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| − | <div class=teaser-text>Individuals cannot constantly use all of their resources and energy. They do not know what will happen tomorrow, but life experience can help to predict certain outcomes. In this sense learning is a constant process of ups and downs paired with lots of trial and error. Therefore, we have to change our linear understanding of learning in order to be better prepared for life’s many obstacles. | + | <div class=teaser-text>Learning is situative, adaptive, sometimes accidential. Thus, individuals cannot use all their resources and energy all the time, as their energy is needed in many areas at the same time, especially during periods of change. In this sense learning is a constant non-linear process. |
| | </div> | | </div> |
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| | <div class="methodpage-content"> | | <div class="methodpage-content"> |
| − | | + | A typical learning experience is set out below. The horizontal axis describes time, the vertical axis describes the feeling associated with the project and its outcomes. |
| − | In our trainings, we sometimes ask participants to visualize their projects and their learning processes over the course of implementation in a (subjective) arc between an x and y axis. The horizontal axis describes time, the vertical axis describes the feeling associated with the project and its outcomes.
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| | ↑ feeling<br> | | ↑ feeling<br> |
| | [[File:Projektkurve.jpg]] | | [[File:Projektkurve.jpg]] |
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| − | We can see that project work is characterized by ups and downs. The linear parts are less interesting from an evaluating perspective. The most valuable sources for reflection are
| + | From an evaluating perspective, the linear parts might be less interesting. The most valuable sources for reflection are the '''curve’s turning points''' and the '''ambiguous areas''' (confusions, sources of learning). The confusions represented by the turning points in the curve confront us with uncertainty and ambiguity. Experiential learning strengthens the ability to deal with these challenges by learning from them. |
| − | * The curve’s turning points
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| − | * The ambiguous areas (confusions, sources of learning)
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| − | Individuals cannot offer their resources and energies constantly. They do not know what will happen tomorrow, and experience helps them to calculate probabilities. Furthermore, they cannot perform at 110% for a long term period even if they want to or think they can. Especially in volunteer projects, life is a wild combination of certainty and uncertainty involving personal friendships, studying, need for further learning, and dramatic life changes.
| + | Furthermore, it must be taken into account that the learning process itself consists of different micro-processes that are '''circular''' in themselves. Learning is in that sense a spiral– action/gaining experience, reflecting, concluding, moving on (Kolb & Kolb 2005)<ref name=kolb>Kolb, Alice Y.; Kolb David (2005): Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education; in: Academy of Management Learning & Education; Vol. 4, No. 2 (Jun., 2005); pp. 193-212</ref>. Consequently, experiential learning processes include space for experience and regular meta-reflection. |
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| − | The confusions represented by the turning points in the curve confront us with uncertainty. We lose control and certainty ''but'' gain new experiences. Maybe this is a characteristic of experiential learning - success and failure balance each other. We bid farewell to a learning model that shows linear success stories.<ref name=MEN>N. Zimmermann: [http://www.theodor-heuss-kolleg.de/flipbooks/mentoringhb /Mentoring Handbook - Providing Systemic Support for Mentees and Their Projects]; Berlin 2012; MitOst; ISBN 978-3-944012-00-1</ref>
| + | These micro-processes within the bigger learning process could also be understood as '''interplay''' between different states of thinking (i. e. [[Divergent and Convergent Thinking]]) or acting (active, passive), or forms (speaking, reading, watching, individual, group learning...). Learning processes can give the different forms and ways of thinking adequate space, i. e. in their [[Method Mix]]. |
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| | + | [[File:Tabletenniscompetendo.png | width=500px |center]] |
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| | + | <hr class=boldline> |
| | ==References== | | ==References== |
| | <references> </references> | | <references> </references> |
| | + | <hr class=boldline> |
| | + | <noinclude>{{: Block: Author Nils-Eyk Zimmermann }}</noinclude> |
| | </div> | | </div> |
| | <div class="methodpage-infos"> | | <div class="methodpage-infos"> |
| − | <hr class=simpleline>
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| − | [[File:Created-by.png | 20px | Created By ]] [[User:Nils.zimmermann | nez]]
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| | <hr class=simpleline> | | <hr class=simpleline> |
| | ===Related:=== | | ===Related:=== |
| | *[[What Competency-based learning is... ]] | | *[[What Competency-based learning is... ]] |
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| | <hr class=simpleline> | | <hr class=simpleline> |
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| | ===Also interesting:=== | | ===Also interesting:=== |
| | *[[Learning Curve]] | | *[[Learning Curve]] |
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| − | <hr class=simpleline>
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Learning is situative, adaptive, sometimes accidential. Thus, individuals cannot use all their resources and energy all the time, as their energy is needed in many areas at the same time, especially during periods of change. In this sense learning is a constant non-linear process.
A typical learning experience is set out below. The horizontal axis describes time, the vertical axis describes the feeling associated with the project and its outcomes.
↑ feeling
From an evaluating perspective, the linear parts might be less interesting. The most valuable sources for reflection are the curve’s turning points and the ambiguous areas (confusions, sources of learning). The confusions represented by the turning points in the curve confront us with uncertainty and ambiguity. Experiential learning strengthens the ability to deal with these challenges by learning from them.
Furthermore, it must be taken into account that the learning process itself consists of different micro-processes that are circular in themselves. Learning is in that sense a spiral– action/gaining experience, reflecting, concluding, moving on (Kolb & Kolb 2005)[1]. Consequently, experiential learning processes include space for experience and regular meta-reflection.
These micro-processes within the bigger learning process could also be understood as interplay between different states of thinking (i. e. Divergent and Convergent Thinking) or acting (active, passive), or forms (speaking, reading, watching, individual, group learning...). Learning processes can give the different forms and ways of thinking adequate space, i. e. in their Method Mix.
References
- ↑ Kolb, Alice Y.; Kolb David (2005): Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education; in: Academy of Management Learning & Education; Vol. 4, No. 2 (Jun., 2005); pp. 193-212
Related:
Also interesting:
