Kolb Meets 4A: A Prezi-duction of 2 Learning Cycles

Allow me to make an introduction. Two in fact. 

Intro #1: Kolb, Meet 4A....4A, Meet Kolb...

Learning Cycles are sequences of learning steps that you can use to design a holistic and effective learning process. I learned about Jane Vella's 4A Learning Cycle through Dialogue Education, and I have used it as the starting place when designing any learning task because it just seems to work. I didn't encounter Kolb's Experiential Learning Cycle until I stepped out into the wider world of training, but I found that almost no one here has ever heard of the 4A Cycle.  Go figure! So perhaps an introduction is in order....but first...

Intro #2: Meet "Prezi"

"Prezi," is a free, online program that lets you create dynamic, zooming "Flash" presentations. It is a great alternative to PowerPoint presentations in that you can create a "big picture" canvas of words, symbols and images rather than having to follow a set scene-by-scene order. The software allows you to set a pre-determined path that viewers follow around your canvas; but they can also click on any image to zoom in for a closer look. 

Below is a Prezi I created that explains both the Kolb & the 4A Learning Cycles. (Click here for directions on how to view a Prezi).

Comments

[Jan Disselkoen]

Hey Dwayne,

I use both the Kolb cycle and the 4As in my work - but never clicked on how well they mesh. Great thinking!

Jan

[Jeanette Romkema]

So what book would you recommend for someone unfamiliar with Kolb's cycle?

[Dwayne]

Jeanette:

All of my books are at the office, but I'd suggest taking a look at this website that goes into a lot more detail on learning styles, preferences, etc. http://www.learningandteaching.info/learning/experience.htm

For my purposes, I see Kolb as a great way to frame an in-class exercise (like a simulation, role play etc.) that I never could quite figure out how to put into a 4A framework. But 4A, of course, works better for "content" centred work in my experience. I've seen facilitators try to use the Kolb cycle when they have set content that they want to convey; they just end up doing a superficial exercise and then go fishing for the "correct" answers in the Reflection, Generalization and Application phases afterwards. Facipulation at its worst.

[Jane Vella]

<sent via email>

I love it, Dwayne! wELL DONE!

How about making each step in the preZI a LEARNING TASK?

[Sean Park]

I'm developing a bit of an affinity for Integral theory and practice these days and came across the following article on transformative education recently. I really like the connections they make between the seasons and stages of the creative/inquiry process, it's giving me more to chew on than most other learning cycle theories.

I'm also fascinated by the work of Otto Scharmer from MIT who has developed a praxis of presencing for organizations, something he calls 'leading from the future as it emerges'. His processual framework does a good job of articulating of acting from the inner space of our highest potential and 'prototyping' our new ideas and visions into action.

Executive summaries can be found at:
http://www.presencing.com/research-publications/summaries.shtml

sp

Integral Transformative Education: A Participatory Proposal
Jorge N. Ferrer, Marina T. Romero and Ramon V. Albareda
Journal of Transformative Education 2005; 3; 306

http://jtd.sagepub.com/cgi/content/short/3/4/306

Abstract:

An increasing consensus is emerging among holistic educators about the need for an
integral education that incorporates all human dimensions—body, vital, heart, mind,
and spirit—into learning and inquiry. Most contemporary attempts at implementing
this vision, however, fall back into “cognicentrism” in that they essentially focus on the
use of the mind and its intellectual capabilities. This article introduces a participatory
approach to integral transformative learning in which all human dimensions are invited
to cocreatively participate in the unfolding of the educational process. The
metaphor of the four seasons is used to illustrate this multidimensional approach and
to suggest concrete ways in which learners can support the various stages of the integral
creative cycle. After identifying three central challenges of integral education—
lopsided development, mental pride, and anti-intellectualism—the article concludes
with some reflections about the importance of reconnecting education with its transformative
and spiritual dimensions.

Sean Park, MA
PhD student - Philosophy of Education, Simon Fraser University
http://insighted.wordpress.com