experiential Education ERIC Digest
This article discusses how others view experiential learning it
states, "Although experiential education is really the
oldest approach to learning, its practitioners have not had an
easy time justifying its relevance in the educational world of
the twentieth century. Experiential educators promote learning
through participation,
reflection, and application to situations of consequence (Hunt,
1990, pp. 119-128). Although its practitioners are convinced of
the effectiveness of this approach, skepticism persists outside
the field."
http://www.ed.gov/databases/ERIC_Digests/ed376998.html
New
Ways of Learning in the Workplace ERIC Digest
ERIC Digest 161 addresses some of the new ways to learn at work,
such as action learning, situated learning, and incidental
learning.
http://www.ed.gov/databases/ERIC_Digests/ed385778.html
Outdoor
Education and the Development of Civic Responsibility. ERIC
Digest
This Digest addresses some of the new ways to learn at work, such
as action learning, situated learning, and incidental learning.
http://www.ed.gov/databases/ERIC_Digests/ed425051.html
Experiential
Learning in Higher Education: Linking Classroom and Community.
ERIC Digest
This digest reviews the literature on experiential learning and
makes suggestions and comments on the current and past research
that is available.
http://www.ed.gov/databases/ERIC_Digests/ed404948.html
Outdoor
Centers and Camps: A 'Natural' Location for Youth Leadership
Development. ERIC Digest
The digest discusses how camp training can be provided to youth
so that they gain strong leadership skills. It also discusses
methods and ways that youth can work together using experiential
learning methods.
http://www.ed.gov/databases/ERIC_Digests/ed296811.html
What
Should Young Children Be Learning? ERIC Digest
Recent research on intellectual and social development and
learning is rich in implications for curriculum and teaching
strategies for early childhood education. Unfortunately,
educational practices tend to lag behind what is known about
teaching and learning. This digest discusses curriculum and the
methods of teaching which best serve children's long-term
development. Experimental learning seems to prove to be one of
the best methods for establishing long tern educational goals.
http://www.ed.gov/databases/ERIC_Digests/ed290554.html
Active
Learning. ERIC Digest No. 17
The terms "active learning," "experiential
learning," and "hands-on learning" are often used
interchangeably. In this Digest, the term "active
learning" is used to encompass these and similar terms,
focusing on active and participative learning as opposed to more
passive forms of learning.
http://www.ed.gov/databases/ERIC_Digests/ed253468.html
Reflective
Practice in Adult Education ERIC Digest No. 122
This ERIC DIGEST examines reflective practice in adult education.
First, the concept is defined, including its strengths and
weaknesses. Then, the relevance of reflective practice to adult
education is discussed. Suggested strategies for becoming more
reflective in practice conclude the digest.
http://www.ed.gov/databases/ERIC_Digests/ed346319.html
Active
Learning: Creating Excitement in the Classroom. ERIC Digest
Research consistently has shown that traditional lecture methods,
in which professors talk and students listen, dominate college
and university classrooms. It is therefore important to know the
nature of active learning, the empirical research on its use, the
common obstacles and barriers that give rise to faculty members'
resistance to interactive instructional techniques,and how
faculty, faculty developers, administrators, and educational
researchers can make real the promise of active learning.
http://www.ed.gov/databases/ERIC_Digests/ed340272.html
Teaching
Science through Inquiry. ERIC/CSMEE Digest
Inquiry-oriented science instruction has been characterized in a
variety of ways over the years (Collins, 1986; DeBoer,
1991;Rakow, 1986) and promoted from a variety of perspectives.
Some have emphasized the active nature of student involvement,
associating inquiry with "hands-on" learning and
experiential or activity-based instruction. Others have linked
inquiry with a discovery approach or with development of process
skills associated with "the scientific method." Though
these various concepts are interrelated, inquiry-oriented
instruction is not synonymous with any of them.
http://www.ed.gov/databases/ERIC_Digests/ed359048.html
Cooperative
Education: Characteristics and Effectiveness. ERIC Digest No. 91
This ERIC Digest looks at evidence from the literature on co-op's
benefits for students, schools, and employers. It examines some
of the issues raised by the program's advocates and detractors
and summarizes recommendations about the future of cooperative
education.
http://www.ed.gov/databases/ERIC_Digests/ed312455.html
New
Directions for Cooperative Education. ERIC Digest No. 209
This Digest explores the factors helping and hindering co-op at
this juncture in its history, examines how it is being
reconceived to meet contemporary needs, and identifies
implications for the broader school-to-work (STW) enterprise.
http://www.ed.gov/databases/ERIC_Digests/ed434245.html
Rural
School Consolidation and Student Learning. ERIC Digest
This Digest examines (1) the pressures that have led to school
consolidation, (2) the effect of consolidation in addressing
social and fiscal pressures, (3) the role of community in
education, and (4) the ways school consolidation undermines that
role. This examination is designed to help readers assess the
relationships of community, student learning, and the logic of
consolidation.
http://www.ed.gov/databases/ERIC_Digests/ed384484.html
Acquiring
Self-Knowledge for Career Development. ERIC Digest No. 175
This Digest examines various processes by which learners of all
ages, elementary to adult, can expand their self-knowledge--their
interests and the
importance of those interests to their personal satisfaction,
their strength and weaknesses in relation to their interests, and
the ways in which their interests and abilities are applicable in
the changing social, economic, and work environments. It
discusses how experiential learning can be used as a way to
effectively train employees to enter the job market.
