Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
LEARNING
THROUGH EXPERIENCE
Needing - necessity
- saving face
- practice
Doing
- trial and error
Wanting / Needing
Digesting Doing
Wanting/
Needing
Doing
Digesting
Feedback
After Race (2006)
Nature of Active Learning
Active learning is about learning by doing. It is especially
common in:
• Laboratory, practical and studio classes
• Discussions in-class and on-line
• Fieldwork
• Learning in and from work-based activities
• Problem-based and inquiry-based learning
• Independent learning
• Peer teaching
• Role-playing and simulations
May also be used in lectures
Nature of Active and Inquiry Based
Learning
• Active learning and inquiry based learning
involve an experiential learning student-
focused approach
• They may be contrasted with the transmission
mode of teaching in which students learn
largely passively
• There is considerable evidence that engaging
students in well-designed active and inquiry
based learning is a more effective way of
student learning than the transmission method
of teaching
Shifting Paradigms
Paradigm Approach
Teaching Telling students what they need to know
Learning Engaging students in learning how to learn;
emphasis on learning what they need to
know
Discovery Encouraging students to seek and discover
new knowledge
Source: Hodge et al. (2007, 3)
Defining Active Learning, Research
and Inquiry
Research-tutored Research-based
Engaging in Undertaking
research research and
discussions inquiry EMPHASIS
EMPHASIS ON ON
RESEARCH RESEARCH
CONTENT Learning PROCESSES
Developing
about current research and AND
research in the PROBLEMS
inquiry skills and
discipline techniques
Research-led Research-oriented
Identifying Producing
Information-oriented: Discovery-oriented:
products of research process of research
Conceptual model
Darker shading = strengthening of teaching-research links AND enhanced
learning outcomes
(Spronken-Smith and Walker, 2009; Spronken-Smith et al., 2009)
Scaffolding inquiry throughout a degree
2nd year
2nd year
1st year
Inquiry at Miami University
• Students in the redesigned courses reported
engaging in more inquiry-driven activities (e.g.,
“working on assignments that require you to build
understanding on your own”);
Inquiry at Miami University
Students in redesigned courses were more
likely to contribute to class discussions and
to work with other students during class
Inquiry at Miami University
Students in redesigned courses reported
less course emphasis on “memorizing facts,
ideas, or methods” and spent significantly
more time preparing for the courses
Learning Styles
Accommodators Divergers
Law English
Education History
Architecture Library Science
AE RO
Convergers Assimilators
Ecology Chemistry
Engineering Geography
Business AC Mathematics
Learning Styles – Some Caveats
• There is much discussion in the literature about the
pros and cons of different inventories for
identifying learning styles
• Perhaps of more importance than the details of an
individual’s specific learning style is the
recognition by students and staff that people have
different preferred learning styles
• This recognition has implications for:
a) students learning individually and in groups
b) how teachers respond to the variety of styles
that they have in their student groups
The Essential Components of Experience-
Based Learning
Andresen, Boud and Choen (2000) provide a list of criteria for
experience-based learning. The authors state that for a project to
be truly experiential, the following attributes are necessary in some
combination.
• The goal of experience-based learning involves something
personally significant or meaningful to the students.
• Students should be personally engaged.
• Reflective thought and opportunities for students to write or discuss
their experiences should be ongoing throughout the process.
• The whole person is involved, meaning not just their intellect but
also their senses, their feelings and their personalities.
• Students should be recognized for prior learning they bring into the
process.
• Teachers need to establish a sense of trust, respect, openness,
and concern for the well-being of the students.
Why use experience-based projects?