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Course Theory

This course combines Experiential Learning Theory with Transformative Learning Theory and principles of Adult Learning Theory.  There is, in some instances, deliberate overlap; however, the Experiential Learning Theory has been deliberately paired with the cultural outings and essays, the Transformative Learning Theory has been deliberately paired with the cultural profile and reflective research paper and Adult Learning Theory has been deliberately interwoven throughout [see Student Manual - Overview].  Each of the assignments provides further elaboration regarding how any one or combination of the three theories applies [see Study Guide].

Experiential Learning Theory

The learning experiences you are about to undertake have Kolb’s Experiential Learning Theory¹ as the underpinning.  The following is a summary of the terms and their respective meanings, as we will be applying them here.

Concrete Experience:
Experiencing or immersing oneself in the "doing" of a task is the stage in which the learner simply carries out the task assigned, in this case your respective cultural outings.  You are usually not reflecting on the task at this time but rather just carrying it out after careful planning, and experiencing it with intention.

Reflective Observation:
Reflection involves stepping back and reviewing what has been done, experienced, and learned.  The skills of attending, and noticing similarities and differences, will help you to identify subtle events, feelings, attitudes, beliefs, and assumptions.

Abstract Conceptualization:
Conceptualization involves interpreting the events that have been noticed and understanding the relationships among them.  It is at this stage that your profile will be particularly helpful as a template for framing and explaining what you did and what you learned.

Active Experimentation:
Application involves acting in a new circumstance within the range of generalization.  Within this context, you will take the new understanding from the outing experiences and plan your next outings.

Jack Mezirow suggests in his theory of transformative learning that individuals can be transformed through a process of critical reflection.  This process is defined as the development of revised assumptions, premises, ways of interpreting experience, or perspectives on the world, by means of self-reflection.  It is a process of examining, questioning, validating, and revising these perceptions.  Cranton² suggests that "learning occurs when an individual enters a process of reconciling newly communicated ideas with the presuppositions of prior learning" and that "the ideal conditions for learning are those that allow full participation in reflective discourse". [pg. 8].  With respect to Mezirow's theory, we will be dealing with changes in meaning schemes, that is, relatively focused sets of belief around culture.  To put it more simply, we expect to see things in certain ways because of our past experiences, for example, what we read, what we see, what others say, the way in which we grew up, the culture in which we live, and what we have previously learned.

Transformative learning involves

• becoming more reflective and critical.
• being more open to the perspectives of others.
• being less defensive and more accepting of new ideas.

Adult Learning Theory

Special consideration has been given to adult learning theory principles³ and creating an enhanced environment.  The following represent some of these elements [see Study Guide - Reflective Research Paper for additional Adult Theory elements]:

1. transforming the role of the faculty from a content provider to content expert, facilitator, coach, and process manager.
2. transforming the role of the student from information receiver to navigator, active learner, information interpreter, and implementer of knowledge.
3. use of push strategies [e.g., student-student contracts].
4. use of pull strategies [e.g., work is posted on the Web site].
5. conducive learning environment [e.g., dynamic Web site and responsive tutor].
6. creating own content [e.g., learner determines, within imposed limits, what will be learned and how].
7. varying the stimulus [e.g., essays, critical self-reflection, developing Web pages].
8. social context [e.g., use of non-cultural metaphors, and sensitivity to slang that references cultural origins].
9. opportunities for engagement [e.g., building on success, developing presentation and Web skills].

To be an effective communicator, you need to be an effective listener.  Stephen Covey⁴ observes, " …the greatest need of a human being is psychological survival – to be understood, to be affirmed, to be validated, to be appreciated."  Some of the essential qualities of an effective listener include:

1. asking open-ended questions.
2. asking focused questions that are not too broad.
3. asking for additional details, examples, and impressions.
4. paraphrasing
5. checking perceptions
6. non-verbal cues
7. unconditional positive regard behaviours
8. non-judgmental attitudes

See Student Manual or Assignment Resources - Digital Reading Room for required reading information.