Experiential Learning Framework
A pedagogical review
IO6 Executive Summary
Authors: Wilson Abreu, Joca Zurc, Maria José Cabañero, Miriam Sánchez, Rhoda
MacRae, Anna Waugh, Karen Watchman and Debbie Tolson
Executive Summary
This report summarises the start of the Palliare phase two objective which was to
‘develop an innovative virtual interprofessional experiential learning solution to equip
the European dementia workforce to transform advanced dementia care and deliver
best practice’. A pedagogical and impact study of virtual experiential learning, elearning facilitation methods and interventions was conducted in order to identify the
approach from which to develop a virtual facilitated Community of Practice and
identify the theoretical and pedagogical underpinnings to facilitate development of the
e-learning framework. The process for developing this review has been a series of
literature searches followed by asynchronous online workshops to construct
development.
The most commonly cited pedagogical models were identified as those that
emphasised the importance of students taking an active role in their learning.
Increasingly development of the work of early theorists, such as Lewin and Kolb,
have identified that the provision of teaching is not enough, especially in the current
environment where e-learning and the need for flexibility are prevalent. The role of
mediating artefacts is increasingly recognised as a key principle underpinning the
design of e-learning and open learning, whilst still being grounded in the work of early
theorists such as Vygotsky and Engestrom.
Little evidence was found of the impact of experiential or e-learning on the care of
people with dementia or older people; instead the emphasis was on early years and
high school education where numerous examples were available of how mediating
artefacts can support inclusion in education, ranging from traditional examples such
as video and audio to Web2 technology. Recognising the different cultural and
educational systems within the European context, Kolb’s theoretical approach offers
a structure for development and implementation of the e-learning framework, with
elements of Lewin and Dewey’s work recognising the relationship between student
and teacher, and the relevance of cultural and professional context.
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An overview of a Community of Practice is given to provide context to its relevance in
sharing knowledge and supporting organisational learning. Wenger’s elements of
domain, community and practice reflect the importance of a shared interest among
those who engage over level of knowledge or experience. This embraces a sense of
belonging, participation and collaboration in a way that recognises the relevance of
m-learning (mobile learning) with almost instant sharing across multiple devices, in
addition to the theoretical underpinning of Vygotsky, Lave and Wenger.
The report concludes with evidence-based recommendations for the development of
the Palliare e-learning framework and online Community of Practice.
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