Navigating Nerves: My Journey with an Experiential Learning Theory Presentation
Recently, I had the chance to give a presentation on Experiential Learning Theory (ELT) in my LTEC 6220 Implementation Course. Preparing for and delivering this presentation was good, and it taught me a lot about the depth of academic theories and Experiential Learning Theory. Overall, the presentation went well. I put a lot of time and effort into understanding the theory and preparing my slides. However, despite all that preparation, I found myself battling nerves. As the last person to present, I just got more and more nervous as the class went on. I tend to speak quickly when I'm nervous, and I was very conscious of this tendency throughout my presentation. My nervousness also sometimes leads me to ramble and mutter, which happened a few times during my talk. Looking back, I wish I had been able to maintain a steadier pace and more controlled delivery. I think the information on the subject came through, but managing my anxiety better would have helped me deliver a clearer and more impactful presentation.
Insights from the Readings
The readings I did in preparation for my presentation were very interesting. One of my favorite parts of my research was learning about the criticisms and limitations of the theory. Reading about criticisms not only gave me a balanced view but also prepared me to address potential questions or counterarguments after the presentation. Also, understanding the historical context and evolution of the theory deepened my perspective of the theory. I also found the case studies quite fascinating particularly the engineering example, as it was far outside of my realm of expertise. I enjoyed learning more about the terminology used in the article and some of the innovations that are being explored in engineering education.
Conveying Information to Classmates
When I think about how well I conveyed the information to my classmates, I feel good overall. Experiential Learning Theory, with its focus on learning through experience, is a concept that makes intuitive sense to many people. This inherent relatability and somewhat linear nature of the theory made the subject matter less complex compared to some of the other presentations I observed. I believe my presentation was thorough and gave my classmates a solid grasp of the theory. However, looking back, there were aspects I could have emphasized more. For instance, David Kolb's four-stage cycle of learning – concrete experience, reflective observation, abstract conceptualization, and active experimentation – is a critical part of ELT. While I did touch on these stages, I wish I had gone into more detail, providing examples and showing how they connect to form a continuous learning cycle and how they form the basis for some familiar learning activities such as field trips and laboratory work.
Moving Forward
This experience was a great learning opportunity for me. It highlighted the importance of not just understanding the content but also mastering the art of delivery. Moving forward, I plan to work more on managing nerves and maintaining a steady pace. Next time, I can take steps to mitigate my nervousness and pace out the delivery of the information as I would if I were delivering a lecture. I will also definitely spend more time practicing so that I feel more confident.
