Much of our traditional learning experience has led us to believe that we learn best by listening to experts. It has been found, however, that learning that results in increased self-awareness, changed behavior, and the acquisition of new skills must actively engage the individual in the learning process. In particular, adults have been found to learn more effectively by doing or experiencing.
Adult learning specialist, David Kolb, has described this learning process as a four-phase cycle in which the learner: (1) does something concrete or has a specific experience which provides a basis for (2) the learner's observation and reflection on the experience and their own response to it. These observations are then (3) assimilated into a conceptual framework or related to other concepts in the learner's past experience and knowledge from which implications for action can be derived; and (4) tested and applied in different situations.
The adult learner assimilates useful information into their personal "experience bank" against which future learning events will be compared and to which new concepts will be related. Unless what is learned can be applied to actual work or life situations the learning will not be effective or long lasting.
People responsible for designing learning events should keep these phases in mind as they develop ways to help the learner understand and be able to use the new knowledge and/or skill.
