A brief description of the learning scenario
For this learning approach, we will explore more of an experimental learning activity. Experiental Learning means learning by doing.
In this learning scenario, candidates will participate in a workshop to improve their understanding of processes, complexity and how to apply this knowledge to streamline processes and create better working environments.
Instead of following a presentation with the key principles on complexity, teamwork and workflows, the candidates will do simple experiments as team work with marble runs.
Most setups consist of a simple marble run machine, which is designed to create a loop. One candidate has to put the marbles in the machine, while the other one has to return it to him. This setup represents a workflow and a very defined process.
This simple setup is then modified in various ways, thus changing the variables of the experiment, e.g.
- numbers of marbles: how many marbles are in play?
- speed of marbles, how fast do they return?
- how many interactions are required per time period?
- in how many different ways can the marbles get to the candidate? (1, 2 or 3 “channels”)
The participants are then invited to reflect and discuss
- which principles are represented by the variables of the experiment
- which impact the variation of the variables have on principles like order, chaos and likelyness of errors
- how this experiment can be applied to a working environment
- how the key findings of this experiment can be used to design and improve workflows
Authentic Assessment of the learning scenario
For an introductory task, candidates will explore and discuss the key principles of the experiment and its impact on workflows and processes. By this point, they will be able to define the key criterion to evaluate processes to determine the main complexity level and its impact on performance.
As a second task, they will create an experiment on their own and find through variation of the parameters the treshold, when ordered processes skip into error prone “chaotic” environments.
The final tasks consist in a written essay, where the candidate applies the findings to actual workflows of his working environment, identifies the principles at work and designs a leaner processes.
Connections to Learning Theories
This experiment is connected to various learning theories.
- Constructivism: According to Vygotsky (1978), “ social constructivism learning is a collaborative process, and knowledge develops from individuals’ interactions with their culture and society”. The findings will be created by the participants as an open discussion, allowing them to share their reflections and conclusions, to interact, and to comment on the responses of others. Identifying possible problems and inconsistencies that could be best discussed during live sessions.
- Andragogy: One of the four concepts applicable to adult learning proposed by Knowles (1984) is that adult learning is problem-centered rather than content-oriented. This Experimental learning will provide participants with an ability to experience real tests, overcome problems such as defining the key level of each sample and expose them to the core objectives of the course by actively doing it.
- Authentic assessments are usually task- or performance-based activities and showcase many skills a learner has gained throughout a unit or course. Authentic assessments require higher order thinking and problem-solving skills. Because they mimic real world scenarios, authentic assessments are more engaging, meaningful, and worthwhile (than traditional assessments) to learners of all ages.
References
- https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/index.html
- https://resilienteducator.com/classroom-resources/advice-on-teaching-through-games/
- https://resilienteducator.com/classroom-resources/tips-on-how-to-use-authentic-assessment-as-a-teaching-strategy/
- http://jfmueller.faculty.noctrl.edu/toolbox/index.htm
