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Running Head: EMERGING TECHNOLOGIES AND EXPERIENTIAL LEARNING

Near-term and Mid-term Emerging Technologies and Their Influence on Experiential Learning Shannon D. Foster Boise State University EdTech 504 Fall 2013

EMERGING TECHNOLOGIES AND EXPERIENTIAL LEARNING Abstract This paper discusses David A. Kolbs Experiential Learning Theory. It explains the four stages of his experiential learning cycle: concrete experience, reflective observation, abstract

conceptualization, and active experimentation. It touches on Kolbs four approaches to learning: diverging, assimilating, converging, and accommodating and the nine regions of learning associated with his original approaches. A short explanation of learning spaces based on Deweys nine principles is given and how it relates to the experiential learning theory. An explanation of near-term, mid-term, and far-term technologies based on New Media Consortium Horizon Report (2013) and other sources sets up what emerging technologies are developing. Finally, a discussion of how near-term and mid-term emerging technologies influence Kolbs (1984) Experiential Learning Theory is presented.

Keywords: Experiential Learning Theory, Kolb, Experiential Learning Cycle, Dewey, Everyday Expertise Framework, New Media Consortium Horizon Report, Emerging Technologies, Higher Education, K12

EMERGING TECHNOLOGIES AND EXPERIENTIAL LEARNING Emerging Technologies and Their Influence on Experiential Learning Learning theories and emerging technologies are buzz words found throughout educational circles at all levels. From preschool to higher education and professional

development courses, educators base how they develop curriculum and educational programs on personal educational philosophies. From Behaviorism, Cognitivism, and Constructivism (Ertmer & Newby, 1993) to Connectivism (Siemens, 2004), learning theories describe how information is absorbed, processed, and retained during learning (Learning theory (education), 2013). Use of technology as educational tools developed over time: slowly at first, more rapidly with public access to the Internet, and continues to develop exponentially today with Web2.0 tools. These developments dramatically changed the way educators teach and learners learn. Based on the New Media Consortium Horizon Report (Johnson et al., 2013a) emerging technologies are impacting education today and will impact education into the future and beyond. As educators and learners embrace emerging technologies in education, they challenge traditional learning theories and methods. These emerging technologies work well with experiential learning opportunities for learners and influence educators as they develop curriculum and programs that integrate them. What is Experiential Learning? In 1984, David A. Kolb published his book Experiential Learning: Experience as the Source of Learning and Development (1984) wherein he describes learning as the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience (p. 38). Used in management learning research (A. Y. Kolb & Kolb, 2009) experiential learning has ties to intellectual writings by Dewey, Lewin, Piaget, and others. Experiential learning, in short, is learning by doing. Other

EMERGING TECHNOLOGIES AND EXPERIENTIAL LEARNING fields related to experiential learning are problem-based learning, service learning, reflective learning, and outdoor education to name a few, and is often referred to as hands-on learning (Clark, Threeton, & Ewing, 2010). Although Kolbs theory began in the early 1970s in collaboration with Ron Fry, Aristotle described learning in the book Nicomachean Ethics, as translated by W. D. Ross (Aristotle, 350 BC), like this, for the things we have to learn before we can do, we learn by doing. Aristotle recognized learning as experiential, long before Kolb and Fry defined it. Kolb and Frys experiential learning theory originally began as an experiential learning cycle. Based on Deweys three stages in theory of experience, Kolb and Fry (as cited in A. Y. Kolb & Kolb, 2005) expanded these three stages into four stages: concrete experience (CE), reflective

observation (RO), abstract conceptualization (AC), and active experimentation (AE) (p.195) And according to Zull (2004) each stage has a corresponding area in the brain (see Figure 1).

