1.

Experiential Education
Educators purposefully engage learners in direct experience and focused reflection in order
to increase knowledge, develop skills and develop people's capacity to contribute to their
communities.
First theories arose in mid-nineteenth century as attempts to move away from traditional,
formal education. Students would learn by doing applying knowledge to experience to
develop skills or new ways of thinking.

2. Experience and Challenge followed by Reflection leading to Learning and

Growth.

Experience who is involved (students, educator), background,

knowledge / skills / interest
Challenge course content, value to practical everyday skills, learning
Reflection how is this learning shaping my current understandings,
what process are opening up for exploration

3. Principles

Experiences are structured to require the learner to take initiative, make

decisions and be accountable for results.
Structure can include learning contract, overview of expectations and learning
outcomes from both educator and student

Learner is actively engaged in posing questions, investigating, experimenting,

solving problems, assuming responsibility and being creative

The results of the learning are personal and form the basis for future experience
and learning.

Focus on developing relationships - learner to self (reflection), learner to others

(groupwork) and learner to the world at large (challenge).

4. Educator Responsibilities

Providing framework and boundaries of process, setting suitable experiences,

posing problems, supporting learners, and facilitating the learning process.

Recognizing, facilitating and encouraging spontaneous opportunities for learning

Consciousness of biases, judgments and pre-conceptions, and how these

influence the learner
5. Who Benefits Most

Mature learners who have been long removed from traditional classrooms and
needs motivation of contextual learning

Learners who need to personally experience the value of a subject to be

motivated

Learner who has trouble learning in a formal classroom, benefits from hands-on
learning.

Best Practices
Interest & Engagement projects, classroom activities, external experiences
Compatibility - experiential activities to readings & lectures
Goals challenging yet manageable
Expectations -clarify assessment criteria, provide examples
Time identify parameters, keep focused
When students know what they are aiming toward, they understand that each
class has purpose because it provides a stepping-stone toward that overall
aim.
Use a combination of projects, classroom activities, and external experiences
to keep the course interesting and engaging while adding value to the overall
process.
Tie everything together. The readings and class activities should all be thought
of as resources that will help the students complete their major project.
Ensure activities are challenging, yet manageable. When students are given
the responsibility of devising their own projects, the instructor must then make
sure that they are able to complete them.

Provide clear expectations for students. This could include assessment criteria,
or examples of completed projects and activities from previous courses.
Allow students the necessary time to identify, clarify, and keep focused on
their problem.