Final Demonstration:

We used a multimedia presentation website called "Padlet" to show the many facets of the Effects of Emotions and Stress on Learning.

We are very proud of this product and we hope you enjoy it as well!!

 https://padlet.com/lmelby42/8a9jlolo2ll6 

Tikila Welch commented on group 3 and 4 completed video 1
Lisa Melby commented on groups 1, 3, 4 and was responsible for the Demonstration of the project. 

Lianne Lockhart commented on group 4 and was responsible for the survival memo (pdf and voice recording).
Chris Jones commented on Groups 1 & 4 and was responsible for organizing and a design of the demonstration on Padlet

Experiential Learning: How and Why Adults Learn from Experiences Seminar

Chris Jones - responsible for Tools/Methods
Lianne Lockhart - responsible for Introduction, Format,Standards, Reflection and Table
Lisa Melby - responsible for Schedule and Table
Tikila Welch - Rationale and Objectives


Tikila Commented on Group1 and  3
Lianne Commented on Groups 3 and 4
Lisa commented on group 4

EXPERIENTIAL LEARNING:  HOW AND WHY ADULTS LEARN

FROM EXPERIENCES SEMINAR

SYLLABUS DESIGN

Chris Jones

Lianne Lockhart

Lisa Melby

Tikila Welch

EDAC 635 - Prof. Bo Chang

October 23, 2016

Experiential Learning: How and Why Adults Learn from Experiences Seminar

Introduction

This syllabus design is for a professional development training for teachers in the State of Indiana.  The content of this syllabus and 3 one - day workshops over the course of 3 weeks, will outline the concepts and provide an authentic learning experience to increase participant's understanding, evaluation, and application of experiential learning.  The instructors will use lectures, discussions, hands-on work, role-playing, small group work, individual work, a take-home assignment, and evaluation throughout the seminar for learning purposes.  The following objectives will be learned: 

·         Participants will increase their understanding of the experiential learning cycle

·         Participants will learn the characteristics of an experiential learning experience

·         Participants will learn to apply concepts of experiential learning cycle into existing programs and activities 

Rationale

The experiential learner seminar will explain how an instructor is to use one’s experiences to teach others using different techniques.  The first technique is microteaching.  The microteaching technique was studied and implemented into the workshop facilitation design, in an effort to maximize the instructional experience. The facilitators of this course will use the microteaching steps:  plan, teach, observe, re-plan, re-teach, and re-observe as an instructional model (Remesh, 2013).

The workshop design and content was influenced by Lewis and Williams (1994.p5) and their definition of experiential learning that Schwartz cited in her experiential learning report.

“In is simplest form, experiential learning means learning from experience or learning by doing. Experiential education first immerse learners in an experience and then encourage reflection of the experience to develop new skills, attitudes and ways of thinking.”

The first experiential learning workshop will focus on the participant’s understanding of experimental learning and the learning cycle. The main focus of experiential learning is to use hands - on personal learning experiences to construct knowledge. The core of Kolb’s four-stage model was studied, analyzed and implemented into the syllabus design. The model is a graphic description that shows how experience is translated through reflection into concepts, which in turn is used as a guide for active experimentation and the choices of new experience (Kolb, Boyatzis, Mainemelis, 1999). The workshop will provide participants the opportunity to experience and reflect on learner outcomes through engaging in an experiential learning activity. Through practical experience, lecture, small groups, modeling, roleplaying and reflection participants will develop an understanding of how to implement hands-on learning experiences through the implementation of the experiential learning cycle.  At the end of the first workshop, a take-home assignment will be handed out that will ask participants to read required passages then ask for examples of what was learned in the first session as well as in the second session in regards to how experiential learning can be taught using the methods discussed.  The assignment will then be discussed in the last session with a deeper focus on implementing newly acquired knowledge and skill into the classroom.

