The Azukaru Blog

Experiential learning cycle models emphasize the nature of experience as fundamentally important in education and training. Further, experiences are continuous, with each past experience influencing future ones. By examining and using an experiential learning cycle, we can better understand how the process of learning works, and therefore influence the impact of specific experiences to try and attain a particular objective. There are a number of different experiential learning cycle models, ranging from models with one stage to those with eight or nine stages. The term experiential learning cycle, however, is frequently used to refer to David Kolb’s 4-stage process. (1)

Kolb’s well-known model is made up of four elements: concrete experience, observation and reflection, forming abstract concepts, and testing in new situations. (2)

Azukaru is multifaceted website. It provides access to hundreds of activities for group facilitators and instructors of all types, with comprehensive tools such as scripts, instructions, and debrief help. It is also a community of users and a community of authors. Azukaru is a place where these two communities can connect, learn, and inspire each other.

On the surface, Azukaru sells teambuilding activities and programs. You can search for activities by author, activity category (a.k.a. outcome), equipment needed, time needed for the activity, intended audience, group size, or keyword. You can learn a little about each activity through its summary and decide if it suits your needs. When you’ve found the right activity, you can purchase it securely through Google checkout.
After purchasing activities, you can manage them using Azukaru’s unique system. Your activities are stored in your “Bookshelf.” Here you can organize these activities into groups (called binders), and view which activities are still in your shopping cart. Your Bookshelf gives you access to the PDFs of your activities, which are watermarked with your name. At Azukaru, you can find comprehensive teambuilding activities and manage those activities in a customized way.

Azukaru, however, is more than a website that sells teambuilding activities. It is also a place where group facilitators and leaders can discover new authors, new activities, and new ways to use their skills. You can find fresh ideas or get to know the authors better through our articles and interviews on the Azukaru Blog. As the website develops, you will also be able interact more with other users and share facilitator notes, binders, and ideas.

Azukaru is also a community of authors. Through Azukaru authors can easily sell their works, collaborate with others, share their views on the Blog, and promote their trainings and gear sales. Authors are continually inspired by Azukaru users. Azukaru sends out periodic reports to authors detailing what users are searching for and buying. This allows authors to cater to these needs, modifying their current activities and creating new ones to fit the audiences, categories, or equipment that users are searching for. Additionally, Azukaru supports it’s authors in their desire to create positive change in the world by donating a percentage of its profits to charities the authors choose.

Azukaru is constantly evolving. As technologies advance and Azukaru develops, its community will continue to grow and change.

Facilitate: to make easier: help bring about. (1)

Your life’s passion may be to help people overcome challenges, learn to problem solve, develop or improve relationships, and learn something new about themselves. Facilitators accomplish these goals using games and experiential activities. Here are some basic steps to becoming a professionally facilitator—helping to bring about life change and personal growth in clients.

What is experiential education?
Experiential Education is a methodology in which educators purposefully engage with learners using direct experience and focused reflection to increase knowledge, develop skills and clarify values. According to the Association for Experiential Education:

“Experiential learning occurs when carefully chosen experiences are supported by reflection, critical analysis and synthesis. Throughout the experiential learning process, the learner is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative, and constructing meaning. The results of the learning are personal and form the basis for future experience and learning.” (2)

The facilitator’s role in this process is to set up or frame the experience, pose a challenge, set boundaries, ensure the emotional and physical safety of the participants, and support reflection and the learning process. Experiential education allows participants to learn from natural consequences, mistakes, and successes. (3)

One way to become an experiential educator is through school. There are both bachelors and masters programs in outdoor education, experiential education, recreation, environmental education (which is related to, and overlaps with, experiential education), experiential therapy, etc. To discover schools that offer these degrees, check out the American Camp Association’s Colleges and Universities page.

Many facilitators’ careers and knowledge stem from their experiences. A central source of initial experience comes from multi-day outdoor adventure courses such as those offered by the National Outdoor Leadership School, Outward Bound, Wilderness Education Association, and similar organizations. These courses (which may be taken for credit towards an academic degree or taken on their own) enable participants to build on earlier exposures, to overcome teambuilding challenges and practice leadership. (4) Other experiences stem from participating in teambuilding activities and workshops, volunteering with or working for experiential education programs or organizations that offer teambuilding experiences (such as recreation centers, high ropes courses, retreat centers and camps), participating in individual classes, etc. Other certifications that facilitators hold include various levels of first aid training (Wilderness First Aid/Responder, Lifeguard training, Emergency Medical Technician, etc). Additionally, there are certification programs available through the Association for Experiential Education, the International Association of Facilitators, and others.

