Outcome-based Learning

1. Outcome-based Learning Learning Activities ： Experiential Learning

2. Experiential Typology • Planners should first consider “the ‘wants’ of the learner, ie what the learner perceives to be his or her need; and the ‘needs’ of the learner, ie what the facilitator perceives the learner needs. [In other words, the] combination of the determined needs and wants can then be expressed in terms of learning outcomes.” (Beard & Wilson, 2002, p. 45) • Ingredients: • Learner’s physical and mental — intra-personal and inter-personal — conditions • Constant interactions with places • Participation in activities • Involving a range of objects • Governed by rules, obstacles and restrictions • A wide range of innovative possibilities • Places – from the nearest to the remote • Activities – from adventure to simulations • Objects – from a rock to most advanced tool • Rules – from arbitrary to legally purposive

3. Underpinning Principle • The learner is on a journey.

4. Sequencing the Challenges Start to focus attention Direct the experience Awaken enthusiasm Encourage eagerness for change Source: Beard & Wilson, 2002, p. 54

5. The 16-point Typology • Create a journey or destination. • Create and sequence mental and physical activities. • Adjust or suspend elements of reality. • Stimulate the six main senses/alter moods. • Construct or deconstruct physical or non-physical items. • Design collaborative, competitive or co-optive strategies. • Create combative and/or empathetic approaches to the environment. • Create rules and restrictions. • Provide elements of real or perceived challenge or risk. • Set a target, goal, or objective, to create an underlying ‘state of mind’. • Set time constraints. • Allow people to deal with change, risk, success and failure – stretching personal boundaries. • Design sorting and/or organization skills. • Include functional skills. • Design quiet time for reflection – physical or mental space. • Allow the story of the experience to be told. Source: Beard & Wilson, 2002, p. 61

6. Four Types of Learning Activities • The activities are to “correspond to the needs of imaginative, analytic, common sense, and dynamic learners” (Brooks-Harris & Stock-Ward, 1999, p. 64) • They are: • Reflecting-on-experience activities • Assimilating and conceptualizing • Experimenting and practicing • Planning for application Planning for Application Reflecting on Experience Learning Activities Experimenting and Practicing Assimilating and Conceptualizing Dynamic Learners Imaginative Learners Individual Learning Styles Analytic Learners Common Sense Learners Source: Brooks-Harris & Stock-Ward, 1999, p. 65

7. Sample Workshop Outline _ Diversity • Introduction and Overview • Introduce yourself and your interest and experience related to the topic • Preview the workshop theme, goals, and objectives • Invite all participants to introduce themselves and share what they would like to gain from the workshop • Reflecting on Experience • Ask participants to recall a time when they had a misunderstanding based on culture or gender and have them write down answers to a few stimulus questions • Encourage participants to share I pairs about their experiences • Invite participants to generate, in a large group, a list of common themes that emerged from this reflection and sharing • Assimilating and Conceptualizing • Present a theory or model of diversity. Provide a handout. Lead a discussion • Ask participants to fill out a brief survey that helps them conceptualize their own experience according to this model • Experimenting and Practicing • Hand out sample scenarios in which conflicts arise because of culture or gender • Encourage small groups to brainstorm possible responses to the situations • Invite one of the small groups to role-play their solution and solicit feedback from the other participants • Planning for Application • Ask the large group to brainstorm ways that the workshop content can be used to decrease cultural conflicts • Encourage new behavior outside of the workshop by having participants complete action plan worksheets in which they identify ways they would like to change their own behavior • Invite participants to pair off and share one item on their action plan with one another • Conclusion • Thank the group members for their participation • Answer any final questions. Ask for verbal feedback • Distribute and collect evaluations Source: Brooks-Harris & Stock-Ward, 1999, p. 73

8. Further information There is a chapter on brief description of a number of learning activities in Brooks-Harris & Stock-Ward (1999). It will be made in pdf format and sent to colleagues on their request.

9. References • Beard, C. & Wilson, J. P. (2002). The power of experiential learning: A handbook for trainers and educators. London: Kogan Page. • Brooks-Harris, J. E. & Stock-Ward, S. R. (1999). Workshops: Designing and facilitating experiential learning. Thousand Oaks, CA: Sage.