Many activities have the potential to be experiential but depending on their executions they may only be classified as hands-on learning activities Chapman, McPhee, & Proudman, B. 243). “Simple participation in a prescribed set of learning experience does not make it something experiential. The experiential methodology is not linear, cyclical, or even pattern. It is series of working principles that are required to be present at various degrees during the experiential learning no matter what the activity is and where it takes place” (Chapman, McPhee, & Proudman, B. 243). In an effort to determine what constitutes an experiential learning experience, the nine characteristics are listed below that Chapman et al. outlined in the “What is Experiential Education” publication (2005).  These were studied, analyzed, and implemented in the syllabus and workshop design.

1. Mixture of content and process

2. Absence of obsessive judgment

3. Engagement in purposeful endeavors

4. Encouraging the big picture perspective

5. The role of reflection

6. Creating emotional investment

7. The reexamining of values

8. The presents of meaning relationships

9. Learning outside one perspectives comfort zones

The content of the second workshop will focus on the nine characteristics above and strengthen participants as they learn new skills that will aid in the implementation of hands-on experiential learning experience within their own teaching environments.  The workshop facilitators will utilize and teach the microteaching method to show how to study and modify current teaching styles to incorporate experiential learning methods. Participates will be encouraged to participate in small breakout sessions, role plays and reflection opportunities to practice new skills as well as discuss their examples from the take-home assignment.  Lastly, the concept of creating a teacher portfolio for individual reflection will be taught and discussed.

Workshop three was designed to reinforce the skills from workshop one and two. Participants will evaluate their current teaching style and curricula to see if it aligns with experiential learning.

Experiential Learning: How and Why Adults Learn from Experiences

Seminar Outline

Meeting Time and Location

Tuesday, January 7, 2017  8:30 a.m. – 4:30 p.m.

Tuesday, January 14, 2017  8:30 a.m. – 4:30 p.m.

Tuesday, January 21, 2017  8:30 a.m. – 4:30 p.m.

Location:  ERC Meeting Room 1 located in Bracken Library, Ball State University, 2000 West University Avenue, Muncie, IN  47306

