David A. Kolb and Ronald Fry published a detailed description of the Experiential Learning Model (ELM) in 1975. The model has four modes:
- Concrete experience: I did something.
- Reflective observation: What did I experience?
- Abstract conceptualization: Why did that happen?
- Active experimentation: What do I do next?
Experiential Learning Scenario
A web development company wants clients to know how to add new content to their WordPress websites. The instructor will give clients access to their website dashboards, explain why it is important for them to be able to add new content, and then ask them to use the visual page builder to create a simple “About Us” page with an image and some text for their website. Clients will be encouraged to collaborate through an online discussion board and asked to share any prior experience with the other learners.
In the visual page builder scenario, the clients will work through each of the experiential learning modes:
- Concrete experience: Attempt to use the visual page builder to create a simple “About Us” page.
- Reflective observation: What happened when I used the visual page builder? Clients can share their experiences on an online discussion board.
- Abstract conceptualization: Why did the resulting page look good or bad? As the clients begin to understand the functionality of the visual page builder elements, they can share their thoughts on the discussion board.
- Active experimentation: How can I make the pages look better, and how can I make a different kind of page?
Authentic Assessment
After the clients have some time to work through the experiential learning model, the instructor will assess what they have learned by tasking them with a project:
- Build a “Contact Us” page with the business address and phone number. Include a contact form that will collect the customer’s name, email address, phone number, and message. The contact form should send the collected information to a business email address.
- Build a “Services” page with an introductory paragraph, a menu of services offered, and at least one image.
The instructor will use the following rubric to assess the clients’ projects:
| Needs Improvement | Some of the content or functionality is missing. |
| Meets Expectations | Each page contains all the required content and functionality. |
| Exceeds Expectations | Each page contains all the required elements and functionality, and it is visually appealing. |
The clients will demonstrate their ability to add new content to their websites through this project.
Connection to Learning Theories
This scenario implements practices from Andragogy. The clients are adult learners who need to learn how to do something relevant to their jobs or businesses. The instructor will let them know at the very beginning why the new skill is important to learn, and they will be motivated to learn because the problem is relevant to their lives. Learners will be encouraged to collaborate throughout the experience, to share not only their prior experience, but also what they learn throughout the process.
References
Kolb, D. A., and Fry, R. (1975) Toward an applied theory of experiential learning; in C. Cooper (ed.) Theories of Group Process, London: John Wiley.