Experiential learning

 https://en.wikipedia.org/wiki/Experiential_learning

'Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing".^[1] Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product.^[2][3][4] Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role.^[5] 

https://www.growthengineering.co.uk/what-is-experiential-learning/

 Hands-om learning (Wkpd):

Roted L:

It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.^[6]

Action L:

Adventure L:

Free-choice:

Cooperative learning: 

Service learning:

Experiential learning is often used synonymously with the term "experiential education", but while experiential education is a broader philosophy of education, experiential learning considers the individual learning process.^[7] As such, compared to experiential education, experiential learning is concerned with more concrete issues related to the learner and the learning context. Experiences "stick out" in the mind and assist with information retention.^[8]

The general concept of learning through experience is ancient. Around 350 BC, Aristotle wrote in the Nicomachean Ethics "for the things we have to learn before we can do them, we learn by doing them".^[9] But as an articulated educational approach, experiential learning is of much more recent origin. Beginning in the 1970s, David A. Kolb helped develop the modern theory of experiential learning, drawing heavily on the work of John Dewey, Kurt Lewin, and Jean Piaget.^[10]

Experiential learning has significant teaching advantages. Peter Senge, author of The Fifth Discipline (1990), states that teaching is of utmost importance to motivate people. Learning only has good effects when learners have the desire to absorb the knowledge. Therefore, experiential learning requires the showing of directions for learners.^[11]

Experiential learning entails a hands-on approach to learning that moves away from just the teacher at the front of the room imparting and transferring their knowledge to students. It makes learning an experience that moves beyond the classroom and strives to bring a more involved way of learning.

Kohl's experiential learning model

Experiential learning focuses on the learning process for the individual. One example of experiential learning is going to the zoo and learning through observation and interaction with the zoo environment, as opposed to reading about animals from a book. Thus, one makes discoveries and experiments with knowledge firsthand, instead of hearing or reading about others' experiences. Likewise, in business school [Case studies, Skills-based approach, Business games, Lectures], internship, and job-shadowing, opportunities in a student's field of interest can provide valuable experiential learning which contributes significantly to the student's overall understanding of the real-world environment.[12]

Internship:

Job-shadowing

"Job shadowing (or work shadowing) is a type of on-the-job learning. It may be a part of an onboarding process, or part of a career or leadership development program. Job shadowing involves following and observing another employee who might have a different job in hand, have something to teach, or be able to help the person who is shadowing learn new aspects related to the job, organization, certain behaviors or competencies.^[1]

• New job training ...  • Career development:. ....  •. Dveloping expertise:  . • Leadership development .."

 
A third example of experiential learning involves learning how to ride a bike,[13] a process which can illustrate the four-step experiential learning model (ELM) as set forth by Kolb[14] and outlined in Figure 1 below. Following this example, in the 1. "concrete experience" stage, the learner physically interacts with the bike in the "here and now".[15] This experience forms "the basis for observation and reflection" and the learner has the opportunity to consider what is working or failing (2. reflective observation), formulate a generalized theory or idea about riding a bike in general (3. abstract conceptualization) and to think about ways to improve on the next attempt made at riding (4. active experimentation). Every new attempt to ride is informed by a cyclical pattern of previous experience, thought and reflection.[15]

...

Implementation

Jennifer A. Moon has elaborated on this cycle to argue that experiential learning is most effective when it involves: 1) a "reflective learning phase" 2) a phase of learning resulting from the actions inherent to experiential learning, and 3) "a further phase of learning from feedback". 

 ... what is vital in experiential learning is that the individual is encouraged to directly involve themselves in the experience, and then to reflect on their experiences using analytic skills...

 Facilitation of experiential learning and reflection is challenging, but "a skilled facilitator, asking the right questions and guiding reflective conversation before, during, and after an experience, can help open a gateway to powerful new thinking and learning".[23] Jacobson and Ruddy, building on Kolb's four-stage Experiential Learning Model[15] and Pfeiffer and Jones's five stage Experiential Learning Cycle,[24] took these theoretical frameworks and created a simple, practical questioning model for facilitators to use in promoting critical reflection in experiential learning. Their "5 Questions" model is as follows:[23]

• Did you notice?
• Why did that happen?
• Does that happen in life?
• Why does that happen?
• How can you use that?

..

Comparisons 

.. .While the dimensions of experiential learning are analysis, initiative, and immersion, the dimensions of academic learning are constructive learning and reproductive learning.^[42]

[Когато се говори не за училищата <а за УЧЕНЕТО,] и абстрактното познание / от книгите и учебниците, и дедуктивното познание имат мястзапочне, о в Exper L. Въпросът е къде и как, кл. . с кое се почва и по чия инициатива... 

Въобще, дали имат място тук правила и препоръки или е въпрос на лично усещане кога и къде и собствените нужди?. Но вероятно може да се направи някаква статистика въз основа на индивидуалните опити /  обобщени модели, която да даде полезни инсайти.]