Educational Theories to

Consider when Instructing with

Mobile Devices
Nur Mufidah (2201416073)
Nurul Khasanah (2201416074)
Yuzamrah bin Awang Noh
 What is experiential learning?

• Experiential learning has been defined in a variety of

ways.
• 1. Doolittle and Camp (1999) note that, “experiential
learning is an extension of constructivism.”
• 2. Hedin and Carroll (2010) also noted that, “the terms
experiential learning and experiential education are often
used interchangeably, but at times refer to different
things” (p. 108).
What is experiential learning?
• 3. Yount (2001) further defined experiential
learning as “active participation of learners in
events or activities which lead to the
accumulation of knowledge or skill” (p. 276).

• 4. Lewis and Williams (1994) defined

experiential learning as “learning by
experience or by doing" (p. 5).
Characteristics of constructivism
• Learners as active participants in their learning
• The acknowledgement of prior learning as
foundational to current learning
• Interaction with others leading to greater
understanding and shared meaning of
concepts
• as opposed to abstract learning,
• (Hedin & Carroll, 2010, p. 109–110).
 Three types of experiential learning

• Informal experiential learning.

• Nonformal experiential learning.
• formal experiential learning.
 Why is experiential learning important?

• 1. Incorporate experiential learning into the

classroom concerns student achievement.
 Why is experiential learning important?

• 2. Adopt experiential learning activities concerns

school or university image.
• According to Porter, King, Goodkin, and Chan (2012),
“Universities are becoming increasingly conscious of
how learning activities align with many institutions as
an essential activity for students to gain attributes
they desire in their graduates” (p. 24).
 Kolb’s Experiential Learning Model (ELM)

• One of the best-known experiential learning theories in

higher education.
• ELM is a process or stage model that categorizes learners
based upon how they processes and comprehend
information.
• This theory seeks to identify and define the various learning
styles that student possesses and engage in as well as how
they move through the stages of learning concepts and ideas
grounded within a contextualized experience.
 ELM focuses on how learners PERCEIVE and PROCESS new stimuli or
information in order to make sense and understand it.
Processing : involves learners
Perception : involves how
performing various activities
students feel and think about a
either by doing or observing
topic when introduced to it via:
experience-based content.

Reflective
Concrete Abstract Active Observation
Experience Conceptualization Experimentat (Watching)
(Feeling) (Thinking) ion (Doing)
EL takes place when (Learning Cycle):

• A person is involved in an activity,

(Concrete Experience)
• He looks back and evaluates it,
(Reflective Observation)
• Determines what was useful or important to
remember, and
(Abstract Conceptualization)
• Uses this information to perform another activity.
(Active Experimentation)
 Kolb's four stage learning cycle provides the basis for his model of learning styles.

1. Accommodator: (doing and feeling – Concrete Experience & Active

Experimentation )
• Learn primarily by “hands-on”
• Act on “gut” rather than logical analysis (intuitive)
• People with an accommodating learning style will tend to rely on others
for information than carry out their own analysis
• Like getting involved in new experiences
• Task oriented (film/videos, lab experiments, role-playing)
• Preferences : YouTube, Second Life Avatar Apps or Voki
2. Diverger: (feeling and watching – Concrete Experience & Reflective
Observations)
• View concrete solutions from many different points of view (multi-
perspective thinking and viewing)
• They reflect more frequently than act
• They prefer to watch rather than do, tending to gather information and use
imagination to solve problems (imaginative and creative)
• People with a diverging learning style have broad cultural interests and like
to gather information.
• Class presentations, group discussions, and opinion papers.
• Preferences: Vlogs/blogs creation, group discussions via social media,
audio memos and notes.
3. Assimilator: (watching and thinking – Reflective Observation &
Abstract Conceptualization)
• This learner’s strength is digesting and synthesizing significant amounts of
information
• People with an assimilating learning style are less focused on people and
more interested in ideas and abstract concepts.
• People with this style are more attracted to logically sound theories than
approaches based on practical value.
• In formal learning situation, people with this style
prefer lectures, models, theorems and term paper.
• Preferences: researching online, listening/viewing
TED talks, YouTube, or model building with games.
4. Converger: (doing and thinking – Abstract Conceptualization &
Active Experimentation )
• People with a converging learning style are best at finding practical uses
for ideas and theories.
• They prefer technical tasks, and are less concerned with people and
interpersonal aspects.
• Effective pedagogical strategies for people with a converging style are case
studies, homework problems and so on.
• Preferences: case studies read (journal article), homework problems using
specific education app and documentary creation.
1. The ELMS is cyclical or process model 1. The model does not apply to all situations -
that explains how learners perceive and Some researchers argue that thinking is too
process information based upon their complicated to occur in a stage model and
preferences for learning. that individuals think differently resulting in
2. The model is well-known and utilized in different ways they experience, reflect or
various educational settings. reach conclusions related to different stimuli.
3. The ELM also explains that learners cycle 2. The neatness of the model or how it reflects
the ways in which individuals learn within the
through each stage of the learning styles
four learner categories.
to ensure that their learning is onguing.
3. Little attention has been given to how the
4. ELM also identifies concrete examples of model can be implemented via mobile
pedagogical strategies that assist devices in different kind of learning spaces or
educators in designing and developing delivery systems that interface with mobile
curriculum that engages students in technologies.
course content and learning.
Understanding by Design (UBD)
Understanding by Design (Wiggins &
McTighe, 1998) is a curricular development
framework that assists instructors in course
creation through the consideration of three
essential and overarching questions.
The steps of Wiggins and McTighe’s UBD is noted below and
accompanied by a series of questions that guide each component.

• Stage 1: Identify desired results – what should

students know or be able to do with the
information/knowledge obtained? what is important
to learn?
• Stage 2: Determine acceptable evidence – what kinds
of data will be collected to demonstrate student
learning? how is learning determined to have
occurred?
• Stage 3: Plan learning experiences – what will
students need to know and be able to do to meet
steps 1 and 2 above?
 Strengths and Limitations of
Understanding by Design
Understanding by Design has a number of strengths.
• First, it is built on the premise that ‘teachers are
designers’ (Wiggins & McTighe, 2005, p. 13)
• Second, the framework provides a set of questions for
instructors to consider when developing courses,
content and outcomes aimed at advancing student
understanding of course material.
• Third, UBD is student focused requiring the instructor
to always attend to the audience/learner as a course
progresses.
• Fourth, UBD provides instructors with a strategy
to avoid two major challenges found in most
teaching environments
• Finally, backward design is a unique feature of the
theory and requires that educators focus first on
course outcomes in relation to their students.
• Afterwards, instructors establish a series of
activities that learners will engage in to practice
what was learned followed by pinpointing the
ways in which learning will be assessed.
 Summary
• In this chapter you have learned:
• Experiential learning opportunities assist students in understanding course content,
improving their motivation for learning and advancing their critical thinking skills.
• Kolb’s Experiential Learning Model (ELM) is one framework for developing experiential
learning experiences for students.
• Kolb’s ELM consists of four learning styles: accommodator, assimilator, converge, and
diverge.
• Learning styles describe the ways in which a person prefers to perceive and process new
information presented to them in a learning context.
• Understanding by Design (UBD) is a curricular development framework consisting of three
stages.
• UBD requires educators to begin the course or learning activity design process backwards
by identifying the desired results of the course/activity as it relates to what students are to
know and be able to do with what they have learned.
• ThANk yOuuu~~~~
• Any Questions?