Instructors:  Chris Jones, Lianne Lockhart, Lisa Melby, Tikila Welch

00 – 8:30	DAY 1 - Tuesday, January 7, 2017  8:30 a.m. – 4:30 p.m.egistration
8:00 – 8:30	REGISTRATION
8:30 – 8:45	WELCOME/OPENING REMARKS/HOUSEKEEPING RULES
8:45 – 9:15	INTRODUCTION OF PANEL AND SEMINAR TOPICS FOR ALL THREE DAYS; DISCUSS SEMINAR GOALS
9:15 – 9:45	QUESTION – “WHAT DOES EXPERIENTIAL LEARNING MEAN TO YOU?”; PARTICIPANTS BREAK INTO SMALL GROUPS OF 4-5 AND LIST IDEAS AND DISCUSS EXPERIENCES.
9:45 – 10:00	SHARE RESULTS OF SMALL GROUP DISCUSSION
10:00 – 10:15	BREAK
10:15 – 10:45	ACTIVITY – “TEACHING OTHERS” (PARTICIPANTS LEARN A NEW SKILL), DIVIDE INTO GROUPS OF TWO; TEACHING HOW TO FOLD A NAPKIN IN DIFFERENT SHAPES; EACH PARTICIPANT TAKES A TURN TEACHING THE OTHER; PARTICIPANTS ARE GIVEN LESSON PLANS, ONE EACH
10:45 – 11:00	TESTIMONIALS -  SHARE RESULTS FROM ACTIVITY; DISCUSS FEELINGS; WHAT WAS MOST DIFFICULT?  EASIEST?
11:00 – 11:15	BACK TO PAIR WORK AND DISCUSSION ON MODIFICATION OF LESSON PLAN
11:15 – 11:30	PARTICIPANTS SHARE WHAT THEY WOULD CHANGE
12:30 – 1:00	LUNCH
1:00 – 1:30	PASS OUT PACKETS; INTRODUCE KOLB'S EXPERIENTIAL LEARNING CYCLE; POWER POINT; Q & A TIME
1:30 – 1:45	VIDEO
1:45 – 2:15	ACTIVITY – DISCUSS AS A GROUP WHAT WORKED AND WHAT DIDN’T
2:15 – 2:30	BREAK
2:30 – 3:30	HOW CAN LEARNERS APPLY TO THEIR TEACHING STYLES; WRITE ON WHITE BOARDS
3:30 – 4:15	PASS OUT ASSIGNMENT PACKET AND DISCUSS WHAT IS EXPECTED
4:15 – 4:30	FILL OUT WORKSHOP EVALUATIONS AND GET CERTIFICATE
	DAY 2 - Tuesday, January 14, 2016 -  8:30 a.m. – 4:30 p.m.
8:30 – 9:00	WELCOME/OPENING REMARKS/HOUSEKEEPING RULES; INTRODUCTION OF SEMINAR TOPIC; DISCUSS SEMINAR GOALS AND OBJECTIVES; DISCUSS PREVIOUS SEMINAR FOR RECAP
9:00 – 9:45	QUESTION – “WHAT IS MICROTEACHING?”  DISCUSSION AND EXPLANATION OF CONCEPT; PARTICIPANTS BREAK INTO SMALL GROUPS OF 4-5 AND LIST IDEAS AND DISCUSS EXPERIENCES.
9:45 – 10:15	SHARE RESULTS OF SMALL GROUP DISCUSSION; WRITE ON FLIP CHART; PARTICIPANTS LEAD DISCUSSION
10:00 – 10:15	BREAK
10:15 – 11:00	ACTIVITY – “ROLE PLAY”; SMALL GROUPS
11:00 – 11:15	TESTIMONIALS -  SHARE RESULTS FROM ACTIVITY; DISCUSS FEELINGS; WHAT WAS MOST DIFFICULT?  EASIEST?
11:15 – 11:30	VIDEO REINFORCING MICROTEACHING
11:30 – 1:00	LUNCH
1:00 – 2:00	PASS OUT PACKETS; BEGIN LECTURE ON NINE CHARACTERISTICS OF E.L.
2:00 – 2:15	VIDEO
2:15 – 2:45	ACTIVITY – ROLE PLAY
2:45 – 3:00	BREAK
3:00 – 3:45	DISCUSSION OF HOW TO CREATE A PORFOLIO FOR REFLECTION
3:45 – 4:15	IN SMALL GROUPS DISCUSS WHAT PARTICIPANTS HAVE LEARNED THUS FAR AND START PORTFOLIO
4:15 – 4:30	FILL OUT WORKSHOP EVALUATIONS AND GET CERTIFICATE
	DAY 3 - Tuesday, January 21, 2016 -  8:30 a.m. – 4:30 p.m.
8:30 – 9:00	WELCOME/OPENING REMARKS/HOUSEKEEPING RULES
9:00 – 9:45	INTRODUCTION OF SEMINAR TOPIC; DISCUSS SEMINAR GOALS AND OBJECTIVES; DISCUSS PREVIOUS SEMINAR FOR RECAP; Q AND A
9:45 – 10:15	DISCUSSION OF SPECIFIC SKILLS LEARNED THUS FAR IN SMALL GROUPS
10:15 – 10:45	SHARE RESULTS OF SMALL GROUP DISCUSSION
10:45 – 11:00	BREAK
11:00 – 11:30	ACTIVITY – “ROLE PLAY”; SMALL GROUPS
11:30 – 1:00	LUNCH
1:00 – 2:00	RECAP E. L. CYCLE; NINE CHARACTERISTICS; MICROTEACHING; Q & A
2:00 – 2:45	ACTIVITY – DIVIDE INTO SMALL GROUPS FOR LESSON PLANNING AND INCORPORATION OF CONCEPTS LEARNED THUS FAR
2:45 – 3:00	BREAK
3:00 – 3:30	RESUME ACTIVITY
3:30 – 4:15	DISCUSS AS A GROUP WHAT HAS BEEN LEARNED; ANALYZE TAKEHOME ASSIGNMENT; DISCUSS HOW TO APPLY SKILLS TO TEACHING STYLE – STAY SAME OR CHANGE?
4:15 – 4:30	RECEIVE CERTIFICATES

Seminar Objectives

·         Participants will increase their understanding of the experiential learning cycle.

