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| − | increasingly situative is guiding our thoughts. A typical learning setting is set out below. The horizontal axis describes time, the vertical axis describes the feeling associated with a learning process or personal progress.
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| | A typical learning setting is set out below. The horizontal axis describes time, the vertical axis describes the feeling associated with the project and its outcomes. | | A typical learning setting is set out below. The horizontal axis describes time, the vertical axis describes the feeling associated with the project and its outcomes. |
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| | [[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. People learn through a circular process of action, conceptualization and evaluation. 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: [https://civilresilience.net/de/mentoring-handbook/ Mentoring Handbook - Providing Systemic Support for Mentees and Their Projects]; Berlin 2012; MitOst; ISBN 978-3-944012-00-1</ref>
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| | <hr class=boldline> | | <hr class=boldline> |
| | ==References== | | ==References== |
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 setting 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. People learn through a circular process of action, conceptualization and evaluation. 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.
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:
Mentoring Handbook
Providing Systemic Support for Mentees and Their Projects
MitOst editions, Berlin 2012, Online
