Experiential Learning: A Handbook of Best Practices for Educators and Trainers / Edition 2

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Overview

Games can be more than child's play; they can teach adults, too. As US employees spend more and more time in workplace training, corporations are seeking creative ways to develop and motivate their staff. Beard and Wilson provide a solid and easy-to-follow background into the concepts of experiential, or activity-based, learning and highlight successful techniques, from outdoor team-building to office-based activities. Their concepts can be applied to any groups, from school children to corporate teams.

To help teachers and educators, this updated edition successfully pulls together the theory and practice of learning through activity-based experience and explains in detail how to implement it.

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Editorial Reviews

From the Publisher
"Among the book's highlights are interesting conversations on emotional intelligence and ideas for working with multiple senses.... Those seeking to learn more about — and develop for themselves — a more student-centered training approach will find much food for thought here." — Jane Bozarth "Experiential Learning"
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Product Details

  • ISBN-13: 9780749444891
  • Publisher: Kogan Page, Ltd.
  • Publication date: 7/1/2006
  • Edition description: 2nd ed.
  • Edition number: 2
  • Pages: 314
  • Product dimensions: 6.34 (w) x 9.20 (h) x 0.75 (d)

Meet the Author

Colin Beard is a Fellow of the Royal Society of Arts. He is a National Teaching Fellow at Sheffield Business School, Sheffield Hallam University. He is also a learning and development consultant, working internationally with many clients in corporate organizations, higher and further education and adult education.

John P. Wilson is a consultant and researcher who holds positions at Oxford, Sheffield and Bradford Universities, UK. He is the editor of Human Resource Development and author of Experiential Learning (both published by Kogan Page).

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Table of Contents

1 Unlocking powerful learning - a new model 1
Introduction 1
The tumblers 6
An overview of the chapters 9
Conclusion 14
2 Exploring experiential learning 15
Introduction 15
Defining experiential learning 16
A meaningful experience 20
Learning is personal 21
Painful learning 25
Detrimental experiential learning 27
Learning from mistakes 28
Formal versus experiential learning 29
The lineage of experiential learning 31
Experience as learning styles 33
A chronology of experiential learning 35
Challenging the concept of experiential learning 38
Conclusion 43
3 Facilitation, good practice and ethics 45
Introduction 45
The booming business 46
The deliverers 47
Experiential provider roles 48
Intruding complicators or enabling animateurs 51
Wisdom and experience 52
Dysfunctional and indigenous learning 54
Setting the climate and conditions 58
Ground rules and values 59
Reviewing self-practice 61
Ethical behaviour 63
A question of balance 67
Emotional engineering 69
Ethical models 71
Codes of practice 73
Professional bodies and the professional codes of practice 74
Good practice: the environment 76
Conclusion 78
4 Learning environments: spaces and places 79
Introduction 79
Indoor learning: the new classroom 80
Outdoor learning 85
Disappearing boundaries: indoor-outdoor, natural-artificial 86
Reaching out: learning in city space 91
Artificially created learning spaces 92
Pedagogy and personal development 95
Empathetic strategies and the outdoor therapeutic 'effect' 99
Outdoor environments: therapeutic experiential learning 101
Sustainable learning environments 104
Conclusion 105
5 Experiential learning activities 107
Introduction 107
The changing milieu 108
Planned or unplanned activity? 110
Dramaturgy 112
Innovation, activities, resources and objects - a simple experiential typology 113
Adventurous journeys 115
Sequencing learning activities 119
Mind and body 121
Rules and obstacles 123
Constructing and deconstructing 124
Telling the story - using physical objects 125
Conclusion 126
6 Learning activities: exploring reality 127
Introduction 127
What is a real experience? 128
Fantasy 135
Play and reality 137
Suspending reality: drama and roleplaying 140
Metaphors and storytelling 143
Management development and cartoons 147
Using photographic images and computer software 149
Reflections on reality - reading and writing 150
Rafts and planks... or real projects? 152
Conclusion 152
7 Working with the senses 155
Introduction 155
Re-awakening the senses 156
Appealing to the senses: higher education 158
Sensory stimulation in learning and therapy 165
Inner sensory work: presencing and anchoring 170
Conclusion 172
8 Experience and emotions 173
Introduction 173
Emotion and experiential learning 174
The power of the emotional state 179
Emotional waves 181
Experiencing emotional calm - sorting time 182
Flow learning 185
Experience, learning and 'identity' 189
Conclusion 192
9 Working with emotions 193
Introduction 193
The emotional climate - mood setting and relaxed alertness 194
Overcoming emotion - fear 196
Mapping and accessing emotions 199
Using trilogies in emotional work 201
Using humour and other positive emotions 204
Accessing emotions through popular metaphors 206
Metaphoric intervention 210
Conclusion 212
10 Experience and intelligence 213
Introduction 213
Working with intelligence 219
Other forms of intelligence 222
Emotional quotient - EQ 223
Spiritual quotient - SQ 226
Naturalistic intelligence - NQ 230
The creative quotient - CQ 232
Conclusion 238
11 Learning and change 239
Introduction 239
Learning and change 240
Theories of learning: theories of change! 241
The development of reflective practice 242
Using problems and challenges 245
Reflection-inaction and reflection-on-action 246
Single and double loop learning 247
Encouraging conditions for reflection 248
The danger of formal education and training 251
Critical reflection 251
Action learning 252
The action learning set 256
Timing and duration of learning sets 259
Problems and action learning 260
Strategies for learning and change 262
Conclusion 264
12 Imagining and experiencing the future 265
Introduction 265
Imagination 267
Imagination versus action 269
Mental fitness for the future 271
Imagining the future 272
The value of problems 274
Imaginative strategies 277
Imagination and the child 282
Conclusion 285
References 287
Further reading 303
Index 307
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