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The contribution of experiential learning in a non typical adult vocational training environment. A Case Study

, , (M.Ed), dukakisnick@yahoo.com

, , & , , (M.Sc, Ph. D), evalkan@uom.edu.gr

, , & , (MBA, Ph. D), vbrinia@aueb.gr

Nick Dukakis, Economic Consultant, Adult Educator (M. Ed), dukakisnick@yahoo.com

Efthymios Valkanos, University of Macedonia, Department of Educational and Social Policy, Associate Professor, Professor Tutor at the Hellenic Open University (M. Sc, Ph. D), evalkan@uom.edu.gr

Vasiliki Brinia, Athens University of Economics & Business, Department of Management Science and Technology, Professor Tutor at the Hellenic Open University (MBA, Ph. D), vbrinia@aueb.gr

Abstract: The purpose of this paper is to highlight the benefits of the experiential learning in non-formal adult vocational training environments by applying the Project Method. The method of teaching itself derives from the Greek antiquity and is based on the experiential works of Dewey, Lewin, Piaget and Kilpatrick. As an experiential learning technique it consists of four different phases described below: speculation, planning the didactical activities, conducting the didactical activities and evaluation. During the implementation of the experiential learning it appears that adult trainees activate competencies of emotional intelligence and learning skills. Thus, the function of thought is that of an effective tool for problem solving and action. The assessment process was undertaken with the multi-methodical approach to determine whether it can be applied to an entire group of adults, training in marketing communications as well as a variety of similar fields. This application proposes fertile speculation about alternative, practical instruction in the future institutes of broader vocational training as well as their effective connection with the economical and societal environment.

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Keywords: Empirical learning, Vocational Adult Training, Project technique, Learning Skills, Emotional Intelligence.

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