Frustrating the Experiential Learning Cycle: A Hologram? Paper presented at Columbia U.

A key element of transformative learning is experimenting with real-world problems. Indeed, David Kolb’s experiential learning cycle continues to be pivotal. Yet cycles, even spirals, don’t capture the dynamism now possible with online and blended learning. Frames have never had more possibility to engage with such a diversity of experiences, bodies, communities and learning spaces. How to bring critical pedagogy to these spaces? This paper works to extend the learning cycle with a hologram which helps to capture online multi-dimensionality.

The hologram as metaphor offers a more robust framework than the cycle including multiple dimensions, movement, refraction, frustration, doubt. Likewise, online learners can be supported to move freely where they find meaning between their online community and their own deliberations. All the while, they are embedded in life and work. Both the messiness and muddling are key to the transformative potential of online learning. The lag between insights and practical experimentation is gone. The space also can collapse gender and power dynamics in interesting ways as learners shape their own paths and voices at their own pace for reflection. Facilitators and peers can act more like coaches, real-time in real messiness.

International Transformative Learning Conference, Columbia University