Kunwarbir Padda

Why Experiential Learning Best Describes How I Learn

June 16, 2026 / / 0 Comments

For this post, I chose to explore experiential learning because it closely matches some of the most effective learning experiences I have had outside the classroom. More than just a preference, it helps explain why certain experiences stayed with me long after formal instruction ended while others quickly faded.

What Experiential Learning Actually Means

Kolb (1984) described experiential learning as a cycle consisting of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Rather than viewing learning as the passive transfer of information, experiential learning emphasizes that understanding develops through action, reflection, and adaptation. Learners build knowledge by engaging with experiences and refining their mental models over time.

Strength Training as a Learning Environment

One place where I have experienced this cycle firsthand is strength training. Like many beginners, I assumed progress was mostly about finding the perfect workout program. I spent countless hours watching videos, reading articles, and comparing routines. While I accumulated information, I was not developing a deep understanding of how training principles applied to me.

Progress only came when I started treating the gym like an experiment. I tracked workouts, adjusted training volume, modified exercise selection, and observed how my body responded. Some approaches worked well, while others failed completely. Each result became feedback that shaped my understanding of concepts such as progressive overload, recovery, and exercise technique.

Looking back, what I initially viewed as wasted time was actually part of the learning process. The mistakes forced me to question assumptions, reflect on outcomes, and develop a deeper understanding of why certain approaches were effective. This aligns closely with constructivist perspectives that view learners as active participants in constructing knowledge rather than passive recipients of information (Ertmer & Newby, 2018).

A Fair Critique

Experiential learning is not without limitations. Kirschner, Sweller, and Clark (2006) argue that minimally guided learning can be ineffective for novices because they often lack the prior knowledge needed to learn efficiently from experience alone. Reflecting on my own journey, I can see some truth in this argument. A knowledgeable coach could have helped me avoid many mistakes and accelerate my progress.

For this reason, I do not see experiential learning as a replacement for instruction. Instead, I view direct instruction and experiential learning as complementary approaches. Instruction provides the foundation, while experience transforms information into understanding.

Technology as a Feedback Amplifier

Technology can strengthen experiential learning by making feedback more immediate and visible. Fitness tracking applications, wearable devices, and online communities help learners collect data, identify patterns, and reflect on performance. This idea also connects to connectivism, which emphasizes learning through networks of people, resources, and digital tools (Siemens, 2005).

Ultimately, experiential learning resonates with me because it captures how I learn best: through action, reflection, and continuous improvement rather than simply consuming information.

References

Ertmer, P. A., & Newby, T. J. (2018). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. In R. E. West (Ed.), Foundations of learning and instructional design technology. EdTech Books.

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.

How Working on LiDAR Uncertainty Modeling Changed the Way I Think About Learning

May 22, 2026 /

Before working on LiDAR uncertainty modeling, I used to think learning technical subjects was mostly about understanding formulas and memorizing concepts well enough to apply them on assignments or exams. However, after spending time working on mathematical error propagation models for LiDAR systems, I realized that real learning feels very different from simply studying information.

What is LiDAR?

LiDAR (Light Detection and Ranging) is a remote sensing technology that uses laser pulses to measure distances and generate highly detailed 3D representations of environments. It is commonly used in areas such as mapping, autonomous vehicles, forestry, and geographic analysis. Since LiDAR systems rely on multiple sensors such as GPS, IMUs, and laser scanners, small measurement errors can affect the accuracy of the final 3D points.

In the project I worked on, the goal was to estimate how uncertainty from different sensors propagates into the final coordinates of LiDAR points using mathematical modeling techniques.

Learning Through Constructivism

One of the major ideas from this unit that connected strongly with my experience was constructivism. In my case, I was working with Jacobians, covariance matrices, and error propagation equations to estimate positional uncertainty in LiDAR point clouds. Initially, many of the mathematical concepts felt abstract even though I had encountered similar ideas in math and computer science courses before.

I could follow the equations on paper, but I did not truly understand them deeply.

That changed once the math became connected to a real problem. Suddenly, derivatives and matrices were not just symbols anymore — they represented actual uncertainty coming from GPS measurements, scan angles, and sensor orientation errors. When I adjusted certain parameters and observed how they affected the uncertainty of millions of LiDAR points, the mathematics became much more meaningful.

This aligns closely with constructivist learning theory because understanding was built through experience, experimentation, and applying concepts to authentic problems rather than simply memorizing information.

Connectivism in Technical Learning

This experience also changed the way I think about where learning comes from. A large portion of my understanding did not develop through lectures alone. Instead, it came from reading research papers, exploring technical documentation, debugging code, discussing ideas with coworkers, and learning from online communities and forums.

This reflects connectivism, where knowledge is distributed across networks of people, tools, and digital resources. In technical fields such as computer science and engineering, learning often happens through connecting information from many different sources rather than relying entirely on a traditional classroom structure.

Reflection

I also realized that I personally learn best when I am actively building or solving something. Passive learning methods, such as long lectures without interaction, rarely keep me engaged for extended periods of time. In contrast, working on a difficult technical problem forces me to ask questions, test assumptions, and connect ideas from multiple disciplines including mathematics, programming, and engineering.

Overall, working on LiDAR uncertainty modeling changed the way I think about education. I now believe that the strongest learning often happens when knowledge is connected to meaningful problems, collaboration, and real-world experimentation rather than simply consuming information.

References

Ertmer, P. A., & Newby, T. J. (2018). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. In R. E. West (Ed.), Foundations of Learning and Instructional Design Technology. EdTech Books. https://edtechbooks.org/lidtfoundations/behaviorism_cognitivism_constructivism

Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1). https://jotamac.typepad.com/jotamacs_weblog/files/connectivism.pdf

National Oceanic and Atmospheric Administration (NOAA). (n.d.). What is LiDAR? https://oceanservice.noaa.gov/facts/lidar.html

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Welcome and Introduction

May 2, 2021 /

Before proceeding with this first blog post, we expect you to consider your privacy preferences carefully and that you have considered the following options:

  1. Do you want to be online vs. offline?
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  4. Have you considered whether you are posting within or outside of Canada? This blog on opened.ca is hosted within Canada. That said, any public blog posts can have its content aggregated/curated onto social networks outside of Canada.

First tasks you might explore with your new blog:

  • Go into its admin panel found by adding /wp-admin at the end of your blog’s URL
  • Add new category or tags to organize your blog posts – found under “Posts” (but do not remove the pre-existing “edci335” category).
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Do consider creating categories for each course that you take should you wish to document your learning (or from professional learning activities outside of formal courses). Keep note, however, that you may wish to rename the label of the course category in menus (e.g., as we did where it shows “Learning Design” as the label for the “edci335” category menu.  This will enable readers not familiar with university course numbers to understand what to expect in the contents.

Lastly, as always, be aware of the FIPPA as it relates to privacy and share only those names/images that you have consent to use or are otherwise public figures. When in doubt, ask us.

Please also review the resources from our course website for getting started with blogging:

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Test Learning Design Post

May 2, 2020 /

This post  will appear in a few places:

  1. in the blog feed on the front of your website
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  3. if you give permission, your posts categorized “edci335” will be aggregated onto the Blog Feed on the EDCI 335 Course Website.

Feel free to delete this post once you understand this. If you have any questions, please reach out to your instructor.

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