EXPERIENTIAL
LEARNING TECHNIQUES
Paid work terms, related to the students major field of study, that are
experienced off-campus in cooperation with business and industry. The primary
objective is to link classroom theory with practical work experience.
This is a method of learning that has students work together in order to
achieve common goals. This provides the student abilities regarding; high-level
reasoning, generation of new ideas and solutions, motivation for learning,
personal responsibility, commitment to fellow students, and improved retention.
Often, but not always, paid post-graduate course of work/study primarily
relating to the faculties of law and medicine that involves supervised
practical application of previously studied theory. The primary objective
is to link classroom theory with practical field techniques.
A type of internship in which students work as volunteers with social agencies
to provide service to that segment of the community that is plagued
by limited financial resources. It creates a situation of personal development
as well as serving the local community.
A non paid undergraduate course of work/study primarily relating to the
faculty of education that involves supervised practical application of
previously studied theory. The primary objective is to apply classroom
theory while assuming the role of instructor.
Often, but not always, paid course of work/study that provides arts and
trades students with practical experience relating to the skills and abilities
necessary to perform in the industry. Those in the industry firmly support
apprenticeship, it provides employers with a more qualified pool of skilled
tradespeople.
Consist of periods of study combined with one or more seldom paid terms
of practical training in the related field of study. These programs are
designed by the learning institute and the employer to ensure that the
training is relevant.
Often, but not always, paid undergraduate course of work/study that provides
academic students with practical experience related to the course theory.
The primary goal is to link theory and practice as it relates to a particular
field of study.
Often but not always paid work terms relating to the students field of
study completed during a time when the university or college is not holding
classes (eg summer). An attempt is made to put to practice the theory of
the year's classroom endeavors.
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Jan-Plans
or Mini-Internship
Work terms, mostly on campus, often done in January (hence the name), are
offered for approximately the three weeks between semesters. No academic
credit is given, simply pass or fail.
This is a program that is used by universities involved in experiential
learning using a 1-4-1 system in which the fall and winter terms are separated
by a four to six week term reserved for self directed study or field study.
Undergraduate or graduate employment not related to the students major
career goals and not location pertinent. It is simply an opportunity for
students to earn funds to return to school and gain the abilities necessary
to function in the labour force in general.
Undergraduate learning taking place both on and off-campus that includes
field trips, experimentation, group workshops, action projects, seminars,
films, and videos. The goal here is to create a learning community of students,
instructors, organizations, and the public; explore the theories studied;
and undertake projects that use this theory to create solutions and further
study.
Integrates academic studies with life experiences by combining a normal
academic term with small group (10-12 in the same program) living together
on campus. These students execute all logistics related to everyday living
and personal interaction while participating in all elements of "outward
bound". The focus is not on any particular course rather a series of live
experiences together with classroom based courses.
Academic institutions may grant credit to newly enrolled students that
have acquired learning through occupational and/or community involvement.
The institution granting credit must validate the quality and relevance
of the experience.
The use of a advisor or counselor of superior standing to guide a student
through an experiential understanding of a particular field of study. The
mentor is usually a professor or professional whose main goal it is to
present the theory learned with a more practical approach.
Engaging in an endeavor to provide service to the community or an employer
without receiving pay in the hope that the experience gained will help
in personal and/or career development.
Often used by academic institutions and corporations to assist instructors
and trainers by combining traditional learning with activities customized
to particular concepts. These enjoyable yet challenging events aid in the
development of skills such as strategy formation, planning, problem solving,
crisis management, decision making, communication, time management, and
team building.
Student centred activities that challenge students by confronting them
with facsimiles of events they may encounter in occupations that relate
to their area of study. These exercises are carefully structured but allow
the facilitator the flexibility to meet their specific objectives. Allows
for some degree of practical learning in the classroom.
Used by many journalism schools as a tool for teaching Language Arts
through the publication of a magazine or newspaper solely by students enrolled
in the program. This is not only a novel way to teach, it enables the student
to better understand the planning, decision making, communication, and
management skills as well as the responsibility needed to operate such
a publication.
A form of independent study where a student enters into a contract with
an academic institution based on a special project they wish to receive
credit for. The contract consists of: activity, duration, criteria for
evaluation, and the amount of credit to be received.
The student and a faculty advisor determine the educational objectives,
plan the program, then determine what must be achieved to graduate. The
program may include a combination of programmed learning, independent study,
internship, course work, and/or travel. This empowers the student and can
provide them with a diverse liberal education.
A course curriculum based on problem solving that involves the learners
in an active and collaborative student-centred learning process. It enables
learners to acquire self-educational abilities as well as give them a knowledge
base that is structured around the problems that they will face professionally,
publicly, and personally.
Very similar to problem based learning, this is where the learner or learners
are given a specific project to conquer. This allows the learner to acquire
and tune critical thinking, decision making, problem solving, and independent
thinking skills as well as instilling a sense of responsibility.
Language studies and international education based in and on a culture
other than that of the student. These courses include discussion,
independent study, readings, off-campus trips, research, and intensive
fieldwork. An emphasis is placed on language and the relevant industry
with an investigation into culture, geography and socio-political systems.
This broadens the student academically, creatively, and culturally.
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Cross-Cultural
Experience
This is a project designed to use cultural immersion as a powerful and
long lasting instrument of education through social understanding. This
is of a shorter term than cross cultural study, is often more local, and
is often for personal enlightenment rather than academic credit. Popular
programs include; native immersion and inner-city youth camping trips.
Academic or trade institutions, local business, and corrections facilities
combine to assist inmates in educational and social pursuits. This enables
the inmate to achieve a smoother transition into the working world and
more importantly into the community.
