Experiential learning and change: Theory design and practice

Walter, Gordon A.; Marks, Stephen E.; James, Jack E.

doi:10.1080/16506078109455616

Cited by 43 publications

(29 citation statements)

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“…Just as experiential learning can benefit the individual, it can be shaped to have widespread impacts on groups, communities, and environmental to bring about social change (Barrett-Lennard, 1974;Cooper, 1977;Walter, Marks, & James, 1981). If a group of students were reading The Diary of Anne Frank, they would surely discuss various motifs/themes such as fear, generosity, greed, and persecution.…”

Section: Experiential Learning and Social Changementioning

confidence: 99%

Experiential learning theory

2014

Theoretical Models of Learning and Literacy Development

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Purpose À To examine the impacts experiential learning can have on student learning in and out of the classroom. Models of experiential learning are presented including the experiential learning theory.Design/methodology/approach À The historical roots of experiential learning are reviewed before a new experiential learning theory is presented, VAKT-enhanced, to demonstrate the many unique paths that learners take toward content learning, retention, and synthesis.Findings À Apprenticeship experience is universally recognized as an effective method of learning; we learn from doing. Yet, the field of literacy has maintained for decades that reading skills must be taught, often carried out in a drill fashion, also known as the proverbial skilland-drill technique Practical implications À A multisensory approach that involves experiencing literature through hands-on and e-learning environments can promote reading acquisition efficiently, bridging the gap between diverse student bodies. Students must be rejuvenated to become interested or maintain interest in literacy, and using technology and experiential learning should be of central focus.

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Section: Experiential Learning and Social Changementioning

confidence: 99%

Experiential learning theory

2014

Theoretical Models of Learning and Literacy Development

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“…In this model, the reflection or debriefing phase involves sharing and discussing the experience: its details, order, and meaning. This is the opportunity for participants to begin to make generalizable connections to prior learning and experiences (Walter & Marks, 1981).…”

Section: Metacognitionmentioning

confidence: 99%

<p>Cognitive Science Concepts and Technology Teacher Education</p>

Brown¹

2001

JOTS

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“…The game design process followed the recommendations ofDuke (1980), Greenblat andDuke (1981), Walter &Marks (1981), Greenblat (1988), andRuohomaki (1992), as shown in Figure 1. Firstly, an analysis was made of the current state in the firm.…”

Section: Application: Trump Card Gamementioning

confidence: 99%