Experiential Learning: A Best Practice Handbook for Educators and Trainers pdf epub mobi txt 电子书 下载 2025

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This handbook pulls together for the first time both the theory and the practice of experiential learning and all types of learning tha t employ activity-based experience. Based on sound theoretical underpinning, and making full use of examples and guidance for successful implementation, "Experiential Learning" enables readers to unlease some of the more potent indgredients of learning through experience. "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." ("Leadership and Organisational Development Journal"). This title was previously known as "The Power of Experiential Learning". Review

""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""

About 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.

1. Unlocking powerful learning – a new model
Introduction 1; The tumblers 6; An overview of the chapters 9;
Conclusion 14
2. Exploring experiential learning
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
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 selfpractice 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
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
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
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
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
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
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 2 0; Conclusion 21
10. Experience and intelligence
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
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
Introduction 265;
Imagination 267;
Imagination versus action269;
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
Further reading
Index
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