1. Merriam-Webster Dictionary. http://www.m-w.com/dictionary/facilitate
2. Association for Experiential Education. http://www.aee.org/customer/pages.php?pageid=47
3. Ibid.
4. Medina, Jacquie. “Types of positions, job responsibilities, and training backgrounds of outdoor/adventure leaders.” The Journal of Experiential Education. Winter 2001. http://findarticles.com/p/articles/mi_qa3907/is_200101/ai_n8949619/pg_1

We interviewed Faith Evans, one of our original Azukaru authors, about how she become involved in experiential education, techniques she uses when working with different groups, and what advice she has for new facilitators.

Faith is a leader in the field of experiential training and human development, a recognized and published authority, with over 40 years of experience working with groups of 10 - 1000. Nationally recognized for her outstanding trainings, innovative course designs and breakthrough learning experiences, Faith’s clients are diverse and include children and adults, nonprofits, Fortune 500 corporations and small businesses, schools, colleges and children’s summer camps.

Faith Interview Part 1

Faith Interview Part 2

Faith Interview Part 3

Find out more about Faith at Playfully, Inc or at her author page on Azukaru.

Text Summary of Inteview
Part 1
Faith talks about how she first became involved in experiential education. She started out teaching students of all ages using experiential methods without realizing that her method had a name. The Association for Experiential Education (AEE) introduced her fully to experiential education techniques and connected her with other facilitators. She volunteered in P.E. classes, using her exp. ed. methods to enrich the students’ experiences. She learned the “play fair, play hard” motto from a workshop called New Games.

New Games and More New Games are two good books.

Faith works with businesses of all sizes, schools, teachers, summer camp staff.

When asked the difference between working with corporate groups and kids, Faith explained that she does a lot of the same things with corporate groups as with kids, but she adapts them. Children and corporate groups have different goals. Kids goals are usually fun, or belonging or connecting. These can all be appropriate for adult groups too, but she changes things by using different language with different groups. What do the group/corp call themselves? They usually have specific goals in mind, so do your homework!

Faith encourages enquiring, listening, and not making assumptions. Ask what the group wants, ask lots of questions, and take notes (or have someone else take notes so you can focus on listening).

Part 2
(Adult groups continued)
Faith says that in her experiences, adult groups do not usually want “touchy/feely” experiences, so rephrase by asking them if they want to be inspired, or learn/do something new. Try investigating how life changes when people feel different things. Touchy/feely works, just call it by a different name. Be very approachable as a person and have lots of respect for those your working with; explain the big picture. Adults need to be motivated–they’re wondering, is this going to be worth my time? Address that at the beginning, and find out what the specific groups’ goals are. Use humor and acceptance towards skepticism.

When working with large groups, Faith explains that it’s important to be heard and understood; she connects with large group by breaking them up into smaller groups. Give clear, concise, short demonstrations. Have a helper (or a few) on the floor managing smaller groups.

Moves from high energy to low energy, from large group to small groups and back and forth so there’s variety. Uses 7 kinds of smart (link article), so everyone has a chance to feel engaged and belong. Plan first, then checks to see if all 7 smarts are there. Finds out what the people need and who they are.

Part 3
Faith’s advice to new facilitators:
1. Observe really good facilitators. Ask around. Watching, taking notes, asking questions is the best way to learn. Make sure to ask your questions.
2. Co-facilitate (which means a back and forth between another facilitator and yourself; you take one activity, I take the next). Cofacilitation, however, is a “double-edged sword.” It gives you a chance to give/get feedback. But you have to plan the sequencing well so audience doesn’t feel “jerked around.”

Faith’s two favorite games:
The first is an opener. It’s called 3 Things in Common. It gets people talking and feeling safe in small groups.

The second is Group Juggle. It’s a high-energy, everyone can play, any age, any physical ability.

Also, you can download the “Getting Started” file she refers to in the interview.

You know that Azukaru is a business that collaborates with a community of authors to distribute and sell their works, ideas, and programs over the web. You’ve seen the amazing activities that our current authors offer. Maybe you have your own works and programs that you feel are Azukaru material. You’re asking yourself, “Would Azukaru be a good fit for me?”

