Reflection Of Experimental Learning : The Philosophy Of Experimental Learning

Give the pupils something to do, not something to learn; and the doing is such a nature as to demand thinking or the intentional noting of connections; learning results naturally. (Dewey, 1916, p. 160)

Throughout television, one can hardly go a few minutes without being subjected to hundreds of ads, each providing something that is claimed to be essential to life. However, there may be something deeper behind these advertisements. Many psychological aspects are used by companies to ensure that their ads will leave an impression on the viewer. One of the main elements used is observational learning. During observational learning an observer will watch someone performing an action and observe the effects that said action has. If the action results in a negative reaction the observer will be less likely to repeat it. If the action has a positive reaction, they are more likely to repeat that action. One example of how observational learning

According to Jasper (2013) reflective learning is “the process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, and which results in a changed conceptual perspective”. Ibid, summarised reflective practice as having three core components; Things or experiences that happen to the individual; reflective processes that enable the person to learn and grow and action looking at the situation from a new perspective. It is only through self-enquiry, can individual learn to evolve as human beings, and form a homeostasis with their environment and society (Moon, 2006). The application of the reflective process, is more than just a tool or device, is about implementing an ontological approach to self-discovery and change (Rolfe et al. 2011). It occurs through analysis, interpretation and recombination of the information about the experience and actions are taken (Jasper, 2013).

Experiential learning provides an opportunity to create spaces for building meaningful learning from self-exploration and experimentation (Jain, 2013). The purpose of this activity is to equip the leaders with skills such as team work, dealing with failure and overcoming adversity.

Alfred Mercier once said, “What we learn with pleasure we never forget.” This quote reveals the importance of how learning something we like with pleasure would often teach us something rather than just feeding anything in our mind. Similarly, the video of “Guy Kawasaki: The Top 10 Mistakes of Entrepreneurs” was a great learning experience for me. Usually, watching a video about business can be boring since there are not fun and exciting videos that can be watched. Instead, after watching this video I learned a lot more about entrepreneurs and how they face the real world. Since, I am majoring in business myself receiving advices from successful individuals becomes a great learning experience for myself that will always be with me when I am going to become a business women. In the video, Guy Kawasaki a marketing executive in Silicon Valley and former Apple employ exhibits the mistakes that entrepreneurs are likely to make revealing the importance of how to avoid them.

Reflective learning is one of the best learning styles. It enables to link theory to practice and draw a clear link between the efforts someone put into his/her development and the benefits get out of it. Consequently, I, as a student who follows an industrial based degree programme, present my reflective thoughts on learning grasped throughout the module of SPG8015- Introduction to Enterprise and Entrepreneurship in Science and Engineering in this report.

My long-term goal is to run a high-tech firm and deliver continuous values to the world. Even though I have direct experience in team management and technology innovations, I still need a multitude of new skills to reach this ambitious goal. Moreover, my past experience has taught me that a new business will face many challenges and need repeated testing. I intended to find solutions for these problems during my business education.

Session on Principal of Learning started with the definition of knowledge. At first it sounded simple but as the discussion went deeper, I realized that the concept of knowledge is isn’t simple as I used to think. The session on ‘EPISTEMOLOGY’ the concept of knowledge which was compared from the time of Romans till the modern days were all convincing. The different concept of knowledge by the different philosopher at different period of time with their logical reasoning was a new gain to me in fact.

