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Experiential Learning in Architecture Education
Experiential learning involves direct experience and active experimentation. It provides students with a richer understanding of concepts in real-world contexts compared to traditional academic learning alone. However, lessons from experience can also include biases if not properly reflected on. Experiential learning theory integrates direct experiences, observations of experiences, formation of abstract concepts, and testing implications of concepts. It involves a learning cycle of experiencing, reflecting, thinking, and acting. Different teaching methods emphasize different stages of this cycle. Architectural design education can benefit from experiential learning approaches.
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Experiential Learning in Architecture Education
- 1. Experiential Learning inArchitecture Education Jean-Loup Castaigne École Nationale Supérieure d’Architecture de Lyon & David A. Kolb Experience Based Learning Systems
- 2. WHAT IS EXPERIENTIALLEARNING?
- 3. A superior wayof learning • Where “learners are in direct contact with the realities being studied” (Keeton & Tate 1978). • Gives students a richer, more meaningful understanding of course concepts and of how they operate in the real world. • Enhances the emotional quality of the course content when students are engaged in solving problems, discussing, and reflecting on their personal reactions . • Improve students’ memory for concepts when information gets stored in autobiographical episodic memory. • Shape students’ beliefs about learning and about the self. They can lead to significant personal insights about self and others. (Slavich and Zimbardo 2012)
- 4. An inferior wayof learning when compared to academic learning • reading is superior to reflection on experience because it broadens possibilities and perspectives. • Secondhand knowledge is more generalizable and can go beyond what is known from experience. (Buchmann and Schwille 1983). • “Lessons derived from experiential learning are rife with unjustified conclusions, superstitious associations, misleading correlations, tautological generalizations and systematic biases” (March 2010).
- 5. The Experiential LearningTheory Perspective • “The creation of knowledge through the transformation of experience.” • Integrates direct experience and abstract concepts in a holistic view of learning • A synthesis of the works of 20th Century Foundational Scholars of Experiential Learning
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- 8. What Creates YourExperience? • “My experience is what I agree to attend to.”— William James • Interest directs attention and the selection of some experiences over others. These experiences are integrated with a person’s interests serving as “the very keel on which our mental ship is built” • “The faculty of voluntarily bringing back a wandering attention, over and over again, is the very root of judgment, character, and will.” • 90% of behavior happens automatically without conscious control. (Bargh & Chartrand) • Mindfulness is attending to how you pay attention.
- 9. Experiencing vs. Experience •Ordinary experience is conservative, tradition bound and prone to dogmatism (Dewey) • Experiencing only begins when we are “stuck” with a problem or “struck” by an unusual experience. (Dewey) “Espanto” or shock is required (Freire) • Pure experiencing provokes reflection which initiates learning.
- 11. William James’ RadicalEmpiricism “…there is only one primal stuff or material in the world, a stuff of which everything is composed… we call that stuff ‘pure experience.” “Everything real must be experiencable somewhere, and every kind of thing experienced must be somewhere real.”
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- 14. William James DualKnowledge Theory Knowledge About (thought) Learned from books Abstract concepts Explicit Thinking Knowledge of Acquaintance (thing) Learned from experience Concrete experience Tacit Sensing & Feeling “If it be the self-same piece of pure experience taken twice over that serves now as thought and now as thing...how comes it that its attributes should differ so fundamentally in the two takings? As thing, the experience is extended; as thought, it occupies no space or place. As thing, it is red, hard, and heavy; but who ever heard of a red, hard or heavy thought.” (C) 2013 EBLSI
- 16. The Learning Spiraland the Brain
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- 18. Learning Styles areCycles of Learning • Learning styles are different ways of going around the learning cycle. • Learning style is a habit of learning that is formed when one or more of the learning modes is preferred over others to shape experience. • Recognition of a style preference as emphasizing strengths in some learning modes as well as some weakness in opposite modes opens development potentialities and the challenge of full cycle learning—to develop the ability to engage all modes of the learning cycle in a holistic and fluid manner.
