Web Sites on Experiential Learning

Below are descriptions of related web sites that may help you learn more about experiential learning.



National 4-H Curriculum Collection
Includes curricula authored throughout the country which have met specific criteria regarding the application of experiential learning methods and usefulness to youth or volunteer audiences. Curricula are evaluated using a rigorous process which includes a review by a national jury. The National 4-H Curriculum Collection database of citations can be accessed via the World Wide Web.

Learning By Doing the 4-H Way
An information sheet (a PDF file) aimed at 4-H volunteers for teaching youth using an experiential learning approach. This is part of the NJ 4-H Leader Training Series, available from Rutgers Cooperative Extension in print form (and can also be viewed on the web at http://nj4h.rutgers.edu/volunteering/e148.html).

The Learn-By-Doing Approach to Life Skill Development
A 2-page fact sheet explaining use of the experiential learning model for teaching youth and adults. This is Rutgers Cooperative Extension publication FS891 and is a PDF file.

Experiential Learning Presentation
An informative Powerpoint-based slide presentation about experiential learning, aimed at educators and volunteers. It provides a visual, whole-part relationship to each of the five cycles within the Experiential Learning Model. It offers key concepts, key questions, and key participant roles for each of the cycles. Virginia Cooperative Extension, Virginia Tech. This document can be downloaded as a PDF file.


4-H Cooperative Curriculum System
4HCCS is the nationwide curriculum development system of the Cooperative Extension Service. It is a collaborative effort of 4-H Youth development programs of land grant universities in 40 states. Its mission is to provide high quality experientially based curriculum products to 4-H and other non-formal youth development organizations. Over 150 curriculum products are currently available.

International Consortium for Experiential Learning (ICEL)
ICEL is the International Consortium for Experiential Learning. It is a network of organizations and individuals whose aim is to promote experiential learning at a global and international level. It is governed by a steering committee that works through a network of regional representatives. ICEL offers an international forum for dialogue among, practioners, theoreticians and administrators in the diverse fields of experiential learning. It is particularly concerned with experiential learning as a vehicle for personal, social and global change as well as institutional and community applications.

Experiential Learning Service Center
This site because it demonstrates practical ways experiential learning is used by the University of Minnesota General College to create and initiate innovative programming designs and techniques for youth and family services, using the most cost effective and least intrusive methods possible. It also links to several other sites that are beneficial in gaining a clearer understanding of how and why experiential learning is beneficial.

Experiential Learning Assessment Network
In 1987, the Experiential Learning Assessment Network (ELAN) was formed in the U.S. midatlantic region (Maryland, Washington DC,and Virginia) as a network of higher education professionals involved in the assessment of prior learning and the education of their students.

Association for Experiential Education
The mission of the Association for Experiential Education is to develop and promote experiential education. The Association is committed to support professional development, theoretical advancement, and evaluation of experiential education worldwide.

Breakthrough Experiential Program
Michigan's first nationally accredited experiential education program for:  Leadership Development, Team Building, Communication, Problem Solving, Conflict Resolution at your site...or ours serving: Corporations, Non-Profit Organizations, Government Agencies and Schools Standard or Customized Programs available.


Carl Rodgers Views on Experiential Learning
This article explains Carl Rodgers views on experiential learning. It gives views from a psychological perspective.

Interactive Experiential Training: Eight Breakthrough Strategies
Provides description, example, benefit, and limitations of eight experiential methods:  Action Learning Devices, Computer Game Shells, Cash Games, Instructional Puzzles, Interactive Lectures, Framegames, Metaphorical Simulation Games, Read.Me Games.

Kolb's model of experiential Learning
Illustrates Kolb's model of experiential learning that is a four element cycle of : 1.Concrete experience, 2.Reflective observation, 3.Abstract conceptualisation, 4.Active experimentation.

John Dewey
This web site contains information on John Dewey it is a great reference on the history of his life and his impact on experiential learning.

Learning Best Through Experience
As stated in the article, "Enhancement of Extension's delivery systems and program effectiveness is a priority both within and outside the organization. While adults learn by many different means, two North Carolina Cooperative Extension studies presented in this article show that clientele, as well as new Extension agents, prefer to gain new knowledge and skills through experiential opportunities that reflect the principles or information being taught."

The Influence of Experiential Instruction on Urban Elementary Students' Knowledge of the Food and Fiber System
This article discusses the importance of experiential learning using a planned model. Richardson summarized by stating "our desire is to create experiential educational opportunities for our clientele by planned design rather than experiential opportunities by accident."

Changing Schools through Experiential Education
This ERIC Digest describes how experiential education can help provide such a curriculum and the impact it can have on students, teachers, administrators, and school organizational structures. It also describes ways experiential education can help educators make the transition from a traditional program to an activity-based program requiring the collaboration of teachers and students.

