MDDE 612: Experiential Learning

Delivery mode: Grouped study using Moodle

Credits: 3 - Elective

Prerequisites: None

Instructor Winter 2013: TBA

Overview

In this course we will be exploring various facets of experiential learning together. Also, there will be some roads here that you will travel yourself.

Although we all live in the same world, we certainly do not see the world in the same way. Our views are influenced in different ways by parents, culture, religion, history, class, gender, race, and socio-political context, as well as by our own experiences. The significant reference groups in our lives particularly help to shape the way we look at the world. Each of our ways of looking at the world, if you like, our mental frameworks or 'world-view', is based on layers of assumptions lain down by many of these factors. Sawmill executives may look at a group of trees and see a quantity of board feet while environmentalists viewing the same stand might see an ecosystem under threat. Not only can our world-view vary from that of others, but it can change during our lifetime.

This course operates at the personal level in attempting to develop some insights into thinking about the kinds of world-views that we have developed. World-views are fundamentally individual matters of choice. Any analysis has its own built-in set of assumptions that can be questioned. The assumptions for analysis used in this course are presented in the texts. Ultimately, however, it is up to each of us to make up our own minds about our world-views and the best way to analyse them. Learners will be expected to point out limitations to the analyses presented here.

• Part 1 of this course examines the transformation theory of Jack Mezirow and looks at learning through the creation of meaning schemes and meaning perspectives. In particular, the course looks at the role of experiential learning in relation to transformation theory. The DVD The most dangerous man in America presents a vivid case study of experiential learning and transformation theory in action. One of the main themes in the course is the function of reflection in learning, particularly in the validation of prior learning. Learners will have an opportunity to learn about the theory and then later to apply and evaluate it.

• Part 2 of the course introduces a broader array of approaches to experiential learning both in the texts and in the articles contained in the course Reader. The course examines processes of interpretation in a variety of learning situations that includes formal institutional learning, and more informal experiential learning such as personal study, work experience, community service, hobbies, and travel.

• Part 3 of the course is the case study. You have the chance to apply the ideas of experiential learning discussed so far in the course or perhaps some of your own ideas, or you may explore in depth a new aspect of experiential learning. Throughout the course your own informal learning experiences (e.g., volunteer work, travel, hobbies, special experiences, personal study, and work experience) will be especially useful in expanding on the examples given, questioning and evaluating the theories, and finally in completing the case study.

Course Tenets

This course is based on a number of tenets, the keys ones of which are presented below:

1. Learners enrolled in this course bring a variety of informal learning experiences to the course from personal study, work experience, community service, hobbies or travel;
2. Experiential learning is a multi-faceted, multi-dimensional concept having to do with the creation of meaning from direct experience;
3. It is useful to view reality as created by individuals and groups located in a cultural and historic context. From this viewpoint reality is socially constructed, not handed down by the Fates;
4. Socrates is quoted as saying "The unexamined life is not worth living." That may be an extreme viewpoint, but MDDE 612 acknowledges the value of such a sentiment.

Course Objectives

The course is intended to meet several general objectives:

• provide learners with conceptual tools for identifying and analysing personal learning boundaries in experiential learning established by beliefs and assumptions;

• extend the knowledge base of learners with respect to the variety of approaches to experiential learning; and,

• offer learners the opportunity to pursue, in some depth, an idea or set of ideas related to experiential learning.

Student Evaluation

The six course assignments listed below are the means for achieving the course goals and learning outcomes.

• Life Situation Survey (5%):
  You are asked to complete the Life Situation Survey. This survey will give the instructor a better idea of what you know in the area of experiential learning and how best to tailor the course to meet your interests and experience.

• Questions of the Week (20%) :
  There will be opportunity to discuss issues and raise questions in the forum. Issues are raised in the context of the three parts of the course according to the schedule. Note: 2% per week.

• Review 1: Milton, Mezirow or the Ellsberg DVD (20%):
  There are two objectives in this review. First, this is a review of the critical material from Mezirow's transformation theory. Second, this review provides an opportunity to relate the theory to real life situations.

• Review 2: Reader articles (15%):
  In this review you will pull together a wide variety of approaches and ideas in experiential learning. Again, you will identify and summarize the key concepts and principles and your evaluation of them.

• Case Study Proposal (approved/not approved):
  In this proposal you will outline the project which you like to pursue in the case study.

• Case Study (40%) :
  This project is the main activity in this course. It is the culmination of your reading. You can think of this project as a take-home examination. You must obtain a passing grade (50 per cent) on this project to obtain credit in the course.

Course Materials

Textbooks

• Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.

Athabasca University-produced Materials

• Course Reader

• Vietnam: A personal perspective

• Ehrich, J., & Goldsmith, R. (2009). The most dangerous man in America: Daniel Ellsberg and the Pentagon papers (DVD). First Run Features.

 

CDE - Last updated by MM February 06, 2012