Experiential learning: a practical guide for training, coaching and education
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
London
Kogan Page
2018
|
| Edition: | Fourth edition |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis Klappentext |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | ix, 361 Seiten Diagramme |
| ISBN: | 9780749483036 |
Staff View
MARC
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| 100 | 1 | |a Beard, Colin M. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Experiential learning |b a practical guide for training, coaching and education |c Colin Beard and John P. Wilson |
| 250 | |a Fourth edition | ||
| 264 | 1 | |a London |b Kogan Page |c 2018 | |
| 300 | |a ix, 361 Seiten |b Diagramme | ||
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| 650 | 4 | |a Experiential learning |v Handbooks, manuals, etc | |
| 650 | 4 | |a Active learning |v Handbooks, manuals, etc | |
| 650 | 4 | |a Employees |x Training of |v Handbooks, manuals, etc | |
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| adam_text | CONTENTS
A brief introduction to experiential learning l
Experience: a bridging concept 5
More than social and cultural 8
Experience and the problem of language 11
More about this book 13
An overview of the chapters 14
PART ONE Experiential learning: foundations and
fundamentals 21
Practical answers to some theoretical questions 23
Introduction 23
Question 1: Experiential education and experiential learning - are
they virtually the same? 24
Question 2: Is experiential learning (EL) simply the sum of
experience (E) plus learning (L)? 27
Question 3: What are the more popular models currently being
used to explain experiential learning? 32
Question 4: What are the main criticisms of experiential
learning? 41
Question 5: Has the notion of the experience society contributed
to our understanding of experiential learning in any way? 45
Conclusion 50
Designing, delivering and evaluating experiential
learning 53
Delivering a learning experience 54
Learning experience design 62
Using the Learning Combination Lock 73
The review and evaluation of experiences 78
A brief reminder of the chapters that follow 80
PART TWO The Learning Combination Lock model 83
04 The outer-world learning environment: other humans,
other living creatures, and spaces and places
(the belonging dimension) 85
Introduction 85
Indoor learning: the new classroom 91
Outdoor learning 96
Disappearing boundaries: indoor-outdoor, natural-artificial 98
Reaching out: learning in city space 101
Artificially created learning spaces 104
Pedagogy and personal development 106
The advantages of simulated recreation environments 110
Empathetic strategies and the outdoor therapeutic effect’ 112
Outdoor environments: therapeutic experiential learning 114
Sustainable learning environments 117
Conclusion 120
05 Experiential learning activities, behaviours and actions
(the doing dimension) 121
Introduction 121
Planned or unplanned experiences? 123
The evolving milieu 125
The Great Escape 125
Outdoor adventure learning 126
Dramaturgy 127
Designing experiences: a simple experiential typology 130
Adventurous journeys 132
Expeditions 134
Sequencing learning activities 136
Mind and body 138
Rules and obstacles 140
Constructing and deconstructing 141
Handling physical objects 142
Learning activities: exploring reality 143
What is a real experience? 143
Fantasy 150
I
Contents
Play and reality 153
Suspending reality: drama and role playing 156
Rafts and planks... or real projects? 161
Metaphors and storytelling 162
Management development and cartoons 165
Using photographic images and computer software 167
Reflections on reality: reading and writing 168
Doing and reviewing 169
Conclusion 171
06 Sensory experience and sensory intelligence (SI)
(the sensing dimension) 173
Introduction 173
Amplification and habituation 174
So what is sensory intelligence? 177
Language and the human sensorial experience 179
Interpreting and misinterpreting words 183
Going ‘away’: outdoor sensory-awakening experiences 184
The senses in higher-education teaching 187
Digital games and the design of multisensory experiences 191
Sensory stimulation in learning and therapy 191
Sensory stimulation, emotions and mood 193
Nature-guided therapy 193
Inner sensory work: presence and anchoring 196
Conclusion 197
07 Experience and emotions (the feeling dimension) 199
Introduction 199
Fast thinking 201
Communicating with feeling 202
Emotion and experiential learning 206
The power of the emotional state 209
Emotional waves 211
Experiencing emotional calm 211
Flow learning 214
Experience, learning and identity’ 216
Practical ways to access feelings 219
The emotional climate: mood setting and relaxed alertness 219
Overcoming fear 221
Mapping and accessing emotions 224
Using trilogies in emotional work 227
Using humour and other positive emotions 229
Accessing emotions through popular metaphors 231
