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I will prefer to learn in ------- style

4

2

3

1

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Individual Learning Styles

Concrete Experience

Abstract

RefectiveObservation

Active Experi-mentation

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Experiencing

Tell me, and I will forget. Show me, and Imay remember. Involve me, and I willunderstand.

(Confucius 450BC!

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It corresponds to "knowledge by

acquaintance", direct practicalexperience, as opposed to "knowledgeabout" something, which is theoretical,though more comprehensive.

It is immersing oneself in the doingof atask usually without reflecting on the taskas this time, but carrying it out with

intention. It entails trial and error learning, movingfrom one known rule to another in thehope that one of them fits.

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The underlying idea here is that people canlearn very effectively through direct, hands

on experience, as long as these

experiences are well designed andfacilitated.

The goal of !# from this point of view

then would be to structure and organi$e

learning activities in which experiences

themselves facilitate learning.

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Reflecting

eflecting involves stepping back from

task involvement and reviewing whathas been doneand experienced.

It involves switching off the mental

autopilot, thinking outside of the box,considering the %why& behind the %what&,

and acting on the basis of fresh insight

and understanding.

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It enables the doers to reflect on their

experience, learn from experience, andapply it to influence future work

practice.

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Conceptuali"ing

'onceptuali$ing involves interpretingthe eventsthat have been noticed

and understanding the relationships

among them.

It is packaging together the raw

experience with facilitated exercises

which involve thinking, discussing, or

creatively processing cognitions and

emotions related to the raw

experience.

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It enables taking the newunderstanding and translates it into

predictionsabout what is likely to

happen next or what actions should

be takento refine the way the task

is handled.

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Experi#enting

It is the stage that leads the learner toexperiment with the new approaches, or

new ideas of managing, which leads to a

different experience.

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Learning Styles

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Individual Learning StylesConcrete Experience

Abstract

RefectiveObservation

Active Experi-mentation

(Activist

s)

(Theorists)

(Refectivist

s)

(Pragmati

sts)

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It means( )eople show preferences for particular

learning styles, and different learning activities

are suited to different styles of learning. They are most likely to learn when their

learning style and the nature of the activity

match. *o if they can choose among activitiesto learn the same sub+ect, they may be able to

choose an activity to match their preferred

style.

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ut often people aren&t given the luxury

of a choice, so they will need to use a

style that may not come naturally.

*o if they are prepared to use different

styles in the form of a learning cycle,

they can become an allround learner,

able to benefit from any learningopportunity.

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Individual Learning CycleConcrete Experience

Abstract

RefectiveObservation

Active Experi-mentation

(Activist

s)

(Theorists)

(Refectivist

s)

(Pragmati

sts)

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Individual Learning $ic%eConcrete Experience

Abstract

RefectiveObservation

Active Experi-mentation

(Activist

s)

(Theorists)

(Refectivist

s)

(Pragmati

sts)

E&ect of Learning $ic%e over 'nowledge

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E&ect of Learning $ic%e over 'nowledgecreation

Concrete Experience

Abstract

RefectiveObservation

Active Experi-mentation

(Activist

s)

(Theorists)

(Refectivist

s)

(Pragmati

sts)

Private part ofthe cycle thatcreates TacitKnowledge

Public part ofthe cycle thatcreates ExplicitKnowledge

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Lesson

If we do not cross our learning niche we

cannot create knowledge.

Tacit knowledge will become outdated and

explicit knowledge will remain mostly

without application

o s yc e n erpre s e concep o

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o s yc e n erpre s e concep o,.

Concrete Experience

Abstract

RefectiveObservation

Active Experi-mentation

(Activist

s)

(Theorists)

(Refectivist

s)

(Pragmati

sts)

Context-restrictedLearning(/ype

Learning!

1&-t%e-2o*Education

(/ype 3Learning!

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)ol*+s Cycle and ,.

-olb&s cycle helps the individuals

understand their preferred learning

style that, in turn, reveals their areas of

weakness in learning and gives themopportunity to work on becoming more

proficient in the other modes of

learning. It helps them reali$e their strengths as

well, which might be useful in deciding

about their career.

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It ensures the !# activities give full

value to each stage of the process andrevolve the learners round the cycle if

needs be, because all forms of skill and

knowledge do not require all the stages of

the 'ycle to the same extent/

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.iscussion uestions .escri*e t%e )ol*+s cycle of learning ,ow

t%is #odel is a*le to facilitate t%eaccurate learning

it% t%e %elp of )ol*+s cycle put forwardt%e suggestion t%at t%e ,. professionalss%ould ta'e into consideration t%elearning styles of t%e learners *efore

designing t%e learning interventions