Envisioning the future through experiential learning

Abstract

In a dynamic era of accelerated change, termed by Schwab (2016) as the fourth industrial revolution, Scott (2015) states that formal education needs to transform in order to provide the critical skills and competencies required to tackle complex global issues. The transmission model or lecture mode of knowledge and skills transference is ineffective in preparing graduates for a rapidly changing world (Saavedra, 2012). The notion of the classroom as the locus of learning needs to be transformed (Robinson, 2006; Leadbeater, 2008). It is not simply enough to include more technology; learning strategies need to incorporate learning through peers, inter-generational partnerships and community relationships. Experiential education as pedagogy focuses on intentional design to teach through experience. Experiential learning relates to how student learning occurs irrespective of the learning not being experiential by design. By providing real-world experiences with sustained engagement and collaboration, students are able to construct and organise knowledge, engage in detailed research, inquiry writing and analysis, and communicate effectively (Barron, 2008). Experiential education and experiential learning theory create opportunities for deeper learning, personalised learning strategies, and collaborative and informal learning (Gijsbers, 2012; Redecker, 2013). Learner autonomy becomes central in the process, building the case for experiential education as an effective pedagogy to teach critical skills and competencies. The success of experiential education as an emerging pedagogy is reflected in a study by SpearIt and Ledesma (2014), explaining the renewal process of a law school curriculum with experiential learning through real-life experience. Experiential education as pedagogy is applied in teaching thematic subjects such as global complexity (Ramano et al., 2017). In 2016, the Council for Higher Education’s Quality Enhancement Project (CHE QEP) alerted SU to the need for increased focus on the formalisation of the SU co-curriculum (Schoonwinkel, 2017). The SU co-curriculum approach is underpinned by experiential learning theory, which defines learning as a process whereby knowledge is created through the transformation of experience (Kolb, 2009). This intentionally embraces experiential education within the curriculum and co-curriculum as an emerging pedagogy. The SU Vision 2040 core strategic theme, A Transformative Student Experience, can be fully realised through experiential education pedagogy.