1. Learning Cycle
   1. Concrete experiences provide the basis for . . .
      1. Concrete Experience: Doing, engagement and observation of engagement. A present-moment focused sensory experience. Real-time observation opportunities . . .
   2. Observations, reflections, which are distilled into
      1. Reflective Observation: Observations from concrete experience are assembled, analyzed. Reflective questioning and analysis of activities.
   3. Abstract concepts. New implications for action are . . .
      1. Abstract Conceptualization: Use models/frameworks/theories to process/manage abstract information and use it to guide action (see Theories of Action).
   4. Actively tested, creating new concrete experiences!
      1. Active Experimentation: Rapid-prototyping (see TheoryU) the "landing strip for the future."
   5. The cycle repeats and can start anywhere.
      1. Effective learning cycles include all steps.
2. Learner preferences
   1. When approaching a learning opportunity, we must make decisions.
      1. Watch or Act?
      2. Feel or Think?
      3. Attempting to do everything will not be effective. Based on a learner's preferences/decisions, the following 4 types of learning style are possible.
         1. Diverging: Feeling and Watching. Sensitive learners using different perspectives. Good at ideation, gathering information.
         2. Assimilating: Watching and Thinking. Prefers a concise, logical approach. Clear explanation of ideas/concepts more important that interpersonal realm.
         3. Converging: Doing and Thinking. Oriented to finding solutions for practical issues and experiment with new ideas.
         4. Accommodating: Doing and Feeling. Relies on intuition rather than logic. Prefers a practical, experiential approach. Attracted to new challenges and implementing plans.
         5. Perhaps best not to focus on learning types, but rather flexible styles . . .