experiential learning pedagogy: diamond model
Experiential Learning Pedagogy

Working Definition of Experiential Learning

Experiential Learning is facilitated contextual learning through participative-observation followed by critical reflection with the aim of developing competencies and achieving individual learning outcomes.

Learning though Experiences: The Learning Cycle

One of the key missions of Institute of Experiential Learning is to supplement current education models with crearing environements which are more learner centric.

The institute, established by the Experiential Learning Foundation, aims at enhancing theoretical scholastic education with real-time live experiences resulting in holistic and autonomous learners.

learning-cycle-graphic

Experiential Learning is an ongoing process of transformation. Every experience leaves the learner with poweful insights on reflection, which is then used to augment future experiences. Each of the Institute’s Experiential Learning programs is designed and executed based on the Diamond Model --- >

Suggestive questioning, critical Thinking, multiple-intelligences and multisensory approach are concepts that drive our approach. Every experience is augmented with a collage of tools (affective, cognitive and psychomotor) to lead on to development of Instrumental, Interpersonal, and Systemic Competences in the learner

The pedagogy also gives room for facilitating learning experiences to suit different kinds of learners employing various learning and teaching styles and tools. There is a clear interpretation of competency building with a ‘learning centric’ approach that emphasises on the ‘need to learn’ as much as on the learner and on the content in concern.

This is intended at equipping the learners with values, beliefs and behaviours that will augment and internalise growth and learning in different ecologies and contexts.

Diamond Model

diamond pedagogy graphic

1. Context Setting: Context for powerful expereinces are set from the beginning keeping in mind the desired  learning outcomes and previous individual experiences.

2. Learning Objectives: Individual Learning Objectives and curriculum objectives are clearly defined and understood by the learners.

3. Experience: Carefully designed Experiences that adopt the social constructivist approach and encourage autonomous inductive learning.

4. Reflection: Learning derived through reflection (recollection, awareness, interpretation, articulation and expression) during and after every experience.

5. Learning Outcomes: Learning outcomes mapped for each individual through to expression and assessment.

Assessment and Ongoing Research

The institute is in the process of ongoing research towards developing a dynamic pedagogy.

This research involves a systemic study of curricular objectives, webbing learning methods and tools and consulting with academicians concerned with the field.

Program Facilitation and Experientialist Training

The Institute employs experientialist facilitators trained to support the experiences and the specialists to form the right bridge between the essence of the experience and the power of reflection. Training is intricate to the measure of familiarity with the theme to immediate medical care to coaching the learners one-on-one, if the need arises.

The concept of Facilitation is defined by the institute in 2 inter-dependent and overlapping realms: Experience Facilitation and Learning Facilitation

The intention of the fluid and pseudo-informal nature of Facilitation is to ensure that the learners go through the program with a specific context of utilizing the experiences towards the learning outcomes and that the objectives of the program are met with a cautious nudge to help create breakthrough learning.

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