Currently, authors who write programs and activities can sell their ideas in books, give them away at sessions, or have them available for download on their websites. Selling them online can be an overwhelming prospect, however, and the cost of developing and launching websites with powerful search functions is extremely high. Enter Azukaru. We enable this community of authors to sell their works using a sophisticated web application.

Azukaru is full of features that make publishing online simple and logical.
–Instant Publication: When that great idea comes to you, all you have to do is type it up and send it to us. We enter it, you click publish, and users can start buying and using it that day
–You Own It: You’ve granted Azukaru the license to distribute your materials electronically, but you still own it; you are free to print it however you like
–Sell the Gear: Whether you have a side business selling gear for your activities or a partnership with someone who sells gear for you, you can expand that business with direct links from your activities to your online gear
–Get Inspired: Periodically you will receive a report that illustrates the trends of what people are searching for and buying, allowing you to design new activities or modify existing ones to fit those needs
–Make the World a Better Place: Your ideas, activities and programs make a positive difference in the world. Azukaru supports that by donating 1% of your sales to a non-profit you choose

You’re probably thinking, this sounds great, but how do I get started? The first step is to tell us more about you! Fill out this form, and we’ll contact you.

P.E. class provides a perfect opportunity to integrate teambuilding activities into students’ daily experiences. Many teambuilding activities provide students with the physical challenge they need and provide opportunities for learning, self discovery, and growth. A number of studies have been conducted to evaluate the outcome of experiential education in schools, and suggest the potential of experiential ed. to provide effective personal growth among students.(1)

Incorporating experiential education into a gym class can provide a more goal-oriented curriculum, while still enabling schools to conform to state and national standards. Through teambuilding activities, students can form stronger bonds with each other and learn important skills such as thinking creatively, problem solving, overcoming challenges and fears, respecting personal boundaries, and supporting others.(2) These skills can help schools achieve interpersonal goals among students, such as decreasing bullying behavior, developing a compassionate student body, etc. Experiential education activities provide a broader context for learning, and help students develop life skills that will serve them beyond the gym. Some experiential education challenges that would fit well into a P.E. class require access to a climbing wall or high ropes course. Many schools, recreation facilities, and outdoor education centers have these; if your school does not have one on-site, there may be someplace in your area that does.

To Get You Started:
Trolley Journey—Sam Sikes
Islands—Michelle Cummings
Stickum Up—Karl Rohnke

1. Neill, James T. “Outdoor Education in the Schools: What can it achieve?” Catalyst for Change: 10th National Outdoor Education Conference Proceedings. Collaroy Beach: Sidney, Australia. Jan 1997. pp 193-201.
2. “Physical Education Program.” Project Adventure. http://www.pa.org/programs/physed.php

I would like to introduce our newest author, Jen Stanchfield.

Jennifer Stanchfield, MS, is the author of Tips & Tools: The Art of Experiential Group Facilitation and co-author of A Teachable Moment: A Facilitator’s Guide to Activities for Processing, Debriefing, Reviewing and Reflection with Michelle Cummings and Jim Cain. Jen began her professional involvement in Experiential Education in 1989. In her years as a recreational therapist, educator, and challenge course facilitator she has worked with many different groups of all ages and backgrounds from elementary students, to patients in treatment programs to corporate executives. She earned her undergraduate degree at the University of New Hampshire and a Masters of Science in Experiential Education from Minnesota State University Mankato.

A focus of her work has been helping schools use experiential methods to create a positive school climate and increase student engagement and positive learning outcomes. She is well known in the experiential education field for developing and sharing tools and ideas to enhance the art of group facilitation and reflective practice.

Jen currently works as the training and program design coordinator and curriculum specialist for High 5 Adventure Learning Center in Brattleboro, VT where she trains facilitators, works directly with students and teachers, and designs experiential education and challenge course curriculum for schools, treatment programs, and other organizations. She and her husband Paul live in the mountains of southern Vermont.

