This presentation is to deliver a concise review of a learning theory, Experiential Learning, and a design process, Guided Inquiry Design, that intersects with it. Moreso, discussing how can we, as librarians, use this knowledge in the library for our students.

At the root, experiential learning is predicated on learner motivation, experience, and application with the teacher simply being a guide

The basic idea of Experiential Learning, that you learn from doing, dates back to the days of Aristotle

UC Davis. History of Experiential Learning. Retrieved from http://www.experientiallearning.ucdavis.edu/tlbx-links.shtml

Dewey gave it a push in the early-ish 1900’s, inspiring educators, psychologists and more to think differently about how we learn

UC Davis. History of Experiential Learning. Retrieved from http://www.experientiallearning.ucdavis.edu/tlbx-links.shtml

Carl Rogers was a psychologist who expanded his thoughts into the educational realm and not just based in patient work

Principles
*Significant learning takes place when the subject matter is relevant to the personal interests of the student
*Learning which is threatening to the self (e.g., new attitudes or perspectives) are more easily assimilated when external threats are at a minimum
*Learning proceeds faster when the threat to the self is low
*Self-initiated learning is the most lasting and pervasive.
InstructionalDesign.org. (2019). Experiential Learning (Carl Rogers). Retrieved from http://www.instructionaldesign.org/theories/experiential-learning/

In considering learning theory, it's important to figure out what kind of research or design process correlates, in order to assist in how to implement the theory

The Guided Inquiry Design Framework offers students and teachers alike a process to follow to engage in inquiry in the classroom. The framework appears linear in scope, but there are a great deal of overlaps in the phases and cycling back as the need arises.

Guided Inquiry Design. (2019). Why GID? Retrieved from https://guidedinquirydesign.com/gid/

Authors of the Framework are Carol C. Kuhlthau, Leslie K. Maniotes, Ann K. Caspari

To quote a short synopsis from the authors, "Guided Inquiry Design is grounded in the research of the Information Search Process (ISP) that describes students’ process of learning from a variety of information sources in extensive research projects. The ISP research goes inside the inquiry process to reveal ways to guide students in deep engaging learning."

Rutgers School of Communication and Information. (2019). Carol Kuhlthau: Guided Inquiry Design. Retrieved from http://wp.comminfo.rutgers.edu/ckuhlthau/guided-inquiry-design/

The framework is broken down in phases, again with the understanding that they aren't meant to be distinct, entirely separate parts of a process, but an overlapping whole.
Open
*Invites inquiry with an open mind and stimulates curiosity
Immerse
*Builds background knowledge while connecting to content and discovering ideas
Explore
*Explore interesting ideas, while finding more and getting more information
Identify
*Consider the options, create the inquiry question, decide on direction

Guided Inquiry Design. (2019). Why GID? Retrieved from https://guidedinquirydesign.com/gid/

Gather
*Gather important information, going both broad and deep
Create
*Reflect on the learning to make meaning and create the communicating of the meaning
Share
*Learn from others, share your learning, share your story and process
Evaluate
*Evaluate if the goals have been reached, reflecting on the content and the process

Guided Inquiry Design. (2019). Why GID? Retrieved from https://guidedinquirydesign.com/gid/

At first glance, this learning theory and implementation framework don't completely intersect. Experiential learning is based in experiencing, with a great deal of voice and choice, and having the comfort level to be open-minded in the process. Graphic Inquiry Design is a semi-linear framework, throwing into question just how much experience is to be had in the framework. I argue that's exactly why they need to go hand in hand. Graphic Inquiry Design doesn't preclude learning from experiences and interactive learning, just as Experiential Learning doesn’t preclude having some sort of process added to the how. Graphic Inquiry Design offers a process where the students remain in the driver’s seat, as Experiential Learning expects, with the educators being guides and information and content specialists. For students who need to have some structure, Graphic Inquiry Design offers the structure while still allowing the freedom of students to participate in the process in their own way.

What all of this ultimately comes down to is knowing the needs of the students and the teacher. How do we communicate and collaborate to create the strongest process possible to give the students the engagement and investment in their own learning?

Works Cited:
Guided Inquiry Design. (2019). Why GID? Retrieved from https://guidedinquirydesign.com/gid/

InstructionalDesign.org. (2019). Experiential Learning (Carl Rogers). Retrieved from http://www.instructionaldesign.org/theories/experiential-learning/

Rutgers School of Communication and Information. (2019). Carol Kuhlthau: Guided Inquiry Design. Retrieved from http://wp.comminfo.rutgers.edu/ckuhlthau/guided-inquiry-design/

UC Davis. History of Experiential Learning. Retrieved from http://www.experientiallearning.ucdavis.edu/tlbx-links.shtml