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Special
Needs Occupational Training
Experientially based training that allows those with disabilities to acquire
the skills that are desired by employers and ultimately give them the ability
to make a successful transition into the workforce. Without programs such
as this, many people with disabilities would not have the opportunity to
gain these abilities through traditional means.
A program designed to assist the teens gain some of the necessary skills
to function more independently as they develop toward adulthood. The six
week program consists of a life-skills curriculum comprised of resume development,
job application skills, basic personal banking etc.; a week long outdoor
experience consisting of seasonally adjusted activities designed to foster
leadership, teamwork, and self awareness skills; and volunteer work that
relate to environmental and social issues.
These multi-day wilderness adventures include; rock climbing, sailing,
navigation, camping, skiing, rafting, caving and more. They are designed
in consultation with the academic institution, company, and or the participant,
aiming itself at the personal development of the student. Programs can
focus in specific areas such as; team dynamics, communication, problem
solving, decision making, and managing change.
This is a training program for undergraduate students in any discipline
related to the outdoors. Programs include: leadership training, rock climbing,
ski touring, backpacking, moutaineering, rafting, kayaking and search and
rescue. The mission is to develop theory, leadership skills, character,
and sensitivity to the environment.
A program that can be taken by people in any walk of life that wish to
learn more about themselves and the environment. This general interest
endeavor teaches about the environment and the survival skills needed when
enjoying the outdoors. This may be used as a tool of personal enrichment
or included in a training and/or development seminar for corporations and
individuals.
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Adult
Education Leisure Classes
Activities centred around leisure and personal development as classes are
taken for general interest. They may also include courses from the arts,
sports, recreation, and outdoor adventure. The experiential aspect of these
courses not only applies the concepts, but what makes the course interesting
to those participating.
Practical application of theory that takes place in a controlled environment
such as a lab or field study area. Most often used in the math and science
faculties to allow students test and develop theory through applied means.
Consists of learning aids such as films, slides, and pictures. Although
they are observational, these mediums provide direct observation of actual
events giving the learner some sense of experience regarding the subject
when actual experience is not possible.
Generally a classroom technique, it simply involves the use of interactive
communication among group members rather than the lecturing of an individual.
The learner becomes an active participant rather than a passive listener
and allows for a more empowered experiential situation.
A method of personal development to assist people in becoming more spontaneous
and creative in their personal and work lives. Highlighted by personal
dramatizations where practitioners integrate all levels of the participant:
thinking, purpose, imagination, feelings, and actions within a social context.
The workshops may be specific to personal or occupational concerns needing
to be addressed.
Through a series of powerful and experiential self discovery exercises
participants create positive changes in both attitude and behavior toward
both work and home. Can be used for members of corporations going through
significant cultural change as well as those affected by day-to-day concerns.
A powerful learning experience for groups of people who desire to learn
how to work better together. The process is a combination of physical activities
that illustrate vital lessons about effective teamwork. Dialogue is then
facilitated to link the activities to examples in the work place.
Learning that is due to day-to-day experiences that come from function
in our environment. How much we learn depends on how active and attentive
we are. Personal development is the goal here.
Educational endeavors where the students experiences are the centre of
the learning process and these experiences are encouraged by a facilitator
and integrated into the curriculum. Lecture is decreased and a system of
theory, experience, and reflection is given priority.
This is a term to describe the psychological uses of experiences to help
in the treatment of numerous handicaps such as: abused, socially challenged,
and mentally ill individuals.
The use of computer technology to present the learner with educational
challenges that they must meet without the assistance of an instructor.
Also called sensitivity training or encounter groups, these are sessions
of little structure and no real agenda in which a small group meets to
learn more about themselves and their relationship with others. (T=Training)
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Community
Support Programs
Usually in the form of adventure and outdoor education it serves to provide
youth or the disadvantaged with an environment and support system that
will help in the development of day to day living skills such as communication
and commitment.
Study that takes place in a practical setting usually in the form
of experimentation or observation.
A one time observational experience of a career facilitated by someone
involved in that career.
The use of experiential learning approaches such as role playing, games,
simulation, observation, case study, group inquiry, etc. in order to help
in the training and development process of employees.
(Experience-Based Training an Development) is a learner centred approach
to human resource development and organizational change, ultimately designed
to help employees perform more effectively at work. A series of group
initiatives are introduced by a facilitator, participants attempt to solve
each challenge, the facilitator asks debriefing questions which invite
participants to link their behaviors exhibited in the problem solving process
to their workplace issues.
Its hallmarks are the separation of teacher and learner in space and/or
time (Perraton 1988), the volitional control of learning by the student
rather than the distant instructor (Jonassen 1992), and noncontiguous communication
between student and teacher, mediated by print or some form of technology
(Keegan 1986, Garrison and Shale 1987).
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Corporate
Training Access Program (CTAP)
The Canadian Council on Rehabilitation and Work places qualified individuals
in the internal training programs of private and public sector employers
at no cost to the trainee. Often training programs are delivered with empty
seats and this proves a more cost effective solution for both the training
organization and the government.
This is hands-on training that takes place during the initial period of
being hired that is not facilitated by a learning institution as are co-op
terms, practicums, internships, etc.
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Corporate
Adventure Training
A program sponsored by employers in an attempt for employees to better
understand and develop skills in the areas of teamwork, responsibility,
goal setting, problem solving, decision making, understanding co-workers,
etc. These programs are of a physical fitness nature and most often occur
outdoors. Risk, stress, and consequence are crucial aspects in the learning
process.
Corporate or team training programs that are characterized by activity,
variety, and direction. Group activities, role playing, simulations, and
case learning are used as participants recycle knowledge and skills in
order to benefit each other. Although not stringently structured, the learning
goals of the organization are kept in mind.