Experiential learning is a philosophy and methodology in which educators purposefully engage with students in direct experience and focused reflection in order to increase knowledge, develop skills, and clarify values (Association for Experiential Education, para. 2). Experiential learning is also referred to as learning through action, learning by doing, learning through experience, and learning through discovery and exploration. Experiential learning is a philosophy and methodology in which educators purposefully engage with students in direct experience and focused reflection in order to increase knowledge, develop skills, and clarify values (Association for Experiential Education, para. 2). Experiential learning is also referred to as learning through action, learning by doing, learning through experience, and learning through discovery and exploration.

Importance for Faculty and Students’ Learning

Following quotes wonderfully elaborate the significance of experiential learning:

I hear and I forget, I see and I remember, I do and I understand.
Confucius, 450 BC

Tell me and I forget, Teach me and I remember, Involve me and I will learn.
Benjamin Franklin, 1750

There is an intimate and necessary relation between the process of actual experience and education.
John Dewey, 1938

Student Roles in Experiential Learning

Qualities of experiential learning are those in which students decide themselves to be personally involved in the learning experience (students are actively participating in their own learning and have a personal role in the direction of learning). Students are not completely left to teach themselves; however, the instructor assumes the role of guide and facilitates the learning process. The following list of student roles has been adapted from (UC-Davis, 2011 and Wurdinger & Carlson, 2010):

1. Students will be involved in problems which are practical, social and personal.
2. Students will be allowed freedom in the classroom as long as they make headway in the learning process.
3. Students often will need to be involved with difficult and challenging situations while discovering.
4. Students will self-evaluate their own progression or success in the learning process which becomes the primary means of assessment.
5. Students will learn from the learning process and become open to change. This change includes less reliance on the instructor and more on fellow peers, the development of skills to investigate (research) and learn from an authentic experience, and the ability to objectively self-evaluate one’s performance.

Integrating Experiential Learning (EL) in Teaching

Primary role for instructors is to identify a situation which challenges students through problem-solving, cooperation, collaboration, self-discovery and self-reflection. At the same time, decide what the students should learn or gain from the learning experience. Below are some primary points to consider when integrating experiential learning in your own teaching:

Plan: Once the EL experience has been decided upon, plan the experience by tying it to the course learning objectives and determine what students will need to successfully complete the exercise

Prepare: After the planning has been completed, prepare materials, rubrics, and assessment tools and ensure that everything is ready before the experience begins.

Facilitate: As with most instructional strategies, the instructor should commence the experience. Instructor should refrain from providing students with all of the content, instead, guide students through the process of finding and determining solutions for themselves.

Evaluate: Success of an experiential learning activity can be determined during discussions, reflections and a debriefing session.

Experiential Learning Projects

In Course Experiential Learning & Presentation to Corporate Managers

Projects are given to the students based on the conceptual framework learned in a course. Students connect themselves in an organization and trace the practical processes and try to relate the theory with practice. Students work in a group for this exercise and draft work is reviewed by the faculty concerned and guidance is given to the students for exploring various aspects in further depth. Students make interim presentation in the class. Corporate Managers/Executives who supervised students in the project are also invited in the class for the final presentation to evaluate their project work. Students also learn from   cross company discussions which are held during the evaluation process.

Eureka Fair – Experiential Learning Projects

As part of the experiential learning system being incorporated at IoBM It is our pleasure to announce that the MBA students of Technology, Innovation & Strategy course have applied all their learnings into building tangible innovations. 17 such new product development prototypes have been developed. A display of the same under the title of “Eureka Fair” will be arranged to give a chance to our students to gain confidence in their innovation capabilities and motivate other students to do the same.

Muhammad Ekhlaque Ahmed the lead of Capstone Experiential Learning Project is invited as a guest adjudicator at the Eureka Fair and help in making this effort more productive. It will bring some meaningful insights from the industry and aid in building better academia-industry linkages. The Fair is due to be held on 23rd April 2016 from 10am – 1pm at the IoBM Korangi Creek Campus. A list of projects with their brief synopsis is below

Eureka Fair Exhibition – List of Projects

Section A Projects – Supervised by Ms. Juveria Baig

Section Z Projects – Supervised by Mr. Abdul Basit