Kolb's Cycle Of Experiential Learning

Experiential learning, broadly, is any learning that supports students in applying their knowledge and conceptual understanding to real-world problems or situations where the instructor leads and encourage learning. The classroom, laboratory, or studio can serve as a setting for experiential learning through embedded activities such as case and problem-based studies, guided inquiry, simulations, experiments, or art projects (Wurdinger & Carl-son, 2010). Experiential learning helps the student to learn the skills they need for real-world success, also this will motivate students and support them to be a self-directed and life-long learner. Based on Kolb’s cycle of experiential learning, students experience the flow of experience, reflection,

The link between experience and learning is a strong one, and has been described by a number of writers. Wilson (2005, 7) defined learning as ‘a relatively permanent change of knowledge, attitude or behaviour occurring as a result of formal education or training, or as a result of informal experiences’. Similarly, Kolb (1984, 38) explained, ‘Learning is the process whereby knowledge is created through the transformation of expe-rience.’ The link between experience and learning is a strong one, and has been described by a number of writers. Wilson (2005, 7) defined learning as ‘a relatively permanent change of knowledge, attitude or behaviour occurring as a result of formal education or training, or as a result of informal experiences’. Similarly, Kolb (1984,: 38) explained, ‘Learning is the process whereby knowledge is created through the transformation of expe-rience.’ (Beard & John,

Reed (1999) refers to earth, air, fire, water and spirit and suggests that they are symbolically important. Fire, he suggests, is a symbol of action and creativity, and of destruction and new life. Fire can send people into simple, meditative, reflective states simply by being watched. Water can symbolize feelings, emotion and dark undercurrents. Air symbolizes ideas and intellectual pursuits but also insubstantial dreaming and lofty idealism. The fifth element, spirit, pervad-ed all that Reed’s group did over a weekend but he noted that ‘the ether is invisible, insub-stantial but ubiquitous’. Higgins (1996, 1997) refers to nine elements and adds weather, shelter, food, darkness and silence. Experiential learning is as much about observing and reflecting as doing, and the outdoors is a good place to sharpen observational and sensing skills. (Beard & John, 2006,163.)

In ‘Fire in the sky’, Walker (1999) explores the three dimensions of ‘self, others and nature’, as used by Colin Mortlock. He proposes some activities that he suggests can improve par-ticipants’ interconnectedness to the earth and awaken the senses: self-introductions (respect for diversity of individual stories, how you got there); sitting on the ground or natural materials (simple contact with the