David Kolb

In 1984, David A. Kolb, published a ground breaking book entitled Experiential Learning: experience as the source of learning and development (Englewood Cliffs, Prentice Hall, 1984). This book essentially exposed the principle that a person would learn through discovery and experience. The reason the theory is called "experiential" is its intellectual origins are taken from the experiential work of Lewin, Piaget, Dewey, Freire and James, forming a unique perspective on learning and development.

Experiential Learning Theory (ELT) provides a holistic model of the learning process and is a multi-linear model of adult development, both of which are consistent with what we know about how we naturally learn, grow, and develop. The theory is called "Experiential Learning" to emphasize the central role that experience plays in the learning process.

Klob's Experiential Learning Cycle

Kolb Learning Cycle

The most widely used learning theory is Kolb's experiential learning cycle. There are four stages starting with Concrete Experience.

Cycle Element	Description	Activities which help learners experience
Concrete Experience	Kolb's cycle starts with a concrete experience. In other words it begins with doing something in which the individual, team or organisation are assigned a task. Key to learning therefore is active involvement. In Kolb's model one cannot learn by simply watching or reading about it, to learn effectively the individual, team or organisation must actually do.	ice breakers & energisers team games problem solving discussion practical exercises, e.g. making a presentation debates
Reflective Observation	The second stage in the cycle is that of reflective observation. This means taking time-out from "doing" and stepping back from the task and reviewing what has been done and experienced. At this stage lots of questions are asked and communication channels are opened to others members of the team. Vocabulary is very important and is needed to verbalize and discuss with others.	ask for observation write a short report on what took place give feedback to other participants quiet thinking time tea & coffee breaks completing learning logs or diaries
Abstract Conceptualisation	Abstract Conceptualisation is the process of making sense of what has happened and involves interpreting the events and understanding the relationships between them. At this stage the learner makes comparisons between what they have done, reflect upon and what they already know. They may draw upon theory from textbooks for framing and explaining events, models they are familiar with, ideas from colleagues, previous observations, or any other knowledge that they have developed.	present models give theories give facts
Active Experimentation	The final stage of the learning cycle is when the learner considers how they are going to put what the have learnt into practice. Planning enables taking the new understanding and translates it into predictions as to what will happen next or what actions should be taken to refine or revise the way a task is to be handled. For learning to be useful most people need to place it in a context that is relevant to them. If one cannot see how the learning is useful to one's life then it is likely to be forgotten very quickly.	give learners time to plan use case studies use role play ask learners to use real problems.

Concrete Experience	Reflective Observation	Abstract Conceptualization	Active Experimentation
Teaching Activities that Support Different Aspects of the Learning Cycle
readings examples fieldwork laboratories problem sets trigger films observations simulations/games text reading	logs journals discussion brainstorming thought questions rhetorical questions	lecture papers projects analogies model building	projects fieldwork homework laboratory case study simulations

Resources

Richard Mobbs, December, 2003