·         Participants will learn the characteristics of an experiential learning experience.

·         Participants will learn to apply concepts of experiential learning cycle into existing programs and activities. 

Seminar Format

The format for this seminar will include many forms of instruction including small group work and large group work.  The instructional methods will include lecture presentations, question and answer sessions, handouts throughout the sessions, one take-home assignment, discussion, videos, and testimonials.  The handouts, presentation outlines, and the take-home assignment will be available prior to each session for participants to review ahead of time.  Attendees will pick-up their nametag at time of arrival with their name, title, and years in their current role.  The take-home assignment will be handed out after the first session and is to be turned in at the beginning of the last session for review during the last half of that session.   

Reading Materials

The following are the readings for the seminar and should be completed prior to the first seminar session.

Kolb’s Experiential Learning Theory (PDF – “Experiential Learning Theory:  Previous Research and New Directions” by D.A. Kolb, R. E. Boyatzis, C. Mainemelis) - please read pages 227-245 and answer the questions in the packet. In the space provided, draw the model and label its parts (it doesn’t matter if you think you’re an artist or not, just try!  This will assist you with becoming more familiar with the cycle).

Ewert, A., & Sibthorp, J. (2009). Creating Outcomes through Experiential Education: The Challenge of Confounding Variables. Journal of Experiential Education, 31(3), 376-389. Retrieved from http://ezproxy.lib.ryerson.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true &db=eric&AN=EJ853338&site=ehost-live

Microteaching - http://files.eric.ed.gov/fulltext/ED019224.pdf

Learning Tools and Methods

Today, we will be modeling and implementing microteaching and role-play for our lecture. The first half will be using microteaching and the second half will be using the teaching method of role-play. Each one of the instructors are trained in both methods and are able to answer any of your questions as the lectures take place. I have summarized the two methods below. 

Microteaching is a method for providing students to have an introductory teaching experience targeted at developing specific behaviors or skills (Allen 1967). It is particularly useful for this purpose because it is conducted in a low-risk environment. It is a simulated teaching experience in that the size of the class is typically smaller and the length of instruction is abbreviated. Microteaching lets the student teacher studying and learn a specific teaching skill (Kallenbach 1967). Next, the student teacher applies this skill typically through teaching 4-5 peers a short lesson, often about 10 minutes in length. It is recommended that the lesson be videotaped for subsequent analysis and reflection (Kpanja 2001). So we are video typing each of the sessions. We will breakout into groups and we’ll show how this process works and how to use it in your own classrooms.

During microteaching using experiential learning, the teacher’s role is to:

·         Select suitable experiences that meet the criteria above.

·         Ask how to solve problems with education, set boundaries, support learners, provide suitable resource, ensure physical and emotional safety, and facilitate the learning process.

·         Recognize and encourage spontaneous opportunities for learning, engagement with challenging situations, experimentation (that does not jeopardize the wellbeing of others) and discovery of solutions.

·         Help the learner notice the connections between one context and another, between theory and the experience and encouraging this examination repeatedly.

After demonstration of the lesson, the review and debriefing session takes place in which the student is provided with feedback.  Peer to peer critiques helps teachers develop reflective practices and increases their confidence in their teaching abilities. However, peer groups may not truly engage in collaborative interactions if they are not supported by individual support based on their prior knowledge or existing skills.

Role-play refers to activities where students simulate a scenario by assuming specific roles. In the classroom, students can work through a situation and practice behavior for the real world (Wurdinger 2010). Alternatively, the role-playing activities may be used to shed light on any complicated topic. To be effective, students must take on the roles that they are assigned and assume the vantage point of a specific character. Role-play could be viewed as a type of problem-based learning, it is distinctive in that students act out the given scenario in "real time."

Some reasons to use role play include:

§  To give students the opportunity to practice a situation that they might encounter in their careers or personal lives;

§  To help students gain empathy for others (culturally, historically);

§  To allow students to see how they react to a situation "in the moment";

§  To change attitudes and/or behaviors;

§  To enable students to experience a different perspective and think creatively.

