Experiential learning environments emphasize hands-on, meaningful learning experiences that engage learners’ senses and encourage active participation in activities. The learner in experiential learning is living through the event instead of being an observer (Dale, 1972). Common forms of experiential learning include audio recordings, videos, painting, photography, and engaging physically with material (Dale, 1969). For our interactive learning assignment, our group chose a “step-by-step guide to use Instagram.” I think this closely aligns with experiential learning for its hands-on attitude and use of Dales’ fourfold organic process as well as enactive, symbolic, and iconic learning methods.
Experiential learning helps to bridge the gap between what learners already know and what we need to learn by facilitating the “fourfold organic process” (Dale, 1969). The process includes Identifying needs, providing meaningful experiences, incorporating experiences, and applying knowledge. Identifying needs involves understanding what learners are required to achieve and where the gaps in their knowledge need to be addressed. Within our guide, users are encouraged to set specific goals related to their personal needs, such as privacy, settings, and engaging with others. These goals allow learners to help define where their weaknesses are and what they want to achieve. Dale (1969) emphasized the importance of personal meaning applied to learning experiences to engage learners. It’s important for learning experiences to consider learners’ backgrounds and stages in life to facilitate a greater understanding of Instagram. Our guide includes activities such as direct messaging which allows users to communicate with others. This may be meaningful for learners who place an importance on social connection. Dale’s framework also places importance on integrating new experiences with learners’ existing knowledge. Our guide helps learners build upon their prior social media knowledge by utilizing their experience with similar apps and applying it to Instagram. It also includes a learning sequence that builds step-by-step allowing users to integrate what they learn through the steps. The fourth part of Dale’s framework is to promote permanent learning by applying knowledge to real life contexts. We include this in our guide when users engage in practical activities on Instagram, such as making an account, following other users and posting a photo.
Experiential learning, according to Dale (1969), can be broken up into three smaller categories: enactive, iconic, and symbolic. Enactive learning refers to learning through direct physical engagement with the material. In our interactive learning assignment, we have designed a step-by-step guide to use Instagram. Learners utilize enactive learning by creating their own Instagram account as they are learning how to make one. Iconic learning refers to learning and understanding concepts through visual representations and observation (Dale, 1969). In our step-by-step guide, we will be including images demonstrating how to use the Instagram platform. These visuals will help learners conceptualize how to use Instagram without any hands on involvement, effectively utilizing iconic learning. Symbolic learning includes the use of language and symbols to represent ideas (Dale, 1969). In our step-by-step guide, we require learners to engage in discussions about privacy setting implications and write a report reflecting on the impact privacy has on social media. This allows our learners to engage with ideas and facilitates an analysis of privacy setting information.
References:
Dale, E. (1969). Audiovisual methods in teaching (3rd ed.). New York: Dryden Press.
Dale, E. (1972). Building a learning environment. Bloomington, IN: Phi Delta Kappa Foundation.
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