Experiential Learning and Reflection

We were asked to write about a learning theory that appeals to us. John Dewey's experiential learning resonates with me. 

The idea that interaction and hands-on work helps to develop understanding is front and center with the learning cohort that I support. Most of the learners that my organization supports, technicians and operators in the petrochemical and refining industry revel in and take pride in the history of "make-do" engineers and "shade-tree" mechanics that came before them. They believe, rightly or wrongly, that if there isn't a hands-on component to their training, then they won't learn as effectively. They may not know it, but they too are John Dewey fans.

The idea that John Dewey also included aspects of constructivism in his theory, also resonates with me. On page 16, Boettcher and Conrad (2016) write "learners construct new knowledge based on previous knowledge and that experiences are unique to each learner." Spend any time in the field with a operator or project manager and in no time they will wax poetic about what they learned on this projet or that project, and they will begin building not only their own knowledge but the knowledge base of their teams and newer technicians. Ask them, they'll tell you how unique their experiences are, and how individual their experiences were.

Like the statement on Jerome Bruner from Boettcher and Conrad (2016) on page 17, "Bruner emphasizes the active process of discovery and trial and error." Although this statement may not agree with me, I think the learner's I support would. The field technicians enjoy trial and error and seeing what fits or what doesn't. I would much rather have a manual in my hands and a proven procedure, like Boettcher and Conrad (2016) write about Ericsson on page 20 regarding deliberate practice; most of our learners still have an independent spirit that they enjoy expressing . . . within reason.

Although our organization believes in blended learning dynamics whereby we teach theory in computer based training courses and try to follow it up using hands on training and instructor-led training, online learning environments we have had a tough time integrating hands-on instruction. The closest I've come to achieving a regular working model for this, it was in our work with OSHA 40 Hour Hands On Training. Despite broadcasting the live training to multiple sites, we made sure that each site had a locker filled with personal protective equipment (PPE) and throughout the class we asked the learners to try on, understand, touch/feel, and teach others about the PPE in the locker.  For short time it was a success but still not as good as and in-person live training.

I may not be as big a fan of experiential learning as my learners might be, still I understand it's unique capabilities and the strengths that come with it.

References

Boettcher, J. V., & Conrad, R.-M. (2016). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips (2nd ed.). Jossey-Bass.