Standards

All participants are expected to attend all 3 sessions to receive full credit for the seminar.  Participants are expected to arrive on time.  If the participant is more than 30 minutes late, their attendance will not count for that day and may result in not completing the seminar.  Upon successful completion of the seminar, including participation in activities on and off site, the participant will be given a certificate of completion in experiential learning.  Accommodations will be made for those needing special accommodations. 

Take-Home Assignment

Nine Characteristics of Experiential Learning – Choose the top 5 that you feel are related to your line of teaching and explain the characteristics of each and how to apply in a teaching setting with examples.

Microteaching – Provide at least 2 real-world examples of microteaching and how they would apply to adult learners.

Using Journals for Reflective Thought – Click the link.  Of the 10 types of journals listed, pick 3 that you think would be beneficial to you (you will pick one type to use during the seminar after the facilitator explains the topic further). 

*Take-home assignment will be discussed on Day 3 and assessed.

Reflection

The highlights of the seminar created for teachers to learn about experiential learning would be the in-depth rationale of how we came up with what needs to be taught, the detailed schedule of the 3 days of the seminar, and lastly the take-home assignment.  The assignment was completed amongst all group members, with each one having 2 parts of the syllabus to write about and post.  We attempted to use Box to make updates amongst the team members, but it was not as easy as we thought.  Team members ended up sending an email to one other member and that person put the entire paper together.  Even though we started the assignment 2 weeks before it was due, it was seen that there was a disconnect with what we were supposed to do, having us working up until the deadline to complete the syllabus.  We were as a group though able to communicate through a group text throughout the process to get the work done in a timely manner.  Overall, this was a rather challenging assignment to complete online with a group in the beginning, but we were able to work through the challenges to complete it. 

 Table Summary of Syllabus Design

Learners	Beginning teachers, college students about to graduate and/or become certified as teachers, or teachers who need a review on the subjects from Indiana.
Purposes	To train Indiana teachers how to utilize Experiential Learning techniques and characteristics in the classroom.  Also to expose teachers to new teaching concepts such as Microteaching.  Lastly, to be able to reflect on their skills and abilities and assess for improvement.
Objectives	Participant will increase their understanding of the experiential learning cycle. Participants will learn the characteristics of an experiential learning experience. Participants will learn to apply concepts of experiential learning cycle into existing programs and activities.
Rationales	1.       Many activities have the potential to be experiential but depending on their executions they may only be classified as a hands on learning activities. “Simple participation in a prescribed set of learning experience does not make it something experiential. The experiential methodology is not linear, cyclical, or even pattern. It is series of working principles that are required to be present at various degrees during the experiential learning no matter what the activity is and where it takes place” *1995, p. 243). 2.      Kolb’s Experiential Learning Cycle model is a graphic description that shows how experience is translated through reflection into concepts, which in turn are used as a guides for active experimentation and the choices of new experience (Kolb, Boyatzis, Mainemelis, 1999). 3.      Microteaching is beneficial to “new” teachers in that it assists in developing new skills in a low-risk environment.
Highlights	Detailed rationale, detailed schedule, take-home assignment

Works Cited

Allen, D. W. (1967). Micro-teaching: a description. Stanford University, Teacher Education

Program.

Brinkly-Etzcom, K. (2015, August 26). Creating a New Kind of Learning Experience. Tennessee

Teaching and Learning. Retrieved October 15, 2016.

Chapman, S., McPhee, P., & Proudman, B. (1995). What is Experiential Education? In

Waren, K. (Ed.), The Theory of Experiential Education (pp. 235-248). Dubuque:

Kendall/Hunt Publishing Company

Kallenbach, W. W, & Gall, M.D. (1969). Microteaching versus conventional methods in training     

elementary intern teachers. The Journal of Educational Research, 63(3), 136-141.

Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (1999, August 31). Experiential Learning

             Theory: Previous Research and New Direction. Retrieved from  

http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf

Kpanja, E. (2001). A study of the effects of videotape recording in microteaching training. The

British Journal of Educational Technology. 32(4), 483-486.

