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What is the Experiential Learning Cycle?
What is the Experiential Learning Cycle?
Experiential learning is the learning we do outside of a classroom. The first decade of our life is saturated with learning to: communicate, function in a wide variety of situations, develop and maintain relationships, act within a set of values held in common with our community. We have role models that we observe. Then we make repeated attempts to follow their lead and continually revise our understanding and add to our knowledge base and skills competencies with each new experience.
Formal Education
Formal Education
as a part of the Experiential Learning Cycle
as a part of the Experiential Learning Cycle
Our formal education through secondary and tertiary studies is designed to give us much information on a wide variety of topics and conceptual grids for remembering and thinking about this information. On the learning cycle, our school experience is spent mainly in abstract conceptualization and practical experimentation quadrants. Most concrete experience happens in the artificial school environment with controls that allow students to complete assignments successfully. Most evaluation and assessments are carried out by teachers and applied to the student’s work. Students receive grades for their individual performance, which are competitively determined. Once a student graduates and gets a job, they must undergo further on-the-job training to be able to use their pertinent knowledge and appropriate skillsets to do their work. As adults, we are responsible for our own learning and this requires we know how to go through the entire learning cycle and search for the new information and knowledge that will help us participate in our job, our marriage, our communities with increasing mastery for navigating complex life situations.
Learning is more than receiving and remembering organized information. It is more than integrating new with old information and skills to modify behavior. For adults who have busy lives, learning must be meaningful to their needs and the direction their lives are taking. It requires being able to work compatibly in a variety of groups and to process feedback while staying motivated for the job.
Learning is more than receiving and remembering organized information. It is more than integrating new with old information and skills to modify behavior. For adults who have busy lives, learning must be meaningful to their needs and the direction their lives are taking. It requires being able to work compatibly in a variety of groups and to process feedback while staying motivated for the job.
Learning
Learning
in the OBS and OBT Workplace
in the OBS and OBT Workplace
In the world of Bible translation and storytelling, most learning happens on-the-job. We anticipate that people will develop a mastery for carrying the wide variety of tasks required to do their job. In other words, they may be competent at translating the first four chapters of Mark into their own language, but they will most likely not translate those four chapters again except maybe to revise them. Instead, they need to apply what they have learned to translate new portions of the Scriptures encountering new: people, situations, genre, concepts, Christian values, as the work progresses. So, their daily job is a learning cycle that they carry out, not as individuals, but as part of shifting teams. At times, they work in small groups, and then with input from an advisor or a consultant. They also work in their community to share their work and receive feedback.
They come with expertise in using their own language and in understanding and functioning in their own culture. Many also know a second or third language and related culture, which means they have been doing some translation work. Most likely they have learned to work on a team and know their position in local and regional power structures. They become familiar with team members’ expertise and individual talents. However, they may not be aware of what they know, nor have the vocabulary to discuss their knowledge, skills, and values.
To help these people who may have little experience with formal education it is helpful to enter the learning cycle with concrete experience using role models and helping them identify difficulties, apply new knowledge and skills and experiment with revisions. Jumping in the cycle at the abstract conceptualization stage or giving them lots of new information without the experiences to attach it too is less effective than starting with concrete experiences.
written by Jim & Janet Stahl, 25 April 2019
Please note: This archival recording is for reference purposes only. This recording may not be used for distribution (such as part of training packages or on websites) without special permission.
Watch our CoP discussion on this topic
Watch our CoP discussion on this topic
CoP Discussion - Experiential Learning Cycle.mp4SHARE
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an experience learning something outside of a formal classroom
an experience learning something outside of a formal classroom
What did you learn?
What was your motivation?
How did you learn it?
How successful were you in learning it?
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