Basic Skills for Experiential Learning: What Skills Do Students Need to Make the Most of Experiential Learning Opportunities. LES Papers on Learning and Teaching. Paper #75.

Autor/in	Duley, John
Institution	Michigan State Univ., East Lansing. Learning and Evaluation Service.
Titel	Basic Skills for Experiential Learning: What Skills Do Students Need to Make the Most of Experiential Learning Opportunities. LES Papers on Learning and Teaching. Paper #75.
Quelle	(1978), (11 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Abstract Reasoning; Adult Education; Adult Learning; Basic Skills; Concept Formation; Discovery Learning; Experiential Learning; Field Experience Programs; Observation; Observational Learning; Postsecondary Education; Skill Analysis; Values Clarification + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Basic skill; Grundfertigkeit; Concept learning; Begriffsbildung; Entdeckendes Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Praxisnahes Lernen; Beobachtung; Imitationslernen; Post-secondary education; Tertiäre Bildung; Wertbewusstsein
Abstract	Identification of the basic skills and roles in field experience education should answer the question "Can and should educators identify a set of basic skills required for effective performance in experiential learning as part of general education?" New roles required of students in using experiential learning opportunities include initiator, problem solver and decision maker, cultural analyst and strategist, interactor, information source and network developer, free agent, value clarifier, communicator, and recipient. Basic skills needed are observation and recording skills, skills of reflection, gathering information orally, and value clarification. A skill needed in applying experiential learning theory is abstract conceptualization--taking observations and reflections and developing general principles, concepts, and hypotheses. Traditional learning skills serve field experience education students well in career exploration, creative problem solving, and developing learning objectives. To facilitate acquisition of these skills, one should follow a basic set of assumptions, including the following: students should be responsible for acquiring the skills and learning, discovery learning is more effective learning, and processes through which these skills can be learned should be identified and designed. The two challenges are to identify the minimum basic skills and develop experiential learning occasions through which students acquire them prior to field experience placements. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01