The classic text on experiential learning.

In English, meanwhile, verse and prose can be learned by heart, andthe pupil's memory should be stored with stories of every kind--classicalmyth, European legend, and so forth. I do not think that the classicalstories and masterpieces of ancient literature should be made the vilebodies on which to practice the techniques of Grammar--that was a faultof mediaeval education which we need not perpetuate. The stories can beenjoyed and remembered in English, and related to their origin at a subsequentstage. Recitation aloud should be practiced, individually or in chorus;for we must not forget that we are laying the groundwork for Disputationand Rhetoric.

This is the most comprehensive review and list of experiential learning articles I have found.

He draws primarily on the works of Dewey (who emphasized the need for learning to be grounded in experience), Lewin (who stressed the importance of a people being active in learning), and Jean Piaget (who described intelligence as the result of the interaction of the person and the environment).

Real Learning Takes Place Through Experience, Essay Sample

The main idea is that there are nine additional parameters of Mediated Learning Experience (MLE) that are situationally appropriate.

In this model, students are expected to have a presence in the community throughout the semester and reflect on their experiences regularly. In these reflections, they use course content as a basis for their analysis and understanding of the key theoretical, methodological and applied issues at hand.

Learning Through Experience Essay Examples | Kibin

Education, in order to accomplish its ends, both for the individual learner and for the society, must be based upon experience—which is always the actual life—experience of some individual...

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For example, in a video documentary on children's classroom science investigations developed by WGBH, a public television station in Boston, Massachusetts, children learned how to test for the presence of sugar in a variety of edible liquids.

Learning about Life through Personal Experience

The main problem with regard to theoretical development is that as soon as we begin to look at the characteristics of learning activities within ‘dedicated’ and non-dedicated learning environments we find a striking mix of educational and learning processes in each (Smith 1988: 125-126). For example, as Henze and others have shown, people teach and organize educational events as part of their everyday experience. A grandfather might show a child how to use a key to unlock a door; a mother may work with her daughter around reading – and so on. These educational events fall inside McGivney’s first focus – yet in their essence they may be little different to what happens in a classroom. Both grandfather and mother may set out to teach particular skills. For this reason, any discussion of informal and formal learning, or informal and formal education must move beyond a simple focus on context or setting, and look to the processes and experiences involved in each. In the case of the latter, it can be argued that informal education is largely driven by conversation (and has formal interludes), while formal education is curriculum-driven (and has informal interludes). Setting or context is still a factor. Different settings will offer a novel mix of resources and opportunities for learning and will have contrasting expectations associated with them (Jeffs and Smith 1990: 1-23).

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… the lifelong process by which every individual acquires and accumulates knowledge, skills, attitudes and insights from daily experiences and exposure to the environment – at home, at work, at play: from the example and attitude of families and friends; from travel, reading newspapers and books; or by listening to the radio or viewing films or television. Generally informal education is unorganized, unsystematic and even unintentional at times, yet accounts for the great bulk of any person’s total lifetime learning – including that of a highly ‘schooled’ person. (Coombs and Ahmed 1974: 8)