INSTRUCTIONAL DESIGN THEORY

The basis of experiential learning is having hands on learning to reinforce concepts. A basic physics lesson on Force will serve as an example. 

 

One of the most simple Physics equations is F=MA or Force= Mass x Acceleration.  A traditional lesson would teach the concept by explaining the concept with a problem: 

It would start by explaining the force of a ping-pong ball falling downward:

 

• The mass of the Ping-Pong ball is 3, so m=3

• The acceleration due to gravity of the ping pong ball is 10, so a=10

 

 

 

 

 

 

 

 

 

 

So when plugging in those numbers, 3*10, or mass times acceleration would equal 30. 

In experiential learning, a hands on component would be added to the lecture. A common example of this is a ping-pong ball going down a ramp to hit a domino as in the picture below. The students in the lesson would have access to their all the materials needed to perform the experiment themselves and would reinforce the concept by actively participating in it.

 

Not all students might understand the concept the first time so the lecture would then reinforce the concept by repeating the lesson with something heavier, like a golf ball. Since acceleration due to gravity would remain constant, the new problem would only be changing a single variable to reinforce the concept of the equation:

 

• The mass of the heavier golf ball is 11 instead of 3, so m=11

• The acceleration due to gravity of the golf ball would stay the same, so a=10

 

So when plugging in those numbers, 11*10, or mass times acceleration would equal 110. 

The students would then repeat the same activity they did with the ping-pong ball, but with the golf ball instead. When they do that, they will visually see that the golf ball knocks the domino further away.

 

Knowing that heavier objects would do more than lighter objects is common knowledge the students would already have before starting the lesson. Being able to apply that common knowledge to a new concept minimizes the threat and impact that learning that new concept would have on them learning it because of their active participation.