Learning Design: Experiential
Experiential learning is based on the Kolb experiential learning theory developed by David A. Kolb. Kolb describes the learning cycle as experiencing (concrete experience), reflecting (reflection observation), thinking (abstract conceptualization) and acting (active experiment) (Institute of Experiential Learning, 2024). Experiential Learning, is a method that describes the idea of “learning through experience” (Institute of Experiential Learning, 2024). Experiential education works with the idea that educators engage learners in real-life experience and focused reflection to develop skills, clarify values, increase knowledge and develop people’s capacity to contribute to their communities (Queen’s University, 2019).
Why we chose for our project:
Experiential learning is an excellent approach to teaching AAC devices. Having learners engage in hands-on activities and real-world communications and tasks can help bridge the gap for learners from theory to practical real-life application. The activities and scenarios will help learners reflect upon what worked well, and what challenges occurred, allowing for the students to question their experience and reflect.
The learning will focus on immersing learners into the AAC environment giving them the basic skills to apply interactively, for example using a simple communication board to express needs or preferences. Through experiential learning, the learners can reflect on challenges and they will be encouraged to make mistakes and learn from them, hoping to deepen their understanding of the devices. After interactive activities, learners will use the hands-on experience to reflect and present what they have learned and their questions.
Learning Design: Cooperative
Cooperative learning is an approach in which multiple learners collaborate on learning activities. The groups of learners may work all together or separately working on the overall project in the end (Education Endowment Foundation, n.d.). While cooperative learning can be beneficial it takes more than just setting up a group. Cooperative learning is the most effective when placed in groups of 3-5 with tasks or activities that are carefully designed to ensure effective group work is possible. It is also essential that the cooperative groups talk and share thoughts and ideas to fully think collaboratively through the tasks (Education Endowment Foundation, n.d.).
Why we chose for our project:
Cooperative learning is another effective approach for our teaching of AAC devices. By working in pairs or small groups learners can share knowledge and work together learning the devices. Cooperative learning helps to foster a supportive environment for learners to practice skills and knowledge together.
Our lessons incorporate cooperative learning within the activity of learning the devices and the presentation of knowledge. The learners are paired up to complete interactive communication tasks, and then offered time to reflect on what they learned and what challenged them. Cooperative learning encourages learners to communicate and problem-solve collaboratively while learning the devices; it also offers an opportunity for groups to practice giving feedback. For example, the one listening to hear the communication from the AAC device may explain that if you did XYZ I would understand better. It also plays an important role in the reflection process in the idea that learners can reflect with each other and ask questions that may deepen their understanding. This approach creates a supportive environment where learners can develop teamwork, patience and empathy while learning and understanding AAC devices.
Why we wanted to combine the two:
When looking at the different learning designs we felt that combining the two ideas would be the best approach. As part of the experiential of the AAC devices, we would need to be partners using cooperative learning. Along with as mentioned above having a group to reflect on the concepts will overall benefit the learning and push the ideas to a deeper understanding.