Learning by Doing, or learning by doing, favors concrete practice to anchor knowledge in the long term. Thanks to four key steps (observe, experiment, analyze, capitalize), the learner becomes an actor in his evolution, guided by a facilitator trainer. In business, this method reinforces soft skills and autonomy, stimulating commitment and productivity. However, it requires structured support. Used by Didask, it optimizes memory and skills development through interactive and practical courses.
What is Learning by Doing?
Learning by Doing, or learning by doing, and literally, “learning by doing”, is a pedagogical method that focuses on practice and situation concrete.
Rather than passively receiving a theoretical course, the learner becomes an actor in his learning by experimenting, testing, and drawing lessons from his own experiences.
Mobilizing both theory and practice, this approach promotes the retention of knowledge and the sustainable understanding of concepts. It has its roots in the philosophical works of the early 20th century, which indicate that in education, real experience takes precedence over the mere transmission of theoretical knowledge.
Unlike traditional teaching methods, this technique focuses on direct practice. The learner is no longer a simple receiver of information, but an active participant who experiences, makes mistakes, corrections and progresses.
How does Learning by Doing work in a training course?
The 4 key steps of learning by doing
The implementation of the learning by doing process is based on four key steps:
- Observe and understand a real situation: the learner starts by analyzing a concrete case to identify the problems to be solved.
- Experiment to solve a concrete problem: in phase two, the student uses his knowledge to test different solutions.
- Analyzing the results and adjusting: this is the most important step. The learner learns to evaluate his action, to adjust his method and to develop his critical thinking.
- Capitalize on learning over time: finally, the lessons learned are formalized and integrated into professional life. This anchoring process ensures the lasting memorization of knowledge and a real development of skills.
The role of the trainer: facilitator rather than transmitter
In a Learning by Doing system, the trainer acts as a facilitator. It guides, questions, and helps the learner find their own answers. This posture promotes autonomy and boosts self-confidence.
The importance of feedback and reflective analysis
Regular feedback allows each participant to take a step back from their actions and measure their progress. An essential point to strengthen the retention of knowledge.
The benefits of Learning by Doing for businesses
For businesses, the concept of learning by doing has a number of advantages.
Learning by Doing is proving to be particularly effective in strengthening essential soft skills in the world of work. Communication, time management, stress management, or even quick problem solving are essential for team work. But it is sometimes difficult to develop these skills through traditional training. This recreational alternative allows you to work on these points while having fun!
At the same time, by placing practice at the center of training, employees gain in efficiency and autonomy. The company becomes a place for continuous learning, where each professional project nourishes collective and personal development.
This approach makes it possible to make the link between theoretical concepts and realities in the field, in order to sustainably integrate the concepts studied.
Learning by doing also promotes stronger engagement. Actors in their progress, learners are more involved, more motivated, and this is reflected in the results obtained by the company. As productivity is boosted, projects can be carried out more quickly, which naturally leads to innovation and to establish themselves as a leader in their market.
How to implement a training strategy based on Learning by Doing?
Establishing an effective training strategy based on learning by doing involves four main steps.
Identify skills to be developed through practice
The first step is to identify the key competencies that need to be strengthened. These can be technical, relational, or even behavioral skills.
Design contextualized educational scenarios
Then, trainers must create concrete scenarios, inspired by the professional world. These simulations promote the understanding and anchoring of learning.
Evaluating the effectiveness of experiential learning
Evaluation is based on concrete indicators: skills development, ability to solve problems, impact on performance. This step is essential in order to fully understand the effects of pedagogy and to adjust the actions put in place in return.
Measuring the impact on professional performance
Vocational training based on Learning by Doing must demonstrate a measurable effect on the overall performance of employees. At the end of the apprenticeship, it is interesting to measure this progress to become aware of the progress made.
The limits of learning by doing
While this Learning by Doing approach is powerful, it does have some small limitations. The latter does indeed require structured support.
Without a clear educational framework, mistakes can be repeated without real learning. It is therefore essential that participants are monitored throughout the course.
Why is Learning by Doing appealing to companies and training organizations?
If the learning method by action is equally appealing to companies and training organizations, it is no coincidence. Several advantages are emphasized by adherents of the practice:
- Active pedagogy based on experimentation and practice promotes a real understanding of knowledge.
- As learners remember better what they have experienced and tested, learning is made more sustainable by experience.
- The transition to concrete action allows a better commitment rate and promotes rapid skills development.
- Participants find more meaning in their training, feeling motivated by the idea of evolving in a fun, pleasant and pressure-free environment.
How does Didask integrate Learning by Doing into its training solutions?
At Didask, learning by doing is at the heart of the educational process.
Thanks to our digital platform, we offer innovative training tools that allow organizations and businesses to design interactive itineraries, based on simulation and the resolution of real problems.
We help trainers transform their theoretical content into concrete, measurable, and engaging learning experiences.
This Learning by Doing approach promotes memory, motivation and the sustainable development of skills within organizations.
Discover Didask's training catalog and find the perfect programs designed by our partners to integrate directly into your courses!
FAQS
What are the philosophical origins of Learning by Doing?
Learning by Doing has its roots in the educational philosophy of the early 20th century, especially with thinkers such as John Dewey, who advocated that concrete experience should be preferred for effective learning rather than the simple theoretical transmission of knowledge.
What digital tools promote learning by doing?
Interactive e-learning platforms, professional simulators, serious games and virtual training environments are digital tools that facilitate Learning by Doing by offering immersive scenarios and real situations allowing the learner to experiment safely.
How does feedback improve the quality of Learning by Doing?
Regular feedback allows the learner to take a step back from his actions, to identify his mistakes and to understand which strategies work or not. This thinking leads to a continuous adjustment of practices, thus strengthening the quality and sustainability of learning by doing.
What types of skills can be developed through Learning by Doing?
Learning by Doing makes it possible to develop both technical skills and behavioral skills (soft skills), such as communication, time management, problem solving or even adaptability, which are essential in a professional environment.
What precautions should be taken to prevent learning by doing from losing effectiveness?
It is crucial to provide structured support with a clear pedagogical framework for the learner. Without regular follow-up and reflective analysis, mistakes are likely to be repeated without real learning. The role of the trainer-facilitator is therefore decisive in guiding and orienting actions.
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