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Experiential Learning

Autor Colin Beard, John P. Wilson
en Limba Engleză Paperback – 2 aug 2013
As 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.
 
Experiential Learning offers educators, trainers and coaches the skills that can be successfully applied to a variety of settings including management education, corporate training, team-building, youth-development work, counseling and therapy, schools and higher education and special needs training. With the Learning Combination Lock model, brought to life with hundreds of examples from around the world, the authors illustrate a range of factors that can be altered to enhance the learning experience including: experience and intelligence; facilitation, good practice and ethics; learning environments; experiential learning activities; and working with the senses and emotions.
This edition has been completely updated and includes a new chapter on Sensory Intelligence, more information on ways the brain works (emotional thinking, rational processing, meditative sensorial experiences), and guidance on coaching skills.
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Specificații

ISBN-13: 9780749467654
ISBN-10: 0749467657
Pagini: 344
Ilustrații: Illustrations
Dimensiuni: 156 x 234 x 18 mm
Greutate: 0.48 kg
Ediția:3 Rev ed.
Editura: Kogan Page

Cuprins


Part One Experiential learning: foundations and fundamentals
01 Unlocking powerful learning – a new model
Introduction
The tumblers: representing the core dimensions of learning
An overview of the chapters
Conclusion
02 Exploring experiential learning
Introduction
Learning and experiential learning are slippery concepts
Experience and learning
Defi ning experiential learning
Experience: a bridging concept
Do we always learn from experience?
Learning is personal
Painful learning
Detrimental experiential learning
Learning from mistakes
Formal versus experiential learning
The lineage of experiential learning
Experience and learning styles
A chronology of experiential learning
Challenging the concept of experiential learning
Conclusion
03 Coaching and facilitation, good practice and ethics
Introduction
A booming business?
The deliverers
Experiential provider roles
Intruding complicators or enabling animateurs
Dysfunctional learning
Intervening
Coaching and facilitating: developing wisdom
Coaching for learning and development
The benefi ts of coaching
Coaching or mentoring?
The qualities of a coach
The roles of the coach
Stages in the coaching process
Challenging targets
Life coaching
Facilitation: setting the climate and conditions
Ground rules and values
Reviewing self-practice
Ethical behaviour
A question of balance
Emotional engineering
Ethical models
Codes of practice
Professional bodies and the professional codes of practice
Good practice: the environment
Conclusion
Part Two The learning combination lock model
04 Learning environments: spaces and places (The belonging dimension)
Introduction
Indoor learning: the new classroom
Outdoor learning 1
Disappearing boundaries: indoor–outdoor, natural–artifi cial
Reaching out: learning in city space
Artifi cially created learning spaces
Pedagogy and personal development
Empathetic strategies and the outdoor therapeutic ‘effect’
Outdoor environments: therapeutic experiential learning
Sustainable learning environments
Conclusion
05 Experiential learning activities (The doing dimension)
Introduction
The changing milieu
Adventure learning
Planned or unplanned experiences?
Dramaturgy
Innovation, activities, resources and objects – a simple experiential typology
Adventurous journeys
Expeditions
Sequencing learning activities
Mind and body
Rules and obstacles
Constructing and deconstructing
Telling the story – using physical objects
Learning activities – exploring reality
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
Refl ections on reality – reading and writing
Rafts and planks… or real projects?
Doing and reviewing
Conclusion
06 Sensory experience and sensory intelligence (SI) (The sensing dimension)
Introduction
Amplifi cation and habituation
So what is sensory intelligence?
Language and the human sensorial experience
Interpreting and misinterpreting words
Going ‘Away’: Outdoor sensory awakening experiences
The senses in higher education teaching
Sensory stimulation in learning and therapy
Sensory stimulation, emotions and mood
Nature-guided therapy
Inner sensory work: presence and anchoring
Conclusion
07 Experience and emotions (The feeling dimension)
Introduction
Fast thinking
Communicating with feeling
Emotion and experiential learning
The power of the emotional state
Emotional waves
Experiencing emotional calm
Flow learning
Experience, learning and ‘identity’
Practical ways to access feelings
The emotional climate – mood setting and relaxed alertness
Overcoming fear
Mapping and accessing emotions
Using trilogies in emotional work
Using humour and other positive emotions
Accessing emotions through popular metaphors
Conclusion
08 Experience, knowing and intelligence (The knowing dimension)
Introduction
Thinking with the body and thinking with feeling
The organizing mind: patterns and creative thinking
What is intelligence?
The many forms of intelligence
Neglected forms of intelligence
Sensory intelligence (SI)
Emotional intelligence – EQ
Spiritual intelligence – SQ
Naturalistic intelligence – NQ
The creative intelligence – CQ
Wisdom
Conclusion
09 Experience, learning and change (The being dimension)
Introduction
Learning and change
Theories of learning: theories of change!
The development of refl ective practice
Using problems and challenges
Refl ection-in-action and refl ection-on-action
Single and double loop learning
Encouraging conditions for refl ection
The danger of formal education and training
Critical refl ection
Action learning
The action learning set
Timing and duration of learning sets
Problems and action learning
Strategies for learning and change
Being and presence
Conclusion
Part Three Experiential learning and the future
10 Imagining and experiencing the future
Introduction
Refl ecting on the future
Imagination
Imagination versus action
Mental fi tness for the future
Imagining the future
The value of problems
Imaginative strategies
Imagination and the child
Conclusion
References
Index

Notă biografică


Colin Beard
 works with many global learning and development organizations, designing and facilitating experiential learning for national and international clients. He is Professor of Experiential Learning at Sheffield Business School and author of The Experiential Learning Toolkit (published by Kogan Page).

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