Experiential learning

Summary

Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning. Experiential learning is often used synonymously with the term "experiential education", but while experiential education is a broader philosophy of education, experiential learning considers the individual learning process. As such, compared to experiential education, experiential learning is concerned with more concrete issues related to the learner and the learning context. The general c

Official source

https://en.wikipedia.org/wiki/Experiential_learning

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Service-Oriented Business Design for IT students

Blagovesta Hristova Pirelli, Alain Wegmann

In this Full Innovative Practice Paper, we present a teaching approach, based on service science, for integrating a business curriculum in the engineering educational program. Our approach is a composition of experiential learning, systems thinking, and service-oriented architecture. In the course, students have less content (e.g., a few heuristics to analyze a business environment) to master, but they apply it in different contexts (e.g., written case studies, presentations from live lectures, students' own projects). Our study shows that paced repetition of the same technique with different emotional connectedness to the subject under analysis enables students to practice the same skill without experiencing boredom of repetition, hence, they continue practicing. The service-oriented heuristics teach students how, with the help of a service canvas and an online tool, to analyze businesses and to recognize the role of IT in a business environment. Students demonstrate a higher propensity to master new knowledge when they embody their experience and feel cognitively closer to the studied materials. Further results show that the acquired service-oriented mindset helps students to reuse their learnings in other contexts.

IEEE2018

Service-Oriented Business Design for IT Students

Blagovesta Hristova Pirelli, Alain Wegmann

In this Full Innovative Practice Paper, we present a teaching approach, based on service science, for integrating a business curriculum in the engineering educational program. Our approach is a composition of experiential learning, systems thinking, and service-oriented architecture. In the course, students have less content (e.g., a few heuristics to analyze a business environment) to master, but they apply it in different contexts (e.g., written case studies, presentations from live lectures, students’ own projects). Our study shows that paced repetition of the same technique with different emotional connectedness to the subject under analysis enables students to practice the same skill without experiencing boredom of repetition, hence, they continue practicing. The service-oriented heuristics teach students how, with the help of a service canvas and an online tool, to analyze businesses and to recognize the role of IT in a business environment. Students demonstrate a higher propensity to master new knowledge when they embody their experience and feel cognitively closer to the studied materials. Further results show that the acquired service-oriented mindset helps students to reuse their learnings in other contexts.

2019

In this paper we describe a long-term effort to raise the awareness of IT practitioners in the Swiss French region to the value of ethnographic observation techniques for requirements elicitation. This effort brought together academia and industry. Several awareness raising sessions were designed and delivered to IT practitioners in industry events. We used an active pedagogy, designing role-play phases interspersed with debrief and theory. We describe the context of this work, the design of the sessions and our subjective assessment.

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