Experiential learning is important for business students to learn experientially because of all the elements that are taught doing the task. The reflection, conceptualize, and experiment allows students to further engage in various different way such as creatively, emotionally, intellectually, and physically. This creates students to become more motivated to learn. This motivation to learn is then reflected in how they apply the content to experiential learning and gives them opportunities. The reflection that the business students have after experiential learned helps better prepared them for the future. The reflections create deeper learning that can help at internships or work because they’ll be better and more important when the students are prepared and

John Dewey considered as the pioneer scholar who proposed the reflection as a tool for learning from experience. According to Dewey (1933), reflection is associated with a thinking about the experience or event which contains five steps in order to make sense of it and internalise meanings. These steps are; problem, suggestions, reasoning, hypothesis and testing. In the first step of ‘problem’, he proposes that we need to see big picture of the event which includes the actions, conditions and contextual factors of the event. As our actions operated in open system (social world), thinking about small entities may distract us to identify the real cause of concern. In this way, there is high probability to recognise and understand the perplexity of the event, resulting in more comprehensive action plan to tackle the situation. Schön (1983) argues similar notion by referring ‘discomfort/ surprises’ in actions, but he did that propose any strategy to figure out the actual problem or issue in action. There is a consensus in literature that reflective thinking is triggered by doubtful situations, discomfort (Dewey, 1933), surprise (Schön, 1983), inner discomfort (Boyed and Fales, 1983), uncomfortable feelings (Atkins and Murphy, 1993), critical point (Barnett, 1997) and issue in action (John, 2005; Boud, 2010) and many more. These are various terms used for the recognition of problem in practice that initiate the reflective practice in practitioner. It suggests that nature of

I think I’ve inherited my passion for learning besides the insatiable curiosity which has served me well throughout my childhood, school years and academic career from my father, an international businessman. He taught me to explore the world, constantly seeking to learn more, and to make an effort to understand more. I watched him for hours as he worked on his meetings, and I also helped him with contracts, presentations, and marketing proposals growing up. I was fascinated by business and wanted to know how and

I have been studying business and management since grade 9. The first two years of high school have taught me all the basic concepts and applications. This foundation proved itself, when I started the IBDP in grade 11, which has today provided me with holistic knowledge of business principles. The sheer amount of understanding, reasoning and reflecting has pushed my thinking abilities to a whole new level. These combined with life experiences that include a family that is entrenched in various business activates and a set of highly enlightening internships has convinced me to choose a course in Business Management and specialize in the field of Entrepreneurship. I aim to augment my ability to communicate and lead with integrity. I seek intensive communication training, a course that focuses on teamwork, and develops both greater decision making ability and

The manner with which school counselors are encouraged in taking on prevention and intervention strategies will be utilized through is a combination of psychoeducational and small groups. Psychoeducational groups work on developing and expanding students’ cognitive, social and behavioral perceptions of drug use (Corey, Corey & Corey, 2014) while counseling groups will focus on personal, emotional and social/interpersonal development, problem-solving and in introducing new skill sets, which students can practice and apply outside of the school setting.

Developing an ‘entrepreneurial mindset’ within the class room environment is a challenge for any educator. It demands the formulation of integrated learning and teaching strategy which align intended learning outcomes with the effective selection of pedagogy. There are numerous definitions put forward in both the academic and practitioner literature relating to the Entrepreneurial concept and the notion of the enterprising person. Most definitions of an ‘entrepreneur’ are influenced by the work of economists and, in particular, the Austrian economist Schumpeter (1883 –1950). Entrepreneurial teaching is designed to maximize the potential for stimulating entrepreneurial attributes and insight and equipping participants for action. In particular, it is focused upon practicing behaviors, developing skills and reinforcing attributes

New Zealand was ranked second in the world for ease of doing business (World Bank, 2016) and fourth for attractiveness to foreign investors (Milken Institute, 2015). These make New Zealand a favour place for entrepreneur to run a small to medium-size business. With increasing start-up opportunities, the entrepreneur education and training for New Zealand primary and secondary students (years 1-13) do not meet the needs of entrepreneurial practices. According to Vecchio’s Entrepreneurship’s Big Five, the entrepreneurial practices include risk-taking propensity, need for achievement, need for autonomy, self-efficacy, and internal locus of control (Nielsen et al, 2012). This essay will provide a solution to address this challenge, in particular, the use of Funvironment. Funvironment is an online social learning application for primary and secondary students to provide learning environment for children that foster creativity and enables them to follow their passions, gain confidence and find support from their peers, families and industry professional.