This time from the man himself – with others – it will be interesting to read the two together.
Becoming an experiential educator involves more than just being a
facilitator or matching learning style with teaching style. Experiential education
is a complex relational process that involves balancing attention to the learner and to
the subject matter while also balancing reflection on the deep meaning of ideas with the
skill of applying them.
To describe a dynamic matching model of education based on Experiential Learning
Theory and to create a self-assessment instrument for helping educators understand
their approach to education.
A dynamic matching model for “teaching around the learning cycle” describes
four roles that educators can adopt to do so—facilitator, subject expert, standardsetter/evaluator,
and coach. A self-assessment instrument called the Educator
Role Profile was created to help educators understand their use of these roles.
Research using the Educator Role Profile indicates that to some extent educators
do tend to teach the way they learn, finding that those with concrete learning styles
are more learner-centered, preferring the facilitator role; while those with abstract
learning styles are more subject-centered preferring the expert and evaluator roles.
A model for the practice of dynamic matching of educator roles, learner
style, and subject matter can aid in the planning and implementation of educational
experiences. With practice, both learners and educators can develop the flexibility to
HEA CPD Manager
Mile End, London E1 4NS
The new HETL book titled, Democratizing Higher Education: International Comparative Perspectives, by Routledge is now available for pre-order. See http://routledge-ny.com/books/details/9781138020955/
A few reviews on the book:
"This timely book helpfully reminds us that higher education was once (and might yet be again?) considered and discussed in terms of its wider contribution to culture and civilisation, as well as to social inclusiveness and equity, all in the context of a (re-)discovered core ethos of political, ethnic, and social justice."
--David Palfreyman, Director of the Oxford Centre for Higher Education Policy Studies, Oxford University
"Through the authors' compelling case studies on social, cultural, economic and political issues in diverse communities, the reader can quickly understand the commonalities to all quality higher education programs across international borders. Applause to Blessinger and Anchan for providing an excellent resource that presents significant ideas with a trajectory for higher education systems."
--Barbara Cozza, Associate Professor, St. John's University
"A democratically engaged society demands a citizenry that can critically think and challenge the forces that oppose it. Higher education is key. This volume offers a global look at how several nations strive to make higher education a reality for all its citizens as well as the challenges they face in doing so. It is a must-read for any student or professor of international higher education studies."
--Jill Alexa Perry, Executive Director, Carnegie Project on the Educational Doctorate
Executive Director & Chief Research Scientist, International HETL Association
Adjunct Faculty, School of Education, St. John's University, New York City
Editor-in-Chief, Journal of Applied Research in Higher Education
Senior Scholar, Institute for Meaning-Centered Educationz