This blog post has all the annotated blogs I researched. It is the final literature paper for this semester game project. In case you missed my previous blog post, my game idea for this semester is to make a game for younger children in Primary School. Most likely going to be children from the age to 4 to 6. It's an interactive learning game. This game is about learning different subjects but in a fun and entertaining way. We got inspiration from Duolingo and Study Stack. The following annotated review will cover a wide variety of experiential learning that will focus on the experiencing children/students have with learning from school/home and social.
Evan Ortlieb wrote about how experiential learning can have on students when learning in and out of the classroom. One of the main methods of learning is that we can learn from doing something, learning from our mistakes. Students who are interested in literacy and using technology and experiential learning should be a central focus. Francios Fourcade and Nicolas Go compared two different ways of experiential learning. They researched more than 70 students for more than 5 years and in kindergartens for more than 10 years. They want to reveal the power of experiential learning and the four principles that are needed. The four principles are the conditions for the experience to emerge comes from themselves, the multiplicity, the dual epistemological authenticity and the complexity principles. Mona Holmqvist, Goran Brante and Charlotte Tullgren discussed the pre-school children's learning during a learning study and their teachers' awareness of each child's learning abilities and what they actually learned. The aims are to focus on how to design a learning study in a pre-school setting and to study young children's learning. There is a difference between what the children actually learned and the teachers' awareness about the child's learning abilities. The teacher's expectations are either too high or too low, this can affect the children's abilities to learn in a positive or negative way. Using the learning study, teachers became aware of this difference and able to reassess their expectations for each child.
Nelson K, Plesa, D and Henseler S talks about the theory versions of children's theory of mind as discussed. Man college students provide an explanation while others gave straight forward theoretical explanations. The younger children's experimental is suggested that they rely on background experientially. The theory of human action is based on the mindset, it is a developmental product of narrative. The research between theoretical and methodological are different from each other, they study the children's developing understanding of others' actions and to address the terms of the theory of mind. There's a gap between the theory to the children's theory of mind, the summary theory to children's understanding of the meaning of action and talk in social life. Ferra Laevers research about the framework on the "Experiential Education" project. This project is a test of academic, meaning they are looking at the educational outcomes. The idea of deep level learning is a constructivist tradition and it catches the view on learning and development. It can bring the children to the highest levels of involvement.
Efthymios Valkanos and Iosif Fragoulis studied about the experiential methods developed by trainers while carrying out the in house training programs with the aim to learn through experiences and their teachings, actions or behaviour. This would show the reasons why experiential learning is important. It is the key tool to achieve the goals, learners make use of their experiences and appropriate educational techniques. It gives the opportunities to develop knowledge, skills, attitudes and behaviour that can help in a real working and social environment. Reflecting on your experience this should lead to a new learning cycle. Hanan Kondratjew and Mario Kahrens show that Space Learning (SL) and Experiential Learning (EL) is known as a long term knowledge than other forms of learning. The purpose of this article is that they want to confirm SL and EL can work in a learning environment. It was revealed that SL to EL training can either give the students' knowledge to improve. It's recommended to considered SL as an effective way to increase long term knowledge that relates to any work based or EL training. Learning both theories in training programmes can converge with reality in the workplace and improve long term knowledge.
Sue Waite looked at the three empirical studies in the South Wes of England. A survey of outdoor experiential learning opportunities, examining attitudes, practice and aspirations of practitioners and children in educational and in a caring setting for children between the age of 2-11 years old. It shows that outdoor learning from early years to primary practice in England and says that the navigational tools were used by practitioners. The children learning from outdoor should encourage practitioners to go back and ensure that children have opportunities to learn outside the classroom while they are at a young age. David Lamb used the experiential learning model in an introduction events module in partnership with Sports Canterbury. During this module, students explored the creation and manipulation of event experience. Students were able to acquire skills and knowledge that helped them experience the whole event. Experiential learning model used in this study resulted that the students being actively engaged in their learning through involvement and active participation in an actual event. The connection between theory and practice is important.
Evan Ortlieb wrote about how experiential learning can have on students when learning in and out of the classroom. One of the main methods of learning is that we can learn from doing something, learning from our mistakes. Students who are interested in literacy and using technology and experiential learning should be a central focus. Francios Fourcade and Nicolas Go compared two different ways of experiential learning. They researched more than 70 students for more than 5 years and in kindergartens for more than 10 years. They want to reveal the power of experiential learning and the four principles that are needed. The four principles are the conditions for the experience to emerge comes from themselves, the multiplicity, the dual epistemological authenticity and the complexity principles. Mona Holmqvist, Goran Brante and Charlotte Tullgren discussed the pre-school children's learning during a learning study and their teachers' awareness of each child's learning abilities and what they actually learned. The aims are to focus on how to design a learning study in a pre-school setting and to study young children's learning. There is a difference between what the children actually learned and the teachers' awareness about the child's learning abilities. The teacher's expectations are either too high or too low, this can affect the children's abilities to learn in a positive or negative way. Using the learning study, teachers became aware of this difference and able to reassess their expectations for each child.
