Blog Prompt: Provide an overview of the characteristics of experiential learning and why it does or does not align with our chosen topic
Experiential learning is a learning process where learners become familiar with skills or theories by completing related learning activities and reflecting on the result. After learners have acquired necessary knowledge for the activities, learners will take the initiative to begin and complete. For certain learning activities, learners also have the opportunity to choose them, such as internship and graduate research. During or after the process of engaging with learning activities, learners reflect on and analyze the experience. Additionally, learners may counter situations they do not expect and it requires supervision from the administration team to ensure learners can engage with activities without too many unnecessary difficulties. One example is the UVic Co-op programs. Once students have filled out the co-op access form, it is entirely up to students to apply for Co-op positions and coordinate with employers. Throughout a work term, students are required to write brief feedback about the co-op position. A work term report needs to be submitted by the end of the term and will be evaluated.
In my opinion, experiential learning does not align with our chosen topic, the usage of artificial intelligence (AI) for academics although some experiential learning activities could benefit learners who are interested in the topic. Experiential learning requires learners to explore while “doing”, but it can be difficult for learners and instructors to choose a proper learning activity for the topic. Our group intends to introduce this topic to learners who are not familiar with AI, and it would be more helpful for them to explore AI with instructions. Although many AI products are easy to use, learners may not spot the differences if they command AI to operate with slightly different instructions. Ideally, learners can have a better reflection comparing the results from different inputs. “Backward Bicycle” is required for learners to correct their misconceptions about AI.
Great post!
I’d never heard of experiential learning before, so your post was very helpful in my understanding of the approach.
It sounds like a very effective way to learn, so I’m curious about whether there’s data supporting this approach and, if so, what the success rates are. Personally, frequent and consistent activities, worksheets, practice, application, and reflection are very helpful in my learning of a new concept, so this learning approach would likely work very well for me. I’m curious as to how well it would work for the majority of learners as well!
Your takeaways about how the approach is applicable to our Learning Design Blueprint topic is interesting as it’s very similar to how I felt like the approach I wrote about was applicable to our topic. We both thought the approaches we wrote about had aspects that could be helpful for our topic, but that the approach as a whole wouldn’t be a great fit. I think we’ll ultimately have to mix-and-match parts of each approach a little and adjust them to suit our project’s needs!
This post offers a well-considered perspective on experiential learning and its application to your topic of AI in academics. The UVic Co-op example efficiently highlights how experiential learning works and emphasizes the value of student involvement in the learning process.
Your discussion on the compatibility of experiential learning and AI is thought-provoking. I agree that crafting appropriate experiential learning activities for AI can be a challenge. The need for a structured guide when exploring AI is a valid point to ensure learners can navigate the subtle nuances of AI’s output. The “Backward Bicycle” concept for debunking AI misconceptions is a noteworthy suggestion. Overall, your post is concise, clear, and informative!