Experiential Learning

New Experience

When we think of experiential learning, most people think of the immersion in a new experience – like an internship, fellowship, semester abroad. These opportunities provide a wealth of new learning for the participant. Reflection in the form of journals or debriefing is often a part of the experience. People participating in the Peace Corps, even decades later, report the experience as life changing.

At HTI, we create “new experiences” in a group setting by using role playing, hypothetical situations, small groups, exercises and activities. Participants in our groups talk and move around a lot during a session. We involve the learner in experiences with the goal of observation, reflection and change and utilize elements such as action, reflection and transfer.

Using or Constructing Physical Objects

Hands-on learning is another example of experiential learning. The learner is learning by doing – whether it is how to throw a pot on a potter’s wheel, learning advanced Excel skills or how to assemble an IKEA piece of furniture. Most often this type of learning does not necessarily involve reflecting on the experience.

HTI sometimes uses physical objects to advance learning. Power Point presentations are probably the most popular use of “physical objects” for public speakers or group leaders.

One of my favorite uses of physical objects is using Storyboards for Compression Planning® exercises. Compression Planning® is an effective and efficient highly visual way to plan, utilizing a broad base of constituents, to brainstorm ideas under several categories. The goal is to have a good enough plan NOW rather than a perfect plan in 9 months.

Learning through Feelings, Thoughts and Perceptions

By doing or saying something, participants evoke memories, feelings, thoughts, values perceptions. These direct experiences from the learner are perceived and utilized as part of the learning environment and content.

Reflection

Reflecting on what we have experienced is an important component for us that gives rise to deeper thinking, new ideas and serves as a platform for modifying existing perceptions and integrating material. We rediscover the urgency and importance of slowing down.

Since being a part of a group identity is also an important component of learning, reflection also provides an opportunity to highlight similarities and differences among participants. The group participation and identity can be the critical yeast to enable participants to have a transformational experience.

Practice

Each session we provide time for participants to “try-on” what they’ve learned before they implement the skill in their real world setting. The experience provides them with feedback about how they have integrated a skill and gives them a chance to tweak approaches if necessary. Practicing is a way for participants to become more self-aware and helps them transform the experience into something meaningful and useful for them.

Elements of Experiential Learning

There are many elements utilized in our brand of experiential learning and most have already been identified. Sometimes we also aim to stimulate the senses, use metaphors and storytelling, provide hypothetical situations or scenarios, access emotions and imagination, or request observation and silence.