Experiential learning cycle: the new emphasis
By: Chakravarty, A.N.
Material type:
ArticlePublisher: 2004Description: p.60-73.Subject(s): Training
In:
Indian Journal of Training and DevelopmentSummary: This paper attempts a nutshell presentation of the new emphasis on "continued learning for development" approach through experiential learning cycle, experienced by the author while participating in a trainers' training workshop at the Institute for Development Policy and Management (IDPM), University of Manchester (August 2002). The new experience on trainers' training has been a shift from the historical role of pedagogue and educator to the contemporary competence of experiential trainer. This shift has revealed a move away from relying dependently upon known things that are teachable towards feeling dependable in making unknown things learnable. While professionalism in training, exemplified by the systemic approach, has been important for a number of decades, specific weaknesses of the approach are identified through outcomes. The shift from a 'training' to 'learning' paradigm and from 'learning' to a 'learning to learn' paradigm is indicative of the newer approach. A model derived from assumptions of how adults might learn from the use of their own and others' experience, depicts, within a single theoretical infrastructure, different practice variables of training design. These include learning emphases or methods, trainer stance and interventions, and learner readiness and learning blocks. - Reproduced.
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Articles
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Indian Institute of Public Administration | Volume no: 34, Issue no: 1 | Available | AR60932 |
This paper attempts a nutshell presentation of the new emphasis on "continued learning for development" approach through experiential learning cycle, experienced by the author while participating in a trainers' training workshop at the Institute for Development Policy and Management (IDPM), University of Manchester (August 2002). The new experience on trainers' training has been a shift from the historical role of pedagogue and educator to the contemporary competence of experiential trainer. This shift has revealed a move away from relying dependently upon known things that are teachable towards feeling dependable in making unknown things learnable. While professionalism in training, exemplified by the systemic approach, has been important for a number of decades, specific weaknesses of the approach are identified through outcomes. The shift from a 'training' to 'learning' paradigm and from 'learning' to a 'learning to learn' paradigm is indicative of the newer approach. A model derived from assumptions of how adults might learn from the use of their own and others' experience, depicts, within a single theoretical infrastructure, different practice variables of training design. These include learning emphases or methods, trainer stance and interventions, and learner readiness and learning blocks. - Reproduced.
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