What is experiential learning?

Experiential learning is essentially learning by doing, and then reflecting on the experience. Often this type of learning can place students in a real-life context and encourages reflection as a core part of the course design. ‘Doing’ is understood as a ‘hands on’, active approach to learning where there is an element of self-direction and autonomy on the part of students to shape or manage a project or learning opportunity. ‘Reflecting’ involves understanding and capturing the thoughts, actions and experiences linked to the process, with the goal of exploring values, challenging assumptions, and building skills. Experiential learning can include work-integrated/based learning, field trips, internships, service learning, community participation, and laboratory exercises.

Why is it important?

Experiential learning is argued to be synonymous with authentic learning; that is, for example, not just learning about what a doctor should know, but also how to be a doctor, and how to do what a doctor does in practice. There are strong links here to Barnett and Coates’ (2005) work on knowing, being and doing. Experiential learning is also important as it prepares students for the world of employability, of life beyond graduation into job interviews and the workplace. Experiential learning will be a foundational pillar for Curriculum Transformation Programme.

It is also important as it can link learning with the city, for example, through living labs, partnering with industries and community organisations, and undertaking local field trips. This has direct links with the University’s Curriculum Design Principle: “Amplifying Edinburgh’s Excellence”.