Experiential Learning Modules for Teaching International Agricultural Development: How to Use These Tools and Assess Their Impact

Experiential learning is about constructing knowledge and meaning from real life experience which permit the progress of new theories through new understandings. Kolb (1984) defined learning as the process whereby knowledge... [ view full abstract ]

Experiential learning is about constructing knowledge and meaning from real life experience which permit the progress of new theories through new understandings. Kolb (1984) defined learning as the process whereby knowledge was created through the transformation of experience. In this study, Kolb experiential learning model modules (ELM) were developed in Haiti based on concrete experiences, reflective observations, abstract conceptualizations, and active experimentations. ELMs combined pictures, videos and voice-over presentation to create a contextually rich vicarious learning experience for the classroom learner. It allowed the development of effective learning where concrete experiences permitted new observation and reflections on the experience. This was intended to augment the learner’s conception and understanding of the problems of development. This in turn could be applied and actively tested in real life leading to the creation of new experiences. The main objective of ELMs was to prepare global agriculturalists to solve complex problems linked with food insecurity in developing countries. It has the aim of preparing graduate students to innovate and take risks, to decide on situation of uncertainties, to have the capacity to solve complex problems, to collaborate across differences and to think critically and reflect on learning. Students have shown improvement in their aptitude and cognitive abilities. The purpose of the paper is to explain what is an experiential learning module and on how to apply experiential learning modules in a classroom setting. We introduced an ELM on banana production in Haiti as a case example. The paper would discuss ways ELMs could be implemented in courses with a component focusing on international development. We would consider the results from initial classroom use of the banana ELM and the reactions of students as a guide for revision and realignment of the tool.