Jen’s chosen charity is Brattleboro Area Hospice. You can check them out at: http://www.brattleborohospice.org

In 1965 Bruce Tuckman wrote an intriguing article entitled “Developmental Sequence in Small Groups.” In it he suggested that group development takes place within two realms: the interpersonal and the task-activity.(1) Within both areas, he described four stages of development; it was the four stages of interpersonal development, however, for which he became well known. These four stages are:
1) Testing and dependence (forming)
2) Intragroup conflict (storming)
3) Development of group cohesion (norming)
4) Functional role relatedness (performing) (2)
Each step of this sequence contains specific characteristics that Tuckman observed in his studies of various groups and of literature on small group behavior.(3)
Forming
During the forming stage, group members meet, learn about the problem they will be solving, determine initial group goals, and begin to tackle the tasks. Group members often behave more independently, and are motivated but often fairly uninformed about the group objectives.
Storming
A group enters the storming stage when its different ideas begin to compete for consideration. The team “addresses issues such as what problems they are really supposed to solve, how they will function independently and together and what leadership model they will accept.”(4) Group members confront each other’s ideas and perspectives.
Norming
Here the group members moderate their behavior and often agree on values, shared methods, tools, and guidelines. Trust develops among participants, and the group’s motivation and productivity increases.
Performing
At this point the group functions as a unit to overcome the challenge or complete the task without unnecessary conflict. Group members become interdependent and are knowledgeable about both the task and how to reach the group goals. Although dissent can still occur, it is processed in ways that are acceptable to the group.(5)
The Fifth Stage: Adjoining
After revisiting his original model and reviewing contemporary literature and comparative models of small group development, Tuckman added a fifth stage: Adjoining. This stage addresses the completion of the task and the dispersal of the team. In other models it is sometimes referred to as the mourning stage, as group members deal with going their separate ways.

Tuckman revisited his model in later years and reviewed literature that described tests of his own model and studies that yielded similar models and observations. Tuckman (and others) concluded that though there is some documented evidence that supports these five stages, further systematic research is needed to verify theories of group development.

1. Tuckman, Bruce W. and Mary Ann C. Jensen. “Stages of Small-Group Development Revisited.” Group & Organization Management. Vol. 2, No. 4, pp 419-427. 1977.
2. Ibid.
3. Smith, M. K. (2005) ‘Bruce W. Tuckman - forming, storming, norming and performing in groups, The Encyclopaedia of Informal Education, www.infed.org/thinkers/tuckman.htm. Last updated: 5 November 2007.
4. ‘Forming-storming-norming-performing.’ Wikipedia: The Free Encylopedia. http://en.wikipedia.org/wiki/Forming-storming-norming-performing. Last updated: 26 November 2007
5. Ibid.

Interview with Tommy Feldman, the Founder and CEO of Azukaru, part 2

Part Two

What has been the most challenging part of starting Azukaru?
Obviously technology has been challenging, as Azukaru is a very innovative use of web technology. But I think the most difficult part has been getting people to understand the vision and potential impact this can have on this community, a community that is historically hesitant to adopt new technology. We’re people people.

What new features will be coming out for Azukaru in the next 6 months?
If all goes well, and with many startups there’s challenges and obstacles, we hope to increase the reliability and quality of search results and make the site more dynamic and user friendly, including drag and drop functionality. I’m really excited about shared binders. If you’ve put together a very useful binder of activities and notes/comments, you’ll be able to share the list of activities in that binder and why they’re valuable with the entire user community. And finally, with all the iPhones and mobile devices out there, we know people are using them more in the field, and the ability to download activities to mobile devices is not a stretch for us.

What is your vision of Azukaru for the next couple of years?
From growth comes innovation. The momentum is picking up. We’re getting more calls from interested authors, signing up more authors each month, and adding to the library of available activities. We plan for that to continue. In parallel to the number of authors signed on and the number of activities in the library, many more users are signing up, connecting more people with the larger community. More contributors are being brought in as well, which will allow us to innovate technologically, with the content and with the way in which the content is delivered and shared.

Interview with Tommy Feldman, the Founder and CEO of Azukaru

Part One

What was your inspiration for Azukaru?
As a summer camp director, I was trying to solve the problem that staff have of finding the right activities. I was frustrated with my bookshelf and how there was no way to find what I needed. If only I could search through these like I search through everything else, it would be easy. And I thought, that would work great on the web!

How do you see Azukaru influencing the field of experiential education?
Experiential education and technology seem contradictory at first. Technology isolates people, whereas experiential education connects people. The trends in technology are changing so that technology can connect people. Azukaru is a great step in that direction, and it’s succeeding.

As the number of activities and users increases, we have plans to use technology to help authors innovate and come up with new activities. With the planned future shared binders feature, facilitators will be able to see how other people use activities, and it will help them to think about activities in ways they haven’t before, and that’s good for experiential education.