Learning Experiences In Education

Learning Experience in Education

Learning Experiences

Learning experience refers to any interaction, course, program, or other experience in which learning takes place, whether it occurs in traditional academic settings (schools, classrooms) or nontraditional settings (outside-of-school locations, outdoor environments), or whether it includes traditional educational interactions (students learning from teachers and professors) or nontraditional interactions (students learning through games and interactive software applications).

 (Reference by: www.edglossary.org)

 

General Principles in Selecting Learning Experiences:

1.     For a given objective to be attained, a student must have experiences that give him/her an opportunity to practice the kind of behavior implied by the objective.

2.     The learning experience must be such that the student obtains satisfaction from carrying on the kind of behavior implied by the objectives. 

3.     The reactions desired in the experience are within range of possibility for students involved. 

4.     There are many particular experiences that can be used to attain the same educational objectives.

5.     The same learning experience will usually bring about several outcomes.

   Explanation:

1.     Learning experiences to develop skill in thinking.

o    Learning experiences to develop thinking will utilize various problems that are real to students in order to stimulate their reaction.

o    Inductive thinking involves drawing generalizations from several items of specific data.

o    Deductive thinking involves applying one or more generalizations to specific areas.

o    Logical thinking involves the arrangement of assumptions, premises and conclusions in a way to develop a logical argument.

2.     Learning experiences helpful in acquiring information. 

o    Developing understanding of particular things and developing knowledge about various things.

o    The kind of information acquired includes principles, laws, theories, experiments and evidence supporting generalizations such as ideas, facts and terms.

3.     Learning experiences helpful in developing social attitudes.

o    Objectives that can be classified as developing social attitudes include the ones emphasized in the social studies, literature, arts, physical education and extracurricular activities.

o    Attitudes is defined as a tendency to react even though the reaction does not actually take place.

o    There are four means by which attitudes commonly develop in people:

§  assimilation from the environment

§  emotional effects of certain kinds of experiences

§  traumatic experiences

§  direct intellectual process

4.     Learning experiences helpful in developing interests.

o    Interests are important because what one is interested in will greatly determine what he/she attends to and frequently does. 

o    They enable the student to derive satisfactions from the area of experience where the interest is to be developed. 

o    Satisfactions can come out of several sources:

§  social approval

§  food

§  rest

§  link between satisfying experiences

§  free activity

Learning Experience Designers are currently in the process of determining the most effective ways to provide credit for prior learning, to accommodate different learning styles and to assess incoming students in exciting ways. As the phenomenon grows and gains more attention, we can all look forward to seeing the types of Learning Experience Design approaches that different institutions will create around competency-based education. Whether future higher education students attend lectures and study groups on a campus or create their own custom degrees from a selection of coursework, Learning Experience Design practices can help to ensure that students’ time and money are properly spent on memorable, effective and enjoyable learning experiences.

By: Ms Kashfia Latafat.

Reference by:

sixredmarbles.com, Jim Frey, Director, Learning Experience Design for Higher Education at Six Red Marbles

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