http://www.ed.gov/databases/ERIC_Digests/ed399414.html
Situated
Learning in Adult Education. ERIC Digest No. 195
This Digest presents an overview of the concepts related to
applying situated cognition in adult learning. It should be noted
that situated learning theory has not yet produced precise models
or prescriptions for learning in classroom settings. But it
discusses how the author suggests experiential learning as a
important cognition experience.
http://www.ed.gov/databases/ERIC_Digests/ed418250.html
New
Perspectives on Mentoring. ERIC Digest No. 194
This Digest looks at new forms of and perspectives on mentoring
and the kinds of learning that result from mentoring
relationships.
http://www.ed.gov/databases/ERIC_Digests/ed418249.html
Issues
in Selecting Topics for Projects. ERIC Digest
Unlike units and themes in the early childhood and primary
curriculum, projects are defined as children's in-depth
investigations of various topics--ideally, topics worthy of the
children's time and energy. As increasing numbers of teachers and
school districts incorporate project work into their curriculum,
questions have been raised about what to consider when selecting
project topics
http://www.ed.gov/databases/ERIC_Digests/ed424031.html
Another
Look at What Young Children Should Be Learning. ERIC Digest
This Digest first defines the concept of development and then
outlines some ways to approach both the "what" and
"when" questions in terms of what we are learning from
research about the effects of various curriculum approaches.
http://www.ed.gov/databases/ERIC_Digests/ed430735.html
Thinking
in Outdoor Inquiry. ERIC Digest
This digest contrasts the traditional view of learning
characteristic of classroom instruction with the emerging
"constructivist" view. This emerging view concerns how
and why students learn, and it has a great deal to do with the
instructional advantages of outdoor education. The discussion,
therefore, illustrates the sorts of activities that teachers can
undertake in the outdoors to help students develop the skills and
dispositions of thinking.
http://www.ed.gov/databases/ERIC_Digests/ed348198.html
Service
Learning Programs on Community College Campuses. ERIC Digest
Focus, community college administrators and instructors have been
on the lookout for new pedagogical techniques that will enhance
classroom learning. One teaching tool that has been increasingly
utilized is service learning (Franco, unpublished manuscript).
http://www.ed.gov/databases/ERIC_Digests/ed451857.html
Outdoor
Education and Troubled Youth. ERIC Digest
This Digest provides a brief historical synopsis of the parallel
development of both outdoor education and outdoor therapeutic
programs in working with troubled and adjudicated youth. The
Digest also describes the rationale supporting the use of outdoor
approaches, the findings from a recent study of outdoor
therapeutic methods, and the findings from the few research and
evaluation studies that have been conducted to measure the effect
of these approaches.
http://www.ed.gov/databases/ERIC_Digests/ed385425.html
Student
Learning Outside the Classroom: Transcending Artificial
Boundaries. ERIC Digest
Learning and personal development during the undergraduate years
occurs as a result of students engaging in both academic and
non-academic activities, inside and outside the classroom (Astin,
1993; Pascarella and Terenzini, 1991). To enhance student
learning, institutions must make classroom experiences more
productive and also encourage students to devote more of their
time outside the classroom to educationally purposeful activities
(Kuh, Schuh, Whitt an Associates, 1991).
http://www.ed.gov/databases/ERIC_Digests/ed394443.html
Therapeutic
Uses of Outdoor Education. ERIC Digest
Recent research has documented the positive effects on emotional
well-being of many outdoor education programs. This Digest
highlights emotional well-being that is intentionally or
incidentally achieved in several program types: adventure
therapy, personal growth, college adventure, recreation, and
camping.
http://www.ed.gov/databases/ERIC_Digests/ed448011.html
Recommended
Competencies for Outdoor Educators. ERIC Digest
Teachers need little special training to involve students in
outdoor learning experiences. However, developing the abilities
outlined in this Digest will help "enhance the value"
of those experiences. For teachers who regularly lead outdoor
learning experiences, this Digest provides a guide for
professional development efforts. The Digest begins by describing
studies that have had a major influence on developing standards
of competence in outdoor education. The balance of the Digest
outlines leader skills needed for effective outdoor education,
based on recent standards drafted for the North American
Association for Environmental Education.
http://www.ed.gov/databases/ERIC_Digests/ed391624.html
Place-Based
Curriculum and Instruction: Outdoor and Environmental Education
Approaches. ERIC Digest
This Digest reviews placebased curriculum and instruction,
especially as it relates to outdoor and environmental education,
and provides examples of K-12 resources and programs. This Digest
reviews placebased curriculum and instruction, especially as it
relates to outdoor and environmental education, and provides
examples of K-12 resources and programs.
http://www.ed.gov/databases/ERIC_Digests/ed448012.html
Experiential
Learning of Mathematics: Using Manipulative. ERIC Digest
In this Digest "manipulative" will be understood to
refer to objects that can be touched and moved by students to
introduce or reinforce a mathematical concept. The following
discussion examines recent research about the use of
manipulative. It also speculates on some of the challenges that
will affect their use in the future.
http://www.ed.gov/databases/ERIC_Digests/ed321967.html
Experiential learning as
a "learning model"
This web site explains that "experiential learning" can
be described as a process by which the experience of the learner
is reflected upon and from this emerge new insights or learning.
University of Cape Town, South Africa.
http://www.el.uct.ac.za/
