Tip #170: Interactive versus Experiential Learning, Part Three

On May 6, 2007, Posted by , In learning activities, By ,,,,,, , With Comments Off on Tip #170: Interactive versus Experiential Learning, Part Three

6. Problem Solving: Any activity that involves analyzing a situation and recommending alternative solutions.

  • Small groups work on case studies of prepared scenarios or situations identified by the participants.
  • Small groups brainstorm solutions to identified challenges.
  • Individual participants apply learned content to resolve self-identified issues.

7. Reading: Any activity that involves interacting with the written word.

  • Participants read aloud key content in training reference materials.
  • Participants read off group conclusions as posted on flipcharts or worksheets.
  • Participants engage in a scavenger hunt to seek out specific information by reading reference materials to discover what would otherwise be provided through lecture.

8. Hands On: Any activity that involves practicing or applying what has been learned.

  • Participants practice using a learned skill
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Tip #169: Interactive versus Experiential Learning, Part Two

On May 2, 2007, Posted by , In learning activities, By ,,,,, , With Comments Off on Tip #169: Interactive versus Experiential Learning, Part Two

There are approximately ten broad categories of interactive or experiential learning strategies. The first five categories are identified below, along with some specific examples. Please note that these categories often overlap. Scavenger hunt is actually listed under physical movement and reading, to emphasize this point. Many activities involve reading, writing, and discussion. A relay race is a game that also involves physical movement, writing, problem solving, and discussion, etc.

1. Art: Any creative design activity intended to embody training concepts in a visual or tactile manner.

  • Draw a picture of themselves as either a food, a vehicle, or a pet- and label their characteristics.
  • Use art supplies to create an image of the training essence or metaphor (bridge, fruit tree,
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