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Experiential Learning

  1. EXPERIENTIAL LEARNING Seta A. Wicaksana Founder and CEO of and
  2. Dr. Seta A. Wicaksana, M.Psi., Psikolog 0811 19 53 43 • Business Psychologist • Pendiri dan Direktur Humanika Consulting dan • Anggota Komite Nominasi dan Remunerasi Dewan Komisaris PT Askrindo • Sekretaris Prodi MM Program Pasca Sarjana Universitas Pancasila • Dosen Tetap dan Peneliti di Fakultas Psikologi Universitas Pancasila • Pembina Yayasan Humanika Edukasi Indonesia • Wakil Ketua Asosiasi Psikologi Forensik Indonesia wilayah DKI • Penulis Buku: Sobat Way (2016), Industri dan Organisasi: Pendekatan Integratif dalam menghadapi Perubahan (2020), Human Faktor Engineering: Integratif Desain Manusia dan Lingkungan Kerja (2021), Psikologi Industri dan Organisasi (2021), Psikologi Umum (2021), Manajemen Pengembangan Talenta (2021), PIODiagnostik: Pengukuran Psikologi di Lingkungan Kerja (2021), Transformasi Digital: Perspektif Organisasi, Talenta dan Budaya Organisasi (2021), Psikologi Pelayanan (2021) dan Psikologi Konsumen (2021). • Dosen Tidak Tetap di: Program Pasca Sarjana Ekonomi di Univ. Pancasila, STP TRISAKTI, Fakultas Psikologi Universitas Mercu Buana, STIKOM IMA • Certified of Assessor Talent Management • Certified of Human Resources as a Business Partner • Certified of Risk Professional • Certified of HR Audit • Ilmu Ekonomi dan Manajemen (MSDM) S3 Universitas Pancasila • Fakultas Psikologi S1 dan S2 Universitas Indonesia • Sekolah ikatan dinas Akademi Sandi Negara
  3. BASIC GOALS 1. Three principles of good design of teaching and learning: the instructional principle, the experiential principle and the alignment principle 2. Why do we need complex teaching methodologies, what are they and what do they imply as methods
  4. DESIGN MODEL FOR LEARNING UNITS (WITH INSTRUCTIONAL ELEMENT) Based on Lynn Mcalpine, (2004) ‘Designing Learning as Well as Teaching: a Research-Based Model for Instruction that Empasizes Learner Practice’.Active Learning in Higher Education, 5 (2): 119-134 Out of class Informing Instruction Engagement Practice or Application Assessment feedback The learning process In class
  5. THE CONSTRUCTIVE ALIGNMENT OF TEACHING AND LEARNING • Course goals (course design) • 1. Topic -sub goals (design for each part of learning) help fulfill course goals • 2. Activities- contributes to fulfilling the sub goals • 3. Assessment - shows evidence that goals have been achieved Students needs Program design Planned outcomes (course goals) Teaching and learning activities subgoals Learning outcomes assessment Based on Biggs, John. (2003) Teaching for Quality Learning at University, Buckingham: SRHE and Open University Press, pp. 19-27
  6. CONSTRUCTIVE ALIGNMENT Outcomes/ Objectives/ Goals Teaching Session Other Learning experiences Assessment Evaluation of Teaching
  7. WHY DO WE NEED COMPLEX TEACHING METHODS • “The learning that goes on in higher education justifies the label higher precisely because it refers to the state of mind over and above the conventional recipe or factual learning” (Barnett, 1999: 149) • “The purposes of post-secondary education is the development of thought, attitudes and motivation” (Bligh 1978:249) • “If a teacher knows what he/she wants to do, there must be a scientific way of doing it” (Ward, 1975:125) • “The most useful learning in the modern world, is learning about the process of learning, an internalisation of the experience of change’ (Brockbank and McGIll 1998: 149)
  8. WHAT METHODS AND METHODOLOGY TO CHOSE FOR YOUR COURSE OR CLASS AND WHY? • What type of method is it? • How does it result in learning? • What learning approach does it encourage (deep or surface, engaged or not)? • What does it achieve in terms of classroom or group dynamics? • What exactly does it teach: content, skills (which skills)? • How does it support your program, course and class aims? • How doe sit match the needs of these particular students? • Does it match your needs?
  9. COMPLEX TEACHING METHODOLOGIES • collaborative learning methods • individual learning methods • critical thinking and academic writing based • learning to learn approach • reflexive-learning approach • technology- based learning • experiential learning • engaged learning, values or attitude change • problem-based learning, • inquiry-based learning or research-based learning • community-based learning • Integrative learning
  12. WHY DO WE NEED COMPLEX TEACHING METHODS? * Complexity of higher education learning * Emphasis on outcome * Shift to student centered approaches * Focus on transferability, engagement.
  14. Philosophy: • The value of experience in learning. • Confucius • “ Tell me and I will forget, show me and I may remember, Involve me and I understand “ Built on the work of Piaget and Dewey. • Dewey
  15. PHILOSOPHY “There is an intimate and necessary relation between the processes of actual experience and education”
  16. MODEL
  17. CONDITIONS FOR SUCCESSFUL EXPERIENTIAL LEARNING Student participation: involvement, reflection, use analytical skills Direct confrontation with problems: decision-making & problem solving Self-evaluation. Employ the whole learning wheel. Bring experience to academic setting.
  18. EXPERIENTIAL LEARNING: SOME ISSUES • work-based learning • service learning • fieldwork • practitioner research • problem-based learning (PBL) • (guided design, the case, simulation) • project methods • laboratory Instruction • collaborative research Focus on relevance, transferability, independence, reflection, motivation and engagement
  19. ADVANTAGES • Addressing the needs of the learner. • Self-initiative & self evaluation. • Learning new skills, attitudes, new ways of thinking. • Service for society. • Motivation.
  21. REFERENCES • References:^ • Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century. The Journal of Experiential Education,.22(2), 91-98. • ^ Bynum, W.F. and Porter, R. (eds) (2005) Oxford Dictionary of Scientific Quotations. Oxford University Press. 21:9. • ^ Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century. The Journal of Experiential Education,.22(2), 91-98. • ^ Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: a comprehensive guide. San Francisco: John Wiley & Sons, Inc. • ^ Lindeman, E. C. (1961). The meaning of adult education in the United States. New York: Harvest House. • ^ Dewey, J. (1938). Experience and education. New York: Collier Books. • ^ Greenberg, D. (1992) "'Ethics' is a Course Taught By Life Experience," Education in America - A View from Sudbury Valley. • ^ Greenberg, D. (1987) "Teaching Justice Through Experience," The Sudbury Valley School Experience. • ^ Greenberg, D. (1992) "Democracy Must be Experienced to be Learned," Education in America - A View from Sudbury Valley. • ^ Greenberg, D. (1987) "The Sorcerer's Apprentice," Free at Last - The Sudbury Valley School. • ^ Stavenga de Jong, J.A., Wierstra, R.F.A. and Hermanussen, J. (2006) "An exploration of the relationship between academic and experiential learning approaches in vocational education," British Journal of Educational Psychology. 76;1. pp. 155-169.