CAEL 2005 Making Spaces for Learning

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CAEL 2005Making Spaces for Learning

• Enhancing Experiential Learning in Higher
  Education
• Alice and David Kolb
• Opening Keynote Address
• Council for Adult and Experiential Learning
• November 10-12, 2005

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Making Spaces for Learning Thirty-five years of
research and practice using experiential learning
theory and learning styles have led to a
pragmatic framework for the creation of learning
spaces in higher education. This presentation
will review the latest work on learning styles
and learning spaces and provide design principles
and case examples of the creation of classroom
learning spaces in different disciplines. We
will argue for an institutional development
approach to the promotion of learning in higher
education that requires a total system approach
that integrates curriculum development, faculty
development, student development, administrative
development and resource development around a
shared vision that learning is the primary
purpose of education. Case Western Reserve
University's institution wide effort to become
"the world's most powerful learning environment"
will provide a case example of this approach.
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Overview

• The Process of Experiential Learning
• Learning Styles and Learning Spaces
• Designing Learning Spaces in Higher Education
• IV. Promoting Learning in Higher Education
  through Institutional Development

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I. Experiential Learning
ConcreteExperience (CE)
Reflective Observation (RO)
Active Experimentation (AE)
Abstract Conceptualization (AC)
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Experiential Learning Theory Origins

• LEWINAction Research the T Group
• DEWEYExperience and Education
• PIAGET / VYGOTSKYConstructivism
• JUNGDevelopment from Specialization to
  Integration

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Current Status of ELT

• Over 2000 publications in the current
  Bibliography of Research www.learningfromexperien
  ce .com
• Kolb Learning Style Inventory 3.1New norms,
  validity and reliability studies
• Team learningThe Team Learning Experience
  conversational space
• EL institutional development in Higher Ed.

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The Spiral of Learning
Experience
Reflect
Act
Think
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OuroborosThe Spiral of Life
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The Learning Cycle and the Brain
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II. Learning Styles and Learning Spaces
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The Experiential Learning Space

• Lewins Life SpaceA phenomenal field of forces
• DialecticsEmbracing opposites creates a space
  for learning
• HospitalityWelcoming the stranger

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Learning Space and Learning Regions CE
NW Feeling-Acting
N Feeling Acting-Reflecting
NE Feeling-Reflecting
RO
W Acting Feeling-Thinking
C Feeling Acting-Reflecting Thinking
E Reflecting Feeling-Thinking
AE
SW Thinking-Acting
S Thinking Acting-Reflecting
SE Thinking-Reflecting
AC
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Learning Style Distribution of CIA Graduating
Students (N216)
Concrete Experience
NW Feeling-Acting 13.8
N Feeling Acting-Reflecting 17.2
NE Feeling-Reflecting 11.1
Active Experimentation
W Acting Feeling-Thinking 8.8
C Feeling Acting Reflecting Thinking 12.5
E Reflecting Feeling-Thinking 13
Reflective Observation
SW Thinking-Acting 3.7
S Thinking Acting-Reflecting 8.8
SE Thinking-Reflecting 11.1
Abstract Conceptualization
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Learning Styles of MBA Students ( N1286)
Concrete Experience
NW Feeling-Acting 10.1
N Feeling Acting-Reflecting 6
NE Feeling-Reflecting 5.1
W Acting Feeling-Thinking 13.5
C Feeling Acting Reflecting Thinking 10.2
E Reflecting Feeling-Thinking 9.3
Reflective Observation
Active Experimentation
SW Thinking-Acting 12.7
S Thinking Acting-Reflecting 17
SE Thinking-Reflecting 16
Abstract Conceptualization
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Comparison of Arts Education and Management
Education
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III. Designing Learning Spaces in Higher
Education
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Space for Learners to Experience

• Respect for learners and their experience
• Beginning with the learners experience of the
  subject
• A hospitable space of challenge and support
• Conversational learning

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Space to Move through the Learning Cycle

• Experiencing Spaces
• Reflection Spaces
• Thinking Spaces
• Acting Spaces
• Recursive Movement

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CE

Learner Centered
Case Study
Journals
Field Work
Films/Movies
Simulation/Games
Team Project
Discussion
Brainstorming
Peer Feedback
Reading
Rhetorical Questions
Homework
Small Group Discussion
Teacher Centered
Real Life Projects
Thinking alone
Labs
Model Building
Teacher Centered
Problem Solving
Papers
AE
RO
Lectures
AC
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Space for Deepening and Sustaining Learning

• Space for development of expertise
• Space for inside-out learning
• Space for learners to take charge of their own
  learning

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IV. Institutional Development for Experiential
Learning
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Institutional Development for Experiential
Learning

• Learning Focused Mission
• Evaluation What If Learning Were the Purpose of
  Education?
• Long Term Learning Cycle Iterations
• Longitudinal Outcome Assessment
• Total System Development Approach

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Systemic Institutional Development for
Experiential Learning
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Learning Focused ID at Case

• Assessment Alumni Feedback
• Mission To become the worlds most powerful
  learning environment.
• Resources Investment Reform Budget
• Curriculum Seminar Approach to General
  Education Studies (SAGES)
• Faculty UCITE Learning Fellows Program
• Student Diversity Leadership Development