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Experiential learning  
Experiential Learning is the process of making meaning from direct experience. David A. Kolb, an American educational theorist helped to popularize the idea of experiential learning, drawing heavily on the work of John Dewey and Jean Piaget. According to David Kolb, knowledge is continuously gained through both personal and environmental experiences.

For adult learners especially, experience becomes a "living textbook" to which they can refer. Experiential learning is related with experiential education, action learning, adventure learning, free choice learning, cooperative learning and service learning.

Experiential learning at Xcellon the role of the faculty member is to collate real life experiences (both professional and personal) and bring them to classroom teaching. This helps participants relate the concepts taught to the experience described by the faculty. The participants are made to reflect on their experience either in groups or individually. Typically some experiential learning situations are created by using the participant's experience in industrial visits, simple real life situations, role plays, simulation exercises , games, movies ,book reviews and expert lecture sessions for relating management concepts and theories.

Some such illustrative examples are listed below:

a) Drawing from experiences of an Industrial Visit: At Xcellon, students have major and minor industrial visits, where they visit various organizations with a predetermined academic focus. Such visits help students visualize the various management theories related to organization structure, production processes, quality control, dispatch, etc. This experience of seeing various production processes is also drawn upon for reflection on a concept like 'Elements of Cost' where participants are         
made to identify the costs related to each production process and then through reflections, the theory of Cost Elements is taught.

b) Drawing from experiences in a Simulated Situation: A classic example would be where participants are given a situation where they have to get into an agreement amongst themselves for delivering a service. Simulations are created for a breach in the delivery of the same, and this leads to them, drawing from their experiences of resolving the conflict due to non performance, and thus relating it to the 'Law of Contract'. This experience and reflections from it, helps students gain an explicit understanding of fundamentals like 'Fairness and Justice' on which laws are framed.

c) Drawing from sub conscious learning from films: When a film is being screened, the audience becomes a part of the story, subconsciously. The person watching actually starts identifying with certain characters, and therefore, this sets the emotions flowing in various directions. This phenomena is used in the classroom for reflection on various aspects of human behavior in real work and life situations.

d) Drawing from experiences of participation in events: Students are motivated to participate in a host of cultural, co-cultural, curricular and extra curricular activities. Debriefing sessions held after participation in events at other colleges/management institutes helps the student relate to finer points of event organizing and team management. Students are made to prepare a report on the participation and the use of resources which were at their disposal. Suggestions are sought from them on ways to improve overall efficiency. Faculty members specifically draw from experiences of the participation and take it to the class by relating the experience to the concepts taught in class.
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