Figure 1 The Experiential Learning Cycle and Regions of the Cerebral Cortex (Zull, 2004) Kolb also developed the Learning Style Inventory (LSI) (as cited in A. Y. Kolb & Kolb, 2005), which has great importance in experiential learning. Kolb identified four different

EMERGING TECHNOLOGIES AND EXPERIENTIAL LEARNING approaches to learning: diverging, assimilating, converging, and accommodating (p. 196). From these four stages of learning that Kolb identified, certain combinations of CE, RO, AC, and AE are prevalent in each of the approaches to learning. From Kolbs original four approaches David Hunt and associates identified nine distinct regions of learning styles (as cited in A. Y. Kolb & Kolb, 2005, p. 196) (see Figure 2).

Figure 2 Nine-Region Learning Style Type Grid

Even though learners might begin at different stages, the initial stage is most often the concrete experience stage or the doing stage (Clark et al., 2010, p. 49). Experiential learning is a holistic model and most often addresses the learning patterns of adults, according to Kolb (A. Y. Kolb & Kolb, 2005). It is based on six propositions from prominent 20th century scholars:

EMERGING TECHNOLOGIES AND EXPERIENTIAL LEARNING (1) learning is best conceived as a process, and not in terms of outcomes, (2) all learning is relearning, (3) learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world, (4) learning is a holistic process of adaptation to the world, (5) learning results from synergetic transactions between the person and the environment, and (6) learning is the process of creating knowledge (p. 194).

The process of creating knowledge is spiral or cyclical in nature. This cycle might look like this: first, a learner observes an action; then they reflect on what they saw; next, they think about and draw their own conclusions; finally, they act on their conclusions and then begin the cycle again. As they repeatedly cycle through these stages, they gain a better understanding and create knowledge based on their own experiences (p. 194). According to Clark, Threeton, and Ewing (Clark et al., 2010) three of the four stages must be present to be considered a true experiential learning activity. The effect of learning spaces on experiential learning Another element to experiential learning is the use of learning space. Similar to Lewins field theory (as cited on p. 199), experiential learning not only is dependent on the individual, but also on their environment. This interdependence is also part of Zimmerman and Bells everyday expertise framework (Zimmerman & Bell, 2012). They recognize that individual, cultural, and social aspects influence a learners knowledge creation as well and that these experiences may or may not take place in a formal educational setting. The learning spaces that an individual encounters affect their experiences thus forming knowledge that is unique to the individual. In order to maximize a learners experience, the creation of learning spaces must be intentional. When developing learning spaces, Dewey (as cited in A. Y. Kolb & Kolb, 2005) established nine

EMERGING TECHNOLOGIES AND EXPERIENTIAL LEARNING

principles. First, there must be a respect for learners and their experience (p. 207). This respect is for both the formal and informal experiences of a learner. Second, they must begin learning with the learners expertise of the subject matter (p. 207). A learner must recognize and value their previous experience in a subject area. This gives them a foundation for continued learning as they cycle through the observation, reflection, thinking, and action stages in their knowledge creation. Third, there must be a creating and holding [of] a hospitable space for learning (p. 107). As learners encounter and wrestle with differences, a system needs to be in place to help them navigate these differences in a supportive fashion. Fourth, a making of space for conversational learning (p. 107) requires a conversational tone where learners feel comfortable sharing with teachers and peers as they reflect on and discuss their learning experiences. Fifth, making space for development of expertise (p. 108) encourages learners to consider what they are learning and how this knowledge affects them as they create life goals. Sixth, there is a need for making spaces for acting and reflecting (p. 208). With the roots of experiential learning based on learning by doing, learners with space to act on and reflect on their experiences connect their internal world of knowledge with their external reality, completing the experiential learning cycle before continuing again. The seventh principle of learning established by Dewey is making spaces for feeling and thinking (p. 208). How a learner feels about an experience affects whether or not they think something is important or worth learning. As stated by Kolb and Kolb (2005) on page 208, negative emotions such as fear and anxiety can block learning, while positive feelings of attraction and interest may be essential in learning. Eighth is the making [of] space for inside-out learning (p.208). By connecting interests and desires with educational experiences, learner motivation increases and learning is more effective. Finally, the intent of creating learning spaces is to make space for learners to take charge of their own

EMERGING TECHNOLOGIES AND EXPERIENTIAL LEARNING learning (p. 208). A learner who takes ownership for what they learn accepts the responsibility for their own learning, meets challenges head-on, and uses methods that help them learn best. These nine principles create environments conducive to learning that enhances the learning experiences that affirm learners as they progress in their acquisition of knowledge. What are Emerging Technologies?