- 19. The Nine LearningStyles in the KLSI 4.0
- 20. The Nine LearningStyles in the KLSI 4.0
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- 22. Using the LearningCycle in Architecture Design Education For each of the four teaching situations below: • Which of the four learning modes is most emphasized? • Which is least emphasized? Teaching situation #1: the Carazas test Teaching situation #2: The Unbearable Lightness Teaching situation #3: A fictive studio situation Teaching situation #4: Overcoming
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- 26. Carazas test My definitions Mypredictions Our process Our results Possible usages? Other groups?
- 27. Carazas test My definitions Mypredictions Our process Our results Possible usages? Other groups?
- 28. Carazas test My definitions Mypredictions Our process Our results Possible usages? Other groups?
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- 30. Unbearable Lightness room FGQVDNZW Createa material to build a structure that will express your vision Elaborate different hypothesis of material mixes (earth, fiber, sand) Experiment all hypotheses & select Set a production chain to build your structure 25
- 31. Unbearable Lightness Create amaterial to build a structure that will express your vision Elaborate different hypothesis of material mixes (earth, fiber, sand) Experiment all hypotheses & select Set a production chain to build your structure 25 Objectives How to test Selected material Expected properties Production chain Other groups?
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- 34. Fictive studio Week beforecorrection CORRECTION!!!!!!!!!!!!!!!!!!!!!!!
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- 44. Conception grade Relation betweenspatial and structural intelligences Realization quality Performance grade Overcoming
- 45. MAKING SPACES FORLEARNING
- 46. Dimensions of LearningSpace PSYCHOLOGICAL SOCIAL INSTITUTIONAL CULTURAL PHYSICAL •Learning style •Learning skills •Values •Peers •Teachers •Community members •Policy •Organization goals •Traditions •Values •Norms and History •Language •Classrooms •Architecture •Environment (C) 2013 EBLSI
- 47. (C) 2013 EBLSI(C)2013 EBLSI
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- 50. Creating the LearningSpace • Respect for learners and their experience • Beginning with the learner’s experience of the subject • A hospitable space of challenge and support • Conversational learning (C) 2013 EBLSI
- 51. Space to Movethrough the Learning Cycle • Experiencing Spaces • Reflection Spaces • Thinking Spaces • Acting Spaces • Recursive Movement (C) 2013 EBLSI
- 52. Space for Deepeningand Sustaining Learning • Space for development of expertise • Space for inside-out learning • Space for learners to take charge of their own learning (C) 2013 EBLSI
- 54. Educator Roles andthe Learning Cycle •Reflective, authoritative •Systematically analyzes and organizes subject matter •Uses lectures and texts •Objective, results-oriented •Sets performance objectives •Structures learning evaluations •Warm, affirming •Promotes ‘inside-out’ learning •Creates personal relationships & dialogue •Applied, collaborative •Works one-on-one with learners •Provides feedback & development in context Coach Facilitator Subject Expert Standard Setter & Evaluator Learner Focus Subject Focus Action Focus Meaning Focus Concrete Experience ReflectiveObservation Abstract Conceptualization ActiveExperimentation
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- 57. Find out yourEducator Role Preferences at: http://survey.learningfromexperience.com/ FACILITATOR 33% EXPERT 23% EVALUATOR 17% COACH 27% Your Educator Role Profile
- 58. Experiential Learning TheoryToday • www.learningfromexperience.com • Over 4000 articles in over 35 fields and disciplines in the ELT Bibliography in 2015—an increase of 300% since 2000 • Total Google Scholar citations in 2015 = 53,461 with 22,457 since 2011 • 2015 Experiential Learning 2nd Edition • 2017 Kolb & Kolb Becoming an Experiential Educator • 2017 Peterson & Kolb How you Learn is How you Live: Using Nine Ways of Learning to Transform Your Life.
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