Experiential Learning: A Best Practice Handbook for Educators and Trainers - Softcover

BEARD, Colin

Softcover

ISBN 10: 0749444894 ISBN 13: 9780749444891

Publisher: Kogan Page, 2006

Synopsis

<p>This handbook pulls together for the first time both the theory and the practice of experiential learning and all types of learning that employ activity-based experience. Based on sound theoretical underpinning, and making full use of examples and guidance for successful implementation, <i>Experiential Learning</i> enables readers to unlease some of the more potent indgredients of learning through experience.<br><br><i>'Everything that can possibly provide, or affect, a learning experience, is discussed: most theories of learning, and every conceivable way to interest learners in an activity...Even very accomplished developers who prepare learning experiences for all types of learners, from grade level classes through executive seminars can undoubtedly find many ideas to expand the design options upon which they can draw.'<b> Leadership and Organisational Development Journal. </b></i><br><br>Previously known as<i> The Power of Experiential Learning.</i></p>

About this title

About the Authors

<p><b>Colin Beard</b> is recognized as a leading writer, thinker and practitioner on experiential learning. Originally training as a zoologist, Colin has a PhD in experiential learning and has extensive experience of a range of experiential fields of practice, including corporate learning and development, public and voluntary sector experience, outdoor learning, adventure education, nature therapy, and higher education.<br><br>Colin has for many years worked with leading global companies advising and consulting on learning and development matters, particularly in the UK, Singapore, China and India. He is also a National teaching Fellow in the UK and a visiting professor at Derby University. He is a member of the editorial panel of a number of leading journals.<br><br>He is the co-author and author of a number of best-selling books including <b><i>Experiential Learning</i></b> and <b><i>The Experiential Learning Toolkit,</i></b> both published by Kogan Page.</p>

<p><b>John P Wilson</b> teaches at Sheffield University Management School and is a tutor at the University of Oxford. His experience in education and consultancy spans a variety of countries and sectors, including aerospace engineering, banking, law and pharmaceuticals and he has worked with the United Nations Development Programme in Ethiopia and Nigeria. <br><br>He is a Fellow of the Higher Education Academy and Fellow of the Chartered Institute of Personnel and Development (CIPD). He has written and edited a number of articles and books, including <i><b>Experiential Learning, International Human Resource Development</b></i> and <b><i>The Call Centre Training Handbook</i></b>, published by Kogan Page.</p>

Excerpt. © Reprinted by permission. All rights reserved.

<p>1. Unlocking powerful learning -- a new model<br><br> Introduction<br><br> The tumblers<br><br> An overview of the chapters<br><br> Conclusion<br><br> 2. Exploring experiential learning<br><br> Introduction<br><br> Defining experiential learning<br><br> A meaningful experience<br><br> Learning is personal<br><br> Painful learning<br><br> Detrimental experiential learning<br><br> Learning from mistakes<br><br> Formal versus experiential learning<br><br> The lineage of experience learning<br><br> Experience as learning styles<br><br> A chronology of experiential learning<br><br> Challenging the concept of experiential learning<br><br> Conclusion<br><br> 3. Facilitation, good practice and ethics<br><br> Introduction<br><br> The booming business<br><br> The deliverers<br><br> Experiential provider roles<br><br> Intruding complicators or enabling animateurs<br><br> Wisdom and experience<br><br> Dysfunctional and indigenous learning<br><br> Setting the climate and conditions<br><br> Ground rules and values<br><br> Reviewing self-practice<br><br> Ethical behaviour<br><br> A question of balance<br><br> Ethical models<br><br> Codes of practice<br><br> Professional bodies and the professional codes of practice<br><br> Good practice: the environment<br><br> Conclusion<br><br> 4. Learning environments: spaces and places<br><br> Introduction<br><br> Indoor learning: the new classroom<br><br> Outdoor learning<br><br> Disappearing boundaries: indoor--outdoor, natural--artificial<br><br> Reaching out: Learning in city space<br><br> Artificially created learning spaces<br><br> Pedagogy and personal development<br><br> Empathetic strategies and the outdoor therapeutic 'effect'<br><br> Outdoor environments: therapeutic experiential learning<br><br> Sustainable learning environments<br><br> Conclusion<br><br> 5. Experiential learning activities<br><br> Introduction<br><br> The changing milieu<br><br> Planned or unplanned activity?<br><br> Dramaturgy<br><br> Innovation, activities, resources and objects -- a simple experiential typology<br><br> Adventurous journeys<br><br> Sequencing learning activities<br><br> Mind and body<br><br> Rules and obstacles<br><br> Constructing and deconstructing<br><br> Telling the story -- using physical objects<br><br> Conclusion<br><br> 6. Learning activities: exploring reality<br><br> Introduction<br><br> What is a real experience?<br><br> Fantasy<br><br> Play and reality<br><br> Suspending reality: drama and role-playing<br><br> Metaphors and storytelling<br><br> Management development and cartoons<br><br> Using photographic images and computer software<br><br> Reflections on reality -- reading and writing<br><br> Rafts and planks... or real projects?<br><br> Conclusion<br><br> 7. Working with the senses<br><br> Introduction<br><br> Re-awakening the senses<br><br> Appealing to the senses: higher education<br><br> Sensory stimulation in learning and therapy<br><br> Inner sensory work: presencing and anchoring<br><br> Conclusion<br><br> 8. Experience and emotions<br><br> Introduction<br><br> Emotion and experiential learning<br><br> The power of the emotional state<br><br> Emotional waves<br><br> Experiencing emotional calm -- sorting time<br><br> Flow learning<br><br> Experience, learning and 'identity'<br><br> Conclusion<br><br> 9. Working with emotions<br><br> Introduction<br><br> The emotional climate -- mood setting and relaxed alertness<br><br> Overcoming emotion -- fear<br><br> Mapping and accessing emotions<br><br> Using trilogies in emotional work<br><br> Using humour and other positive emotions<br><br> Accessing emotions through popular metaphors<br><br> Metaphoric intervention<br><br> Conclusion<br><br> 1. Experience and intelligence<br><br> Introduction<br><br> Working with intelligence<br><br> Other forms of intelligence<br><br> Emotional quotient -- EQ<br><br> Spiritual quotient -- SQ<br><br> Naturalistic intelligence -- NQ<br><br> The creative quotient -- CQ<br><br> Conclusion<br><br> 11. Learning and change<br><br> Introduction<br><br> Learning and change<br><br> Theories of learning: theories of change!<br><br> The development of reflective practice<br><br> Using problems and challenges<br><br> Reflection-in-action and reflection-on-action<br><br> Single and double loop learning<br><br> Encouraging conditions for reflection<br><br> The danger of formal education and training<br><br> Critical reflection<br><br> Action learning<br><br> The action learning set<br><br> Timing and duration of learning sets<br><br> Problems and action learning<br><br> Strategies for learning and change<br><br> Conclusion<br><br> 12. Imagining and experiencing the future<br><br> Introduction<br><br> Imagination<br><br> Imagination versus action<br><br> Mental fitness for the future<br><br> Imagining the future<br><br> The value of problems<br><br> Imaginative strategies<br><br> Imagination and the child<br><br> Conclusion</p>

Edition details

• Publisher: Kogan Page
• Publication date: 2006
• Language: English
• ISBN 10: 0749444894
• ISBN 13: 9780749444891
• Binding: Paperback
• Edition number: 2
• Number of pages: 320