Addressing Experiential Learning in the Classroom: An Example of Course Design and Implementation in Art History

Abstract

Experiential Learning fosters off site learning, extending the student learning experience outside the classroom and beyond traditional learning. Embedded in an environment of guided reflection and critical thinking on one hand, and positive engagement and active learning on the other, EL is an essential tool for the application of in-class acquired knowledge and skills to out-of-class scenarios, thus improving the opportunities for internationalization and employability of our students.The present proposal analyses a first-year university survey course in Art History addressed at students with no previous knowledge on the topic, that has been designed with EL as a key concept aiming at the development and exercise of transferable skills, such as visual thinking, critical thinking, critical writing or public speaking skills. The conference paper will present specific examples of course and didactic units’ design, considering specifically how EL contributes to the course objectives, and development of specific learning outcomes. The paper will also provide explanation of the specific transferrable skills and competences acquired and/or developed, as well as details on assessment criteria. Additionally, it will address the pedagogical approach used in the course’s lectures and seminars, based on the exercise of Socratic and dialectic methods, and the implementation of active learning strategies, collaborative learning groups, think-share techniques, learning by teaching methods, small groups and wider class discussions and debate strategies. Finally, the paper will also discuss the results obtained during and after the practical trial run of this model.



Author Information
Ruth Cereceda, Bader International Study Centre, Queen's University, United Kingdom

Paper Information
Conference: ECAH2018
Stream: Arts - Teaching and Learning the Arts

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