The Foxfire Approach to Teaching and Learning: John Dewey, Experiential Learning, and the Core Practices ERIC Digest
The student-produced "Foxfire Magazine" and a series of books on Appalachian life and folkways are popular manifestations of an experiential education program originally intended to teach basic English skills to high school freshmen in Appalachian Georgia. The Foxfire Approach to Teaching and Learning emerged from those classroom experiences. It evolved as a result of efforts to understand and replicate the project's success in helping learners meet curricular mandates (Wigginton, 1989). This Digest describes the Foxfire Approach to Teaching and Learning as defined by the core practices, the decision-making framework the approach provides for teachers, and the ways the framework fits with John Dewey's notion of experiential education.

Improving Evaluation in Experiential Education ERIC Digest
This article discusses how others view experiential learning it states, "Although experiential education is really the oldest approach to learning, its practitioners have not had an easy time justifying its relevance in the educational world of the twentieth century. Experiential educators promote learning through participation,
reflection, and application to situations of consequence (Hunt, 1990, pp. 119-128). Although its practitioners are convinced of the effectiveness of this approach, skepticism persists outside the field."

New Ways of Learning in the Workplace ERIC Digest
ERIC Digest 161 addresses some of the new ways to learn at work, such as action learning, situated learning, and incidental learning.

Outdoor Education and the Development of Civic Responsibility. ERIC Digest
This Digest addresses some of the new ways to learn at work, such as action learning, situated learning, and incidental learning.

Experiential Learning in Higher Education: Linking Classroom and Community. ERIC Digest
This digest reviews the literature on experiential learning and makes suggestions and comments on the current and past research that is available.

Outdoor Centers and Camps: A 'Natural' Location for Youth Leadership Development. ERIC Digest
The digest discusses how camp training can be provided to youth so that they gain strong leadership skills. It also discusses methods and ways that youth can work together using experiential learning methods.

What Should Young Children Be Learning? ERIC Digest
Recent research on intellectual and social development and learning is rich in implications for curriculum and teaching strategies for early childhood education. Unfortunately, educational practices tend to lag behind what is known about teaching and learning. This digest discusses curriculum and the methods of teaching which best serve children's long-term development. Experimental learning seems to prove to be one of the best methods for establishing long tern educational goals.

Active Learning. ERIC Digest No. 17
The terms "active learning," "experiential learning," and "hands-on learning" are often used interchangeably. In this Digest, the term "active learning" is used to encompass these and similar terms, focusing on active and participative learning as opposed to more passive forms of learning.

Reflective Practice in Adult Education ERIC Digest No. 122
This ERIC DIGEST examines reflective practice in adult education. First, the concept is defined, including its strengths and weaknesses. Then, the relevance of reflective practice to adult education is discussed. Suggested strategies for becoming more reflective in practice conclude the digest.

Active Learning: Creating Excitement in the Classroom. ERIC Digest
Research consistently has shown that traditional lecture methods, in which professors talk and students listen, dominate college and university classrooms. It is therefore important to know the nature of active learning, the empirical research on its use, the common obstacles and barriers that give rise to faculty members' resistance to interactive instructional techniques,and how faculty, faculty developers, administrators, and educational researchers can make real the promise of active learning.

Teaching Science through Inquiry. ERIC/CSMEE Digest
Inquiry-oriented science instruction has been characterized in a variety of ways over the years (Collins, 1986; DeBoer, 1991;Rakow, 1986) and promoted from a variety of perspectives. Some have emphasized the active nature of student involvement, associating inquiry with "hands-on" learning and experiential or activity-based instruction. Others have linked inquiry with a discovery approach or with development of process skills associated with "the scientific method." Though these various concepts are interrelated, inquiry-oriented instruction is not synonymous with any of them.

Cooperative Education: Characteristics and Effectiveness. ERIC Digest No. 91
This ERIC Digest looks at evidence from the literature on co-op's benefits for students, schools, and employers. It examines some of the issues raised by the program's advocates and detractors and summarizes recommendations about the future of cooperative education.

New Directions for Cooperative Education. ERIC Digest No. 209
This Digest explores the factors helping and hindering co-op at this juncture in its history, examines how it is being reconceived to meet contemporary needs, and identifies implications for the broader school-to-work (STW) enterprise.

Rural School Consolidation and Student Learning. ERIC Digest
This Digest examines (1) the pressures that have led to school consolidation, (2) the effect of consolidation in addressing social and fiscal pressures, (3) the role of community in education, and (4) the ways school consolidation undermines that role. This examination is designed to help readers assess the relationships of community, student learning, and the logic of consolidation.

