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__**Introduction & Theorist's Contributions to the Theory**__
Back to Top In the early 1970s, the American educational theorist, David Kolb, developed a concept that the center of learning is from one’s own subjective experiences. Aptly named experiential learning, Kolb constructed a circular model, known as the Experiential Learning Model (ELM), that helped organize the thoughts and elements of his theory. Kolb’s model consists of the four following stages:


 * 1) **Concrete Experience (CE)**
 * 2) **Reflective Observation (RO)**
 * 3) **Abstract Conceptualization (AC)**
 * 4) **Active Experimentation (AE)**

Below is a graphical representation of Kolb's ELM model with the four stages all clearly visible.



Kolb argued that the learning process can begin at any of these four points. This circle suggests that people go through a continuous process when obtaining new knowledge. Using this model, Kolb was able to identify four learning styles which correspond to each stage. The styles highlight conditions under which learners are able to learn better. These styles are the following:


 * 1) **Divergers** – learn better when allowed to observe and collect a wide range of information -- Results when concrete and actual experiences (CE) lead to reflection and observation (RO)
 * 2) **Assimilators** – learn better when given sound logical theories to consider -- Results when reflection and observation (RO) leads to the formation of abstract concepts (AC)
 * 3) **Convergers** – learn better when given practical applications of concepts and theories -- Results when the formation of abstract concepts (AC) leads to the testing of ideas in new situations (AE)
 * 4) **Accomodators** – learn better when given “hands-on” experiences -- Results when the testing of ideas in new situations (AE) leads to concrete and actual experiences (CE)

__Main Characteristics of the Theory__
Back to Top According to Kolb, it is important to understand that learning is best conceived as a continual process which is grounded in experience, not in the outcomes. Each step in Kolb’s ELM model serves its own function within the process of creating knowledge. The steps are described as follows:
 * 1) **Concrete Experience** – the act of doing/experiencing something ; knowledge is obtained through transforming tangible or conceptual experiences
 * 2) **Reflective Observation** – the act of reflecting and assessing behavior, allows one to gain insight into new knowledge, concentrates on what the experience means to the one experiencing it.
 * 3) **Abstract Conceptualization** – the act of analyzing or conceptualizing what happened.
 * 4) **Active Experimentation** – the act of applying theories to see what will happen or what one will experience in the future ; it is vital to test the new knowledge with new experiences

In his book __Experiential Learning: Experience as The Source of Learning and Development__, David Kolb suggests that learning is a holistic process of adaptation to the world.

The following video helps to describe the ELM model using the familiar recycling approach of “Reduce, Reuse, Recycle.”

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__**Strengths of the ELM Model**__
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 * Kolb constructed his theory to be applicable to a large variety of cases. By offering many different angles to learning, the ELM model allows for the widest variety of students the tools for learning.
 * Students are able to use their own experiences to create relationships with the material. In many cases, this has proven to increase the comprehension of a topic.
 * The ELM model engages the learner at a more personal level by addressing the needs and wants of the individual.
 * Through the use of experiential learning in games, students can learn academic and social skills such as: team management, communication, and leadership. Certain activities, such as the use of games, makes the learning process more engaging by bringing a “fun factor” to the lessons.

__**Weaknesses of the ELM Model**__
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 * For the model to be truly successful, a student must travel through all four sectors of the model. Students cannot change mid-stream because they risk not being able to experience each stage. This requires learners to have qualities such as self-initiative and self-evaluation.
 * This makes the model very reliant on the learner which can de-contextualize the learning process and provide only a limited account of the many factors that influence learning. For instance, the ELM model could all but eliminate the psychodynamic, social, and institutional aspects of learning.

