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

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Colin Beard 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.

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.

He is the co-author and author of a number of best-selling books including Experiential Learning and The Experiential Learning Toolkit, both published by Kogan Page.

John P Wilson 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.

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 Experiential Learning, International Human Resource Development and The Call Centre Training Handbook, published by Kogan Page.

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1. Unlocking powerful learning -- a new model

Introduction

The tumblers

An overview of the chapters

Conclusion

2. Exploring experiential learning

Introduction

Defining experiential learning

A meaningful experience

Learning is personal

Painful learning

Detrimental experiential learning

Learning from mistakes

Formal versus experiential learning

The lineage of experience learning

Experience as learning styles

A chronology of experiential learning

Challenging the concept of experiential learning

Conclusion

3. Facilitation, good practice and ethics

Introduction

The booming business

The deliverers

Experiential provider roles

Intruding complicators or enabling animateurs

Wisdom and experience

Dysfunctional and indigenous learning

Setting the climate and conditions

Ground rules and values

Reviewing self-practice

Ethical behaviour

A question of balance

Ethical models

Codes of practice

Professional bodies and the professional codes of practice

Good practice: the environment

Conclusion

4. Learning environments: spaces and places

Introduction

Indoor learning: the new classroom

Outdoor learning

Disappearing boundaries: indoor--outdoor, natural--artificial

Reaching out: Learning in city space

Artificially created learning spaces

Pedagogy and personal development

Empathetic strategies and the outdoor therapeutic 'effect'

Outdoor environments: therapeutic experiential learning

Sustainable learning environments

Conclusion

5. Experiential learning activities

Introduction

The changing milieu

Planned or unplanned activity?

Dramaturgy

Innovation, activities, resources and objects -- a simple experiential typology

Adventurous journeys

Sequencing learning activities

Mind and body

Rules and obstacles

Constructing and deconstructing

Telling the story -- using physical objects

Conclusion

6. Learning activities: exploring reality

Introduction

What is a real experience?

Fantasy

Play and reality

Suspending reality: drama and role-playing

Metaphors and storytelling

Management development and cartoons

Using photographic images and computer software

Reflections on reality -- reading and writing

Rafts and planks... or real projects?

Conclusion

7. Working with the senses

Introduction

Re-awakening the senses

Appealing to the senses: higher education

Sensory stimulation in learning and therapy

Inner sensory work: presencing and anchoring

Conclusion

8. Experience and emotions

Introduction

Emotion and experiential learning

The power of the emotional state

Emotional waves

Experiencing emotional calm -- sorting time

Flow learning

Experience, learning and 'identity'

Conclusion

9. Working with emotions

Introduction

The emotional climate -- mood setting and relaxed alertness

Overcoming emotion -- fear

Mapping and accessing emotions

Using trilogies in emotional work

Using humour and other positive emotions

Accessing emotions through popular metaphors

Metaphoric intervention

Conclusion

1. Experience and intelligence

Introduction

Working with intelligence

Other forms of intelligence

Emotional quotient -- EQ

Spiritual quotient -- SQ

Naturalistic intelligence -- NQ

The creative quotient -- CQ

Conclusion

11. Learning and change

Introduction

Learning and change

Theories of learning: theories of change!

The development of reflective practice

Using problems and challenges

Reflection-in-action and reflection-on-action

Single and double loop learning

Encouraging conditions for reflection

The danger of formal education and training

Critical reflection

Action learning

The action learning set

Timing and duration of learning sets

Problems and action learning

Strategies for learning and change

Conclusion

12. Imagining and experiencing the future

Introduction

Imagination

Imagination versus action

Mental fitness for the future

Imagining the future

The value of problems

Imaginative strategies

Imagination and the child

Conclusion