Emerging technologies are up and coming innovations that are making their way into the mainstream of education and business. The New Media Consortium (NMC) publishes the NMC Horizon Report annually and is a series of publications designed to help education leaders, policy makers, and faculty understand new and emerging technologies, and their potential impact on teaching , learning , and research (Johnson et al., 2013; 2013b) There are several editions of the report. This paper focuses on the two editions of emerging technologies and specifically the near-term and mid-term emerging technologies that currently are influencing K12 education and higher educational facilities. According to Johnson et all (2013), there are six emerging technologies influencing K12 education. These six divide into three time-to-adopt categories: near-term adoption (implementation in one year or less), mid-term adoption (implementation in two to three years), and far-term adoption, (four to five years until implementation). On the near-term horizon, technologies include mobile devices and apps, and tablet computing (p. 4). On the mid-term horizon, game-based learning and personal learning environments will appear (p. 4-5). Some of these emerging technologies are already in use in higher education, but their adoption is slow in the K12 environment. Far-term horizon emerging technologies are not yet used extensively in general education, but the adoption of augmented reality and natural user interfaces (p. 5-6) are predicted. In higher education near-term horizon, massive open online courses (MOOC) and

EMERGING TECHNOLOGIES AND EXPERIENTIAL LEARNING tablet computing are on the rise (2013b, p. 4). On the mid-term horizon, the NMC Horizon Report predicts an increase in games and gamification, and learning analytics. On the far-term

horizon, 3D printing and wearable technology are predicted. Besides the NMC Horizon Report, Briggs adds another near-term adoption of cloud computing, mid-term adoption adds open content, and far-term includes virtual and remote laboratories (Briggs, 2013). This paper will address the near-term and mid-term emerging technologies because they are currently being used and introduced into educational institutions, but the far-term technologies will be left for another time. Even as higher education already sees many of these emerging technologies either in beginning stages or in mainstream use, the K12 environment is slow to adopt them. Even though adoption of these technologies is slow, it is making inroads into general education practices. The Influence of Emerging Technology on Experiential Learning With the introduction of emerging technology into higher education and K12 environments, the possibilities are endless for educators who intentionally want to create activities for students that influence their experiences, either inside or outside the classroom. The use of near-term technologies, such as mobile devices and the creation of applications (apps), grows daily. Higher education and professional development see the use of mid-term technologies implemented, such as gaming and gamification, learning analytics, and open content, more often than in the K12 environment. Far-term technologies such as MOOCs, 3D printing, and wearable technology are relatively uncommon still, but making headway into educational institutions. Many teachers and learners already use mobile devices such as personal smartphones today, thus eliminating the requirement of a laptop or desktop computer. The purchase of tablets

EMERGING TECHNOLOGIES AND EXPERIENTIAL LEARNING for entire classrooms gives students accessibility to the web for use of online textbooks,

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individual research, class projects, and homework interaction and submission. Cloud computing, such as iCloud, Google Apps, OpenDrive, and DropBox, accommodates all forms of computing technology from mobile devices with apps or tablets to laptops and desktop computers. It allows massive amounts of information to be stored, accessed, and shared from anywhere at any time on any device with Internet capabilities. These technologies allow students to take their devices and create new learning opportunities for themselves. Students observe an educational activity and establish an opinion based on their feelings, they reflect on what they are experiencing and develop new ideas of how to approach these experiences. They then act upon the new knowledge and observe how their application affects the experience. These emerging technologies are currently in use and employed in a variety of ways to enhance learner experience as they interact in learning activities, either in formal or informal settings. The use of gaming and gamification as teaching tools in education is gaining popularity. Educators see the potential of gamification as it builds upon the motivation and engagement of learners by using, or at least applying, the entertainment concept connected with videogames and social games (Simes, Redondo, & Vilas, 2013). Gaming and gamification in education began in the 1960s (Merchant, Goetz, Cifuentes, Keeney-Kennicutt, & Davis, 2014, p.29) with technology used in the entertainment industry designed to capture audience attention. In the 1980s simulators created virtual realities for real life situations and in the 1990s programs for use in K12 environments developed. Due to cost however, educational facilities were unable to purchase for use many of these programs. Now with the explosion of digital technology and computer games, and a strong interest from learners, advances in educational gaming and gamification are on the rise. Open content is also gaining popularity. As cited in Opening Up