Acquiring Self-Knowledge for Career Development. ERIC Digest No. 175
This Digest examines various processes by which learners of all ages, elementary to adult, can expand their self-knowledge--their interests and the
importance of those interests to their personal satisfaction, their strength and weaknesses in relation to their interests, and the ways in which their interests and abilities are applicable in the changing social, economic, and work environments. It discusses how experiential learning can be used as a way to effectively train employees to enter the job market.

Situated Learning in Adult Education. ERIC Digest No. 195
This Digest presents an overview of the concepts related to applying situated cognition in adult learning. It should be noted that situated learning theory has not yet produced precise models or prescriptions for learning in classroom settings. But it discusses how the author suggests experiential learning as a important cognition experience.

New Perspectives on Mentoring. ERIC Digest No. 194
This Digest looks at new forms of and perspectives on mentoring and the kinds of learning that result from mentoring relationships.

Issues in Selecting Topics for Projects. ERIC Digest
Unlike units and themes in the early childhood and primary curriculum, projects are defined as children's in-depth investigations of various topics--ideally, topics worthy of the children's time and energy. As increasing numbers of teachers and school districts incorporate project work into their curriculum, questions have been raised about what to consider when selecting project topics

Another Look at What Young Children Should Be Learning. ERIC Digest
This Digest first defines the concept of development and then outlines some ways to approach both the "what" and "when" questions in terms of what we are learning from research about the effects of various curriculum approaches.

Thinking in Outdoor Inquiry. ERIC Digest
This digest contrasts the traditional view of learning characteristic of classroom instruction with the emerging "constructivist" view. This emerging view concerns how and why students learn, and it has a great deal to do with the instructional advantages of outdoor education. The discussion, therefore, illustrates the sorts of activities that teachers can undertake in the outdoors to help students develop the skills and dispositions of thinking.

Service Learning Programs on Community College Campuses. ERIC Digest
Focus, community college administrators and instructors have been on the lookout for new pedagogical techniques that will enhance classroom learning. One teaching tool that has been increasingly utilized is service learning (Franco, unpublished manuscript).

Outdoor Education and Troubled Youth. ERIC Digest
This Digest provides a brief historical synopsis of the parallel development of both outdoor education and outdoor therapeutic programs in working with troubled and adjudicated youth. The Digest also describes the rationale supporting the use of outdoor approaches, the findings from a recent study of outdoor therapeutic methods, and the findings from the few research and evaluation studies that have been conducted to measure the effect of these approaches.

Student Learning Outside the Classroom: Transcending Artificial Boundaries. ERIC Digest
Learning and personal development during the undergraduate years occurs as a result of students engaging in both academic and non-academic activities, inside and outside the classroom (Astin, 1993; Pascarella and Terenzini, 1991). To enhance student learning, institutions must make classroom experiences more productive and also encourage students to devote more of their time outside the classroom to educationally purposeful activities (Kuh, Schuh, Whitt an Associates, 1991).

Therapeutic Uses of Outdoor Education. ERIC Digest
Recent research has documented the positive effects on emotional well-being of many outdoor education programs. This Digest highlights emotional well-being that is intentionally or incidentally achieved in several program types: adventure therapy, personal growth, college adventure, recreation, and camping.

Recommended Competencies for Outdoor Educators. ERIC Digest
Teachers need little special training to involve students in outdoor learning experiences. However, developing the abilities outlined in this Digest will help "enhance the value" of those experiences. For teachers who regularly lead outdoor learning experiences, this Digest provides a guide for professional development efforts. The Digest begins by describing studies that have had a major influence on developing standards of competence in outdoor education. The balance of the Digest outlines leader skills needed for effective outdoor education, based on recent standards drafted for the North American Association for Environmental Education.

Place-Based Curriculum and Instruction: Outdoor and Environmental Education Approaches. ERIC Digest
This Digest reviews placebased curriculum and instruction, especially as it relates to outdoor and environmental education, and provides examples of K-12 resources and programs. This Digest reviews placebased curriculum and instruction, especially as it relates to outdoor and environmental education, and provides examples of K-12 resources and programs.

Experiential Learning of Mathematics: Using Manipulative. ERIC Digest
In this Digest "manipulative" will be understood to refer to objects that can be touched and moved by students to introduce or reinforce a mathematical concept. The following discussion examines recent research about the use of manipulative. It also speculates on some of the challenges that will affect their use in the future.

Experiential learning as a "learning model"
This web site explains that "experiential learning" can be described as a process by which the experience of the learner is reflected upon and from this emerge new insights or learning. University of Cape Town, South Africa.