__**Experiential Learning and Direct Instruction or Constructivism**__
Back to Top Constructivism argues that people use their past experiences to help them understand or comprehend new experiences or knowledge. Clearly, the idea that experiences influence learning is shared between constructivism and experiential learning. The difference in the two theories is that constructivism works in relating things to past experiences while experiential learning asks the learner to create a new experience concretely or conceptualize it trough analysis. One might say that both theories allow students to learn based on experiences that they develop into knowledge. Kolb explains in his book and interview that experiential learning was "taken" from the constructivist works of Dewey, Lewin, and Piaget.
 * **__Name of Constructionist Model__** || Lewinian Model || Dewey's Model || Piaget's Model ||
 * __**Type of Model**__ || Action research and lab training || Model of Learning || Model of Learning and Cognitive Development ||
 * __**Description of Process**__ ||< **1**. Concrete experiences
 * 2**. Observations and reflections
 * 3**. Form abstract concepts and generalizations
 * 4**. Testing of implications in situations that lead back to C. E. || Very similar to Lewin’s //except// that Dewey’s model transforms the impulses, feelings, and desires of C.E. into higher-order purposeful action. || He suggested that through processes of //accommodation// and //assimilation//, individuals construct new knowledge from their experiences. ||

__**Technology and the ELM Model**__
Back to Top Experiential learning theorizes that learners learn through their tangible or conceptual experiences. Technology can aid students in developing these experiences into knowledge.

A few activities that show how this can be done are explained below.

This activity would take place in a computer lab.
 * __Activity 1: Rubik's Cube__**

In Algebra, students could use YouTube videos to learn about algorithms in Rubik’s cubes. The videos would show different algorithms used to get the same ending result. Students would watch the videos, conceptualize the actions, write down the observed algorithms, and reflect on what worked and what did not work.

Students may then use their experiences by expressing the algorithms to solve a Rubik’s cube.

The following two activities integrate technology into experiential learning using cell phones to help students become proficient in spelling, identifying concepts, or participating in analytical thinking. The targeted grade levels for these activities can range from 6th to 9th grade. The classroom could be set up in any manner.

The text initiating the learning game (sent by the teacher) would be:
 * __Activity 2: Guess the Word?__**

“It begins with…” or “It means…”

Whichever student in the class solves it first (by texting back), gets to initiate the next round.

Example 1: It begins with ‘G’ and is the name of a precious metal. Example 2: It begins with ‘C’ and is the supreme law for the United States.

(A four letter word gives your 1 point, five letter word gives you 2 points, and so on)
 * __Activity 3: Finish the Word!__**

The text initiating the learning game (sent by teacher) would be:

“clu” or “bar” or “ste” (the text initiating the game should be at least 3 letters long)

The activities listed above use different steps of the ELM model to initiate and develop the learning process. Students would use **Concrete Experiences** in following videos and completing the activities themselves. Depending on the success of each activity, students can then reflect on their actions (**Reflective Observation).** Students would be able to analyze how the results were attained (**Abstract Conceptualization).** Finally, students would be able to utilize their own theories (**Active Experimentation**) in order to build their knowledge of whatever activity they pursue. The goal is to set up the entire ELM model for students so that the most learning can take place.

__**Graphic Organizer**__
Back to Top The following is an Inspiration representation of Experiential Learning (for a larger picture, click on the image).

__**References**__
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 * ELM Video: []
 * ELM Image: http://ability-programs-challengertafe.wikispaces.com/file/view/experiential-learning-cycle-kolb.gif/75166373/experiential-learning-cycle-kolb.gif
 * Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century. The Journal of Experiential Education, 22(2), 91-98
 * Kayes, D. Christopher. “Experiential Learning and its Critics: Preserving the Role of Experience in Management Learning and Education.” //Academy of Management Learning and Education.// 1.2 (2002)
 * Kolb, David A. //Experiential Learning: Experience as the Source of Learning and Development.// Englewood Cliffs, N.J.: Prentice-Hall, 1984
 * Kolb, David A. (1999). //Experiential Learning Theory: Previous Research and New Directions.// Retrieved from [|http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf]
 * Smith, Mark C. (1996). David A. Kolb on Experiential Learning. //Infed//. Retrieved from []
 * The Experiential Learning Cycle. Retrieved from http://www.learningandteaching.info/learning/experience.htm
 * Wikipedia Entry on David Kolb. Retrieved from []