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Experiential Learning : Another thought

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Written by Bayo Adekola Again I went through a refresher Training of Trainers (TOT) course and the whole topic of experiential learning was discussed. It brought up some questions for me as an individual and it surrounds the issue of where we all start learning from in different contexts. To break it down, at what stage of the experiential cycle is a  college student, recent graduate with little experience or working professional. I don't what to dabble into the learning styles which has confused many but is also a true reflection of who you are and how you think. College students I think that college students learn a lot of theories and analysis of what exists. The colleges teach the theoretical background required for application.In my opinion, I feel that students are at the stage of abstract conceptualisation then move to active experimentation through concrete experience and reflective observation. Recent graduate with no experience At this stage, the f...
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Using the principles of game design in learning (gamification)

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Are you hooked to candy crush, criminal case or pokemon go? I bet most people are. I find these games amusing and interesting and certain features can applied to learning design. Let's consider the characteristics of  typical games. Games usually have different levels. Most games give immediate feedback whether you succeed or fail. Games provide opportunities to try again Games are engaging through the use of all your senses. Games are usually fun. Games also build communities and provide a common area of interest. Games are built on things or elements we can relate with in everyday life. With the typical characteristics of games listed above, let us consider what we can apply to learning.  Design learning in stages starting from simple concept to difficult ones. Immediate feedback is much more effective in driving learning and motivates than delayed or suppressed feedback. Actual learning takes place in the process of doing and trying again. Learners...
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