LRNT 526 – Unit 3 Final Post

Looking back towards the beginning of this course, I’ve always made an effort to somehow blend my work in experiential learning with engineering students, with topics at hand. Luckily, the course material and projects have all given insight into the work I can do to prepare and become an even better practitioner for my workplace and colleagues. The course started with inquiry-based learning (Justice et al., 2009), which detailed how enabling students to become life-long learners tugged at my heartstrings. As someone who has lived in all fascets of problem-based and experiential learning over the years. It ultimately leads me during the critical analysis phase of the course to stay true to my roots and unpack another tool that may or may not work for engineers. There were many reasons why Video should not work to instruct STEM-related subjects. However, as the rabbit hole deepened, the research was generally positive and found ways to highlight the positives of what works in diverse learning environments. I now visualize how learners (in engineering) learn, corresponded with a particular method of instruction from Felder and Silverman (2002). The experiential learning training that I assist students with is based on Kolb’s (1984) learning paradigm, where learners are active/reflective and learn best via participation and collaboration.  Last week, a colleague shared this great Learning Theory and Theorists map that I wanted to share. Some of you will likely notice a few names on here.




Felder, R., Silverman, L. (2002). Learning and Teaching Styles in Engineering Education. Journal of Engineering Education -Washington-. 78. 674-681.

Justice, C., Rice, J., Roy, D., Hudspith, B., & Jenkins, H. (2009). Inquiry-based learning in higher education: administrators’ perspectives on integrating inquiry pedagogy into the curriculumHigher education, 58(6), 841-855

Kolb, D. (1984). Experiential Learning: Experience As The Source Of Learning And Development (Vol. 1). Prentice Hall.


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