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As in the
diagram below, it is based on two preference dimensions, giving four different styles of
learning.
Concrete
Experience
ACCOMODATORS
DIVERGERS
^
Perception
|
Active
Experimentation
<------
------>
Reflective
Observation
|
|
V
CONVERGERS
Abstract
conceptualization
ASSIMILATORS
Preference dimensions
Perception dimension
In the vertical Perception dimension, people will have a preference along the continuum
between:
Concrete experience: Looking at things as they are, without any change, in raw
detail.
Abstract conceptualization: Looking at things as concepts and ideas, after a degree
of processing that turns the raw detail into an internal model.
People who prefer concrete experience will argue that thinking about something changes it,
and that direct empirical data is essential. Those who prefer abstraction will argue that
meaning is created only after internal processing and that idealism is a more real approach.
This spectrum is very similar to the Jungian scale of Sensing vs. Intuiting.
Processing dimension
In the horizontal Processing dimension, people will take the results of their Perception and
process it in preferred ways along the continuum between:
Active experimentation: Taking what they have concluded and trying it out to prove
that it works.
Reflective observation: Taking what they have concluded and watching to see if it
works.
So what?
So design learning for the people you are working with. If you cannot customize the design
for specific people, use varied styles of delivery to help everyone learn. It can also be
useful to describe this model to people, both to help them understand how they learn and
also so they can appreciate that some of your delivery will for others more than them (and
vice versa).
See also
Kolb, D.A. (1984). Experiential Learning. Englewood Cliffs, NJ: Prentice-Hall
Beliefs about people