Conclusion 236
Experience, knowing and intelligence
(the knowing dimension) 238
Introduction 238
Human learning: is it really all in the mind? 239
Thinking with the body and thinking with feeling 242
The organizing mind; patterns and creative thinking 243
What is intelligence? 246
The many forms of intelligence 249
Neglected forms of intelligence 253
Sensory intelligence - SI 253
Emotional intelligence - EQ 254
Spiritual intelligence - SQ 257
Naturalistic intelligence — NQ 261
Creative intelligence ~ CQ 264
Wisdom 270
Conclusion 271
Deeper learning (the being dimension) 273
Introduction 273
The experience of being human 275
Well-being 276
Mindfulness 277
Single- and double-loop learning 288
Using problems and challenges 289
Problems and painful learning 291
Action learning 292
Experience and the inner game 298
Being, becoming, transforming; the experience economy 302
Conclusion 304
Contents
PART THREE Experiential learning and the future 305
10 Imagining, experiencing and learning
from the future 307
Introduction 307
We are imagining all the time 308
Imagination 309
Imagination versus action 312
Mental fitness for the future 313
Imagining the future 314
Imagination and the child 315
A chronology of experiential learning 317
Prospective learning: reflecting on the future 323
Functional equivalence and virtual reality 326
Conclusion 327
References 329
Index 351
In a fast-paced and innovative world, traditional training methods can no longer be relied
on to improve performance and engagement, or promote behavioural change. Experience-
based learning, in which the experience is central to the learning process, is more affordable,
appealing and effective than ever before. mm r; combines in-depth theory with
international case studies from companies including KidZania, Shell and the UK National Health
Service (NHS) and provides numerous practical tools for developing and delivering learning
experiences in both for-profit and not-for-profit organizations. It presents a simple model, the
Learning Combination Lock, which enables trainers, coaches, facilitators and educators to select
the best strategies for their circumstances to maximize comprehension, knowledge retention
and application. Essential reading for anyone designing and delivering learning experiences,
this book covers areas such as experiential learning activities, indoor and outdoor learning
environments, creative learning, working with the senses and emotions to help promote
learning, and reviewing and evaluating initiatives.
In addition to featuring new case studies and examples, this updated fourth edition brings
a holistic understanding of human learning to mindfulness and wellbeing, experience and
language, and digital games in the design of multisensory experiences. Online supporting
resources consist of audio files exploring sensory intelligence.
|
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| language | English |
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| spellingShingle | Beard, Colin M. Wilson, John P. 1955- Experiential learning a practical guide for training, coaching and education Experiential learning Handbooks, manuals, etc Active learning Handbooks, manuals, etc Employees Training of Handbooks, manuals, etc Erfahrungsorientiertes Lernen (DE-588)4152726-4 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd |
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| title | Experiential learning a practical guide for training, coaching and education |
| title_auth | Experiential learning a practical guide for training, coaching and education |
| title_exact_search | Experiential learning a practical guide for training, coaching and education |
| title_full | Experiential learning a practical guide for training, coaching and education Colin Beard and John P. Wilson |
| title_fullStr | Experiential learning a practical guide for training, coaching and education Colin Beard and John P. Wilson |
| title_full_unstemmed | Experiential learning a practical guide for training, coaching and education Colin Beard and John P. Wilson |
| title_short | Experiential learning |
| title_sort | experiential learning a practical guide for training coaching and education |
| title_sub | a practical guide for training, coaching and education |
| topic | Experiential learning Handbooks, manuals, etc Active learning Handbooks, manuals, etc Employees Training of Handbooks, manuals, etc Erfahrungsorientiertes Lernen (DE-588)4152726-4 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd |
| topic_facet | Experiential learning Handbooks, manuals, etc Active learning Handbooks, manuals, etc Employees Training of Handbooks, manuals, etc Erfahrungsorientiertes Lernen Pädagogische Psychologie |
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Indexes
THWS Schweinfurt Zentralbibliothek Lesesaal
| Call Number: |
2000 CP 5200 B368(4) |
|---|---|
| Copy 1 | ausleihbar Available Place a Hold |