Mark Koloff defines experiential learning as reflective practice rather than mere doing, illustrating with a bicycle learning case and offering facilitation guidance and resources for educators.
📊 Quick Facts
| Type | Interview |
| Author | Mark Koloff |
| Published | April 1, 2026 |
| Source | Visit Source |
| Location(s) | The KOLB Library |
🖼️ Illustrations
📝 Abstract
[Summary generated by AI] In this episode of the Facilitator Tips series, the author, an experiential trainer and author, differentiates experiential learning from mere learning by doing, arguing that learning emerges through structured reflection on experience. Using the concrete resource of a personal case study—teaching his six-year-old son to ride a bicycle (progressing from a balance bike to pedaled riding)—the author illustrates iterative cycles of action, feedback, and facilitated reflection after falls and errors. Methods emphasized include guided debriefing, questioning to surface cause–effect relationships, and intentional modification of behavior based on reflective insights rather than repetition alone. The discussion is contextualized with a cited aphorism attributed to Albert Einstein and pointers to further resources, including the author’s books Serious Fun and No Props No Problem. Outcomes and deliverables of the video include a clarified definition of experiential learning as reflection-on-action, a practical facilitation takeaway for educators and trainers to embed reflective practice in programs, and an invitation to extend learning via the cited texts and community dialogue. The author concludes that unreflected doing fails to produce education, whereas reflective cycles transform experience into knowledge.