On Becoming an Experiential Educator

Abstract

Background Becoming an experiential educator involves more than just being a facilitator or matching learning style with teaching style. Experiential education is a complex relational process that involves balancing attention to the learner and to the subject matter while also balancing reflection on the deep meaning of ideas with the skill of applying them. Aim To describe a dynamic matching model of education based on Experiential Learning Theory and to create a self-assessment instrument for helping educators understand their approach to education. Method A dynamic matching model for “teaching around the learning cycle” describes four roles that educators can adopt to do so—facilitator, subject expert, standard-setter/evaluator, and coach. A self-assessment instrument called the Educator Role Profile was created to help educators understand their use of these roles. Results Research using the Educator Role Profile indicates that to some extent educators do tend to teach the way they learn, finding that those with concrete learning styles are more learner-centered, preferring the facilitator role; while those with abstract learning styles are more subject-centered preferring the expert and evaluator roles. Conclusion A model for the practice of dynamic matching of educator roles, learner style, and subject matter can aid in the planning and implementation of educational experiences. With practice, both learners and educators can develop the flexibility to use all educator roles and learning styles to create a more powerful and effective process of teaching and learning—in Mary Parker Follett’s words to, “. . . free the energies of the human spirit . . . the highest potentiality of all human association.”

Increasing the impact of a business simulation: The role of reflection

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“…Each simulation round was followed by a debriefing in class. Debriefing is crucial as it enables students to process their experiences into learning (Kolb et al, 2014). It can even be stated that without the debriefing student learning has not taken place.…”

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