Nelson K, Plesa, D and Henseler S talks about the theory versions of children's theory of mind as discussed. Man college students provide an explanation while others gave straight forward theoretical explanations. The younger children's experimental is suggested that they rely on background experientially. The theory of human action is based on the mindset, it is a developmental product of narrative. The research between theoretical and methodological are different from each other, they study the children's developing understanding of others' actions and to address the terms of the theory of mind. There's a gap between the theory to the children's theory of mind, the summary theory to children's understanding of the meaning of action and talk in social life. Ferra Laevers research about the framework on the "Experiential Education" project. This project is a test of academic, meaning they are looking at the educational outcomes. The idea of deep level learning is a constructivist tradition and it catches the view on learning and development. It can bring the children to the highest levels of involvement.
Efthymios Valkanos and Iosif Fragoulis studied about the experiential methods developed by trainers while carrying out the in house training programs with the aim to learn through experiences and their teachings, actions or behaviour. This would show the reasons why experiential learning is important. It is the key tool to achieve the goals, learners make use of their experiences and appropriate educational techniques. It gives the opportunities to develop knowledge, skills, attitudes and behaviour that can help in a real working and social environment. Reflecting on your experience this should lead to a new learning cycle. Hanan Kondratjew and Mario Kahrens show that Space Learning (SL) and Experiential Learning (EL) is known as a long term knowledge than other forms of learning. The purpose of this article is that they want to confirm SL and EL can work in a learning environment. It was revealed that SL to EL training can either give the students' knowledge to improve. It's recommended to considered SL as an effective way to increase long term knowledge that relates to any work based or EL training. Learning both theories in training programmes can converge with reality in the workplace and improve long term knowledge.
Sue Waite looked at the three empirical studies in the South Wes of England. A survey of outdoor experiential learning opportunities, examining attitudes, practice and aspirations of practitioners and children in educational and in a caring setting for children between the age of 2-11 years old. It shows that outdoor learning from early years to primary practice in England and says that the navigational tools were used by practitioners. The children learning from outdoor should encourage practitioners to go back and ensure that children have opportunities to learn outside the classroom while they are at a young age. David Lamb used the experiential learning model in an introduction events module in partnership with Sports Canterbury. During this module, students explored the creation and manipulation of event experience. Students were able to acquire skills and knowledge that helped them experience the whole event. Experiential learning model used in this study resulted that the students being actively engaged in their learning through involvement and active participation in an actual event. The connection between theory and practice is important.
Tania Pereira Christopoulos, Adriana Wilner and Mario Lusic Trindade Bestetti aims were to improve training and experimentation as an alternative method to deal with unexpected events in which structured processes do not seem to work. This study designed a framework and process model of experiemental learning supported by a case study of Brazilian Government agents. The lessons and group experiences of the experimental learning course helped agents to build to tools to deal with events that required improvisation.
In conclusion, experiential learning has shown that children learning outside of the classroom can boost up their confidence and knowledge. They learned from what is happening around them, which could help with them making their own decision with their problem. Although, having aims for finding a solution that can help the pre-school children learn can either help them for the better or not pushing their mindset to a growth mindset. If changing the way of learning, one should consider having the mindset to a growth mindset without making them lazy with working and not following their dream.
Citation
Evan Ortlieb, (2014), Experiential Learning Theory, inEvan Ortlieb (ed.) Theoretical Models of Learning and Literacy Development (Literacy Research, Practice and Evaluation, Volume 4) Emerald Group Publishing Limited, pp.109 - 137, emeraldinsight.com
François Fourcade, Nicolas Go, (2012) "Towards a new paradigm in experiential learning: lessons learned from kindergarten", Journal of Management Development, Vol. 31 Issue: 3, pp.198-208, doi.org
Tania Pereira Christopoulos, Adriana Wilner, Maria Luisa Trindade Bestetti, (2016) "Experimental learning enhancing improvisation skills", The Learning Organization, Vol. 23 Issue: 6, pp.415-428, doi.org
Mona Holmqvist, Göran Brante, Charlotte Tullgren, (2012) "Learning study in pre‐school: teachers’ awareness of children's learning and what they actually learn", International Journal for Lesson and Learning Studies, Vol. 1 Issue: 2, pp.153-167, doi.org
David Lamb, (2015) "Learning about events through involvement and participation: The use of experiential and authentic learning experiences", International Journal of Event and Festival Management, Vol. 6 Issue: 1, pp.73-91, doi.org
Nelson, K, Plesa, D, Henseler S: Children’s Theory of Mind: An Experiential Interpretation. Human Development 1998;41:7-29. doi.org
Ferre Laevers, (2000) Forward to Basics! Deep‐Level‐Learning and the Experiential Approach, Early Years, 20:2, 20-29, doi.org
Hanan Kondratjew, Marion Kahrens, (2018) "Leveraging experiential learning training through spaced learning", Journal of Work-Applied Management, doi.org
Efthymios Valkanos, Iosif Fragoulis, (2007) "Experiential learning – its place in in‐house education and training", Development and Learning in Organizations: An International Journal, Vol. 21 Issue: 5, pp.21-23, doi.org
Sue Waite, (2010) Losing our way? The downward path for outdoor learning for children aged 2–11 years, Journal of Adventure Education and Outdoor Learning, 10:2, 111-126, doi.orgFerre Laevers, (2000) Forward to Basics! Deep‐Level‐Learning and the Experiential Approach, Early Years, 20:2, 20-29, doi.org
Hanan Kondratjew, Marion Kahrens, (2018) "Leveraging experiential learning training through spaced learning", Journal of Work-Applied Management, doi.org
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