EXPERIENTIAL
RYERSON’S EXPERIENTIAL LEARNING MODEL
LEARNING
At Ryerson, we have a long history of bringing theory to life through
experiential learning activities, whether they are delivered in the
classroom, in specialized learning modules, in the community, in the
workplace or in international settings. An innovative model for
experiential learning has been developed under the auspices of the
Ryerson University Senate Learning and Teaching Committee and the
Experiential Learning Office which encompasses the input and creativity
of many members of the Ryerson community.
When creating the model, consideration was given to application,
analysis, evaluation and creativity in experiential learning allowing for
transformational intellectual growth. A great deal of attention was paid
to building an interactive model that would maximize effective learning.
The committee took a creative and holistic approach in designing the
model. Key descriptive words, each well-defined, open the door to a
broader perspective of experiential learning incorporating four “lenses”:
THE LEARNING CYCLE, CURRICULUM, CLIMATE, COMMUNITY
These pillars of the model allow us to engage students in critical
thinking, problem solving and decision making in contexts that are
personally relevant and connected to academic learning objectives.
A Ryerson model for everyone associated
with our teaching and learning community
While we each approach experiential learning in many different ways,
we hope that you will be assisted by using some or all of the elements of
the experiential learning model in the development and delivery of
quality teaching and learning experiences.
Experiential learning model graphic designed by Jason Mok
Graphic Communications Management graduate
CONCRETE EXPERIENCE
Involving oneself fully, openly and without bias in new
experiences
The experiential learning cycle starts with a concrete experience. In
Kolb's model one cannot learn by simply watching or reading about it;
to learn effectively the individual, team or organization must actually
do. Key to this type of learning is active involvement.
REFLECTIVE OBSERVATION
Developing observations about one’s own experience from many
perspectives
Through reflection students analyze concepts, evaluate experiences and
form opinions. Critical reflection provides students with the opportunity
to examine and question their beliefs, opinions and values. It involves
observation, asking questions and putting facts, ideas and experiences
together to derive new meaning and new knowledge.
ABSTRACT CONCEPTUALIZATION
Creating theories to explain observations
Abstract conceptualization 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, what they have reflected
upon and what they already know. They may draw upon theory for
framing and explaining events, models they are familiar with, ideas
from colleagues, previous observations or any other knowledge they
have developed.
ACTIVE EXPERIMENTATION
Using theories to solve problems, make decisions
Source: Kolb, D.A. (1984) Experiential Learning, Englewood Cliffs, NJ.: Prentice Hall.
The active experimentation stage of the learning cycle involves
experimenting with, influencing or changing situations. At this stage
the learner considers how they are going to put what they have learned
ITERATIVE
Experiential learning is most effective when there
opportunities to apply what has already been learned.
are
Experiential learning achieves its potential value most effectively when
there are a series of related opportunities over a reasonably sustained
period of engagement.
INTENTIONAL
Experience doesn’t just happen.
Experiences are encouraged to happen as deliberate means to advance
particular learning objectives.
INTEGRATIVE
Experiential activities become fully effective when purposely
integrated with theory.
The process of having an experience lived, reflected and connected to
theory allows a student to develop as a learner. Connections between
academic knowledge and practice occur when experiences are an
integrated component of a curriculum.
ENGAGED
Active engagement in learning is a hallmark of experiential
education.
Experiential learning benefits a learner’s acquisition of knowledge by
actively engaging them in establishing goals, planning,
conceptualizing, experimenting and reflecting. By engaging in these
activities, learners have the opportunity to gain an understanding of
theory through cognitive, emotional and physical aspects of learning.
INCLUSIVE
An inclusive learning community is a community based on the
principles of respect for diversity, equity and human rights.
Cultivating and enhancing an inclusive learning environment that
values diverse learning and pedagogical styles ensures that each
individual reaches his/her full potential.
ADAPTABLE
Experiential learning enables a shift towards adaptable and
personalised approaches and pedagogies.
Experiential learning allows the needs and preferences of the individual
learner to be met by providing learner-centred, accessible, purposeful
learning.
CREATIVE
In order for an experiential learning climate to foster student
creativity, faculty, students, and employers need to foster an
atmosphere in which decisions, conflict, motivation, and learning
are positively handled.
Through everyday interactions, students should experience a dynamic
environment , a sense of trust, and take on an appropriate degree of
challenge as they learn. They need to have support for their ideas,
opportunities to express and manage risk, and experience a range of
individual and collective interactions that utilize their unique
contributions to a project's outcome.
PARTICIPATORY
Participatory learning encourages and enables students to share
their individual experiences, conceptual reflections and
methodological innovations.
Participatory learners communicate with each other in order to
aggregate their ideas and experiences in a way that will help them
discover the connections between these experiences, contributing to
their individual and shared learning goals. A participatory learning
climate makes the learning experience of the group greater than the
sum of its parts.
HOLISTIC
Holistic education supports the capacity of individuals to change
and develop through at least 3-domains of learning: cognitive,
affective and psychomotor.
It impacts on the intellectual, emotional, physical, and spiritual spheres
of knowing. Sonnier (1982) notes that “holistic education is the
process and product of teaching objectives which incorporate both the
affective and cognitive domains” (p.11). The term holistic education
relates to the act of teaching and the act of learning as well as the social
interactions between the two. The education of the whole person must
be considered within a social context which includes experiential
knowledge of learners and teachers to enhance the learning
environment.
RESPECTING DIVERSITY
Respecting diversity means understanding that each individual is
unique, by recognizing individual differences.
This can encompass the dimensions of race, ethnicity, gender, sexual
orientation, socio-economic status, age, physical and mental abilities,
family status, educational background, religious and spiritual beliefs,
and appearance. Respecting diversity is about moving beyond simple
tolerance for one’s differences, and embracing and accepting the rich
and unique dimensions of diversity contained within each and every
TRANSFORMATIVE
The process of discovery and critical reflection leads to a learner’s
assumptions, beliefs values and practice being changed.
Application, analysis, evaluation and creation in experiential learning
allows for transformational growth. The building of knowledge
through a process of discovery provides opportunities for progression
Experiential Learning Model Committee
Gretchen
Bingham
Co-ordinator and Learning
Strategist
[email protected]
ext.
7933
Paola
Learning Success Centre
Curriculum Development
Consultant
[email protected]
ext.
2629
[email protected]
ext.
7651
[email protected]
ext.
4060
Architecture and Science
Associate Dean
[email protected]
Faculty of Communication &
Design
Director
ext.
6579
[email protected]
ext.
7260
Borin
Learning and Teaching Office
Teaching Chair
Elaine
Frankel
Faculty of Community
Andrews
McWilliams
Gillian
Mothersill
Katherine
Penny
Services
Asst. Professor
Faculty of Engineering,
Experiential Learning Office
This pamphlet is available on the Experiential Learning Office website:
www.ryerson.ca/experiential
Published 2011