Lewis, L., & Williams, C. (1994). Experiential Learning: Past and Present. New Direction for

Adult and Continuing Education, 1994(62), 5-16.

Remish, A. (2013, February). Microteaching, an efficient technique for learning effective teaching. Journal of Research and Medical Science, 18(2), 158-163.

Scwratz, M. (n.d.). Best Practice in Experiential Learning. The Learning and Teaching Office. Retrieved from http://www.ryerson.ca/content/dam/lt/resources/handouts/ExperientialLearningReport.pdf

Wurdinger, D. D., & Carlson, J. A. (2010).  Teaching for experiential learning:  Five approaches

that work.  Lanham, MD: R References.

Group 2 - Practice Analysis Paper

Lisa Melby - Commented on Group 3 & 4     Lianne L. - Commented on Group 1
Chris - Commented on Group 1&3      Tikila Welch -Group 1

The Active Training Credo

What I hear, I forget.

What I hear and see, I remember a little.

What I hear, see, and ask questions about or discuss with someone else, I begin to understand.

What I hear, see, discuss, and do, allows me to acquire knowledge and skill.

What I teach to another, I master.

Gone is the yesteryear when unskilled trainers “trained how they were taught”, which oftentimes resulted in a dumping of information on people who are not interested.  Now there is a great demand for skilled trainers who have formal education; they understand the needs of the business and act accordingly.  These types of trainers take great pride in developing training sessions that “fit” their audience, situation, and/or customer.  Successful sessions are a feather in the hat of the presenter/trainer, but what happens when training goes awry?  What should the presenter do to rectify the situation?  This paper will focus on four examples of training outcomes from our group; two positive training examples from Lisa and Chris, and two negative training examples from Lianne and Tikila.  These examples will also include theories and concepts that have been learned and how they apply to the examples themselves.

Theory Review:  Environment and Context in Learning

By: Lisa Melby

Professor Bo Chang, EDAC 635

The environment today in which an adult learns is as varied as it is unique.  There is a plethora of educational contexts in which adults learn.  For example, universities, community colleges, self-help groups, vocational training, online learning, webinars, workshops, just to name a few.  Each distinctive learning experience is affected by the environment in which it is delivered and most of the time students do not realize what is actually in their environment until something presents itself.  “We tend to ignore environment and context until they present us with barriers to our learning; they remain invisible and out of consciousness until they become unsupportive or problematic” (Mackeracher, 2005, p. 187).  Mackeracher also stresses the importance of why knowing our environment is important.  This paper will discuss five different conceptions as they pertain to the educational learning environment and why they are important to the facilitator.  They are the physical environment, the cultural environment, the power environment, the knowledge environment, and finally the real-life environment.

Theoritical ideas - Learning Styles

Tikila Welch                                     I commented on Lianne Lockhart and Megan Diblo Blog entries.

Learning Styles

As humans we are all capable of learning but the question is do we all learn the say way?  According to numerous studies the answer to this question is simply no.  People learn differently; by feeling, by

watching,  by thinking, and others by doing (McCarthy, 1990).  This simple statement is very profound to me,  considering the simple theory leads me to explore how one’s learning style is developed.  For purposes of this assignment I will discuss a few key factors related to learning styles. 

Learning Style-

According to Mackeracher (2008), learning styles are determined by the way a person responds to learning tasks or learning environment typical in one or more of the following forms, cognitive, affective, social or physiology.  Learning style simply refers to the way in which a person prefers to learn new information.  Learning styles are not necessary an unchangeable way of learning, they are often link to personal, cultural and contextual influences.  One’s learning style may change as they grow, develop and experience life situations.   Over the years there have been several models of learning styles developed by various authors based off of their perceptions what is important   typically they are broken down into groups with preferred learning strategies assigned to each group.  In the text Making since of Adult Learning, Mackeracher describes Kholb’s model as one in which various authors have referenced and summarized.  The Four types of learners from Kholb’s model are outlined for reference:

Divergent learners- these are the collaborators

Assimilative learners- these are the intrapersonal learners

Convergent – these are the hands on learners

Accommodative learners- these are the critical thinkers