EMERGING TECHNOLOGIES AND EXPERIENTIAL LEARNING Education (Yalcinalp, 2010) UNESCO defined open content as digitalized educational materials and tools freely offered for educators, students, and self-learners to use and reuse for the purposes of teaching learning, and research (p. 135). With open content, teachers and

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learners can share newly acquired knowledge with others thus enhancing the learning of others. This collaborative sharing among users is the perfect opportunity for experiential learning. Learning takes place as contributors discover new information and are able to reflect on those experiences. Then using what they learned, they can act upon it, create new experiences, and pass on this knowledge to others via other types of emerging technologies. Learning analytics, another mid-term technology, are common in business and higher education is increasing the use of learning analytics to assess student risk, predict student success, and improve tailoring of instruction and services to meet student needs (Next Generation Learning Challenges, 2013). Students using learning analytics can guide their educational experiences based on information gleaned from these analytics. Even though one can find these emerging technologies in some educational institutions, their status as mid-term emerging technologies exposes their limited use in general educational. In the article Everyday Expertise: Learning Within and Across Formal and Informal Settings, Zimmerman and Bell (2012) provide two examples of everyday expertise activities that connected learners out-of-school experiences to an in class activity via emerging technologies. The Micros and Me curriculum is one of these examples. Using the Micros and Me curriculum, a fifth grade teacher developed a lesson that documented students use of digital photography and self-documentation to connect learners home and community experiences to school-based biology lessons (p. 234). Kolbs experiential learning theory, or cycle, applies to this activity. First, students used digital cameras to take pictures of everyday activities or experiences that

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involve keeping them healthy, applying the action portion of the cycle. Next, based on previous knowledge, students wrote their reflections based upon personal, social, and cultural beliefs. They then presented their observations regarding how these actions created healthy habits. Finally, they applied their new knowledge by creating a comic strip connecting their actions, reflections, and observations to the biology lesson on keeping healthy (application). To facilitate the use of near-term emerging technologies, mobiles device or tablets could easily replace the use of digital cameras in the lessons and the journaling could utilize cloud-computing technologies. This everyday expertise experience follows the stages set out by Kolb (1984) for implementing his experiential learning theory. Conclusion Experiential learning bases its success on Kolbs experiential learning cycle of action, feeling, thinking, and reflecting. Many teachers begin the process when developing curriculum, but stop short in the requirements of the experiential learning theory. At least three of the four stages must be involved for consideration as an experiential learning activity. Experiential learning goes beyond just the hands-on activity. Students must reflect on their feelings concerning a specific learning experience and then allow their reflection to transform their knowledge into usable information that is pertinent to them. Besides the idea of learning by doing, creating learning spaces sensitive to individual, social, and cultural environment affects how learners understand new information. The learning environment must consider these elements and by addressing them, a learner is able to take control of their own learning thus engaging in experiential learning. Emerging technologies are technological tools that enhance personal interaction with learning. By employing these technologies, learners integrate learning experiences in new ways with the help of these tools. Use of these emerging technologies

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personalizes learning experiences allowing students to observe new experiences, reflect on what they learn, share with others, and develop individual knowledge based on interests, abilities, experience, and personal, social, and cultural beliefs. Although not all emerging technologies have a direct influence on learners creating new knowledge, such as learning analytics, emerging technologies can help students track their experiences, direct them as they choose new directions and highlight areas of difficulty as they observe, reflect on, and act on new knowledge acquired in their educational journey.

EMERGING TECHNOLOGIES AND EXPERIENTIAL LEARNING References

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