Title Experiential Learning, 4/e
Subtitle A Practical Guide for Training, Coaching and Education
Author Colin Beard , John P. Wilson
ISBN 9780749483036
List price GBP 29.99
Price outside India Available on Request
Original price
Binding Paperback
No of pages 376
Book size 153 x 235 mm
Publishing year 2018
Original publisher Kogan Page Limited
Published in India by .
Exclusive distributors Viva Books Private Limited
Sales territory India, Sri Lanka, Bangladesh, Pakistan, Nepal, .
Status New Arrival
About the book Send Enquiry
  
 

Reviews:

“The wealth of insights offered in this book makes it an essential read for teachers, trainers, facilitators and coaches who wish to gain a deeper understanding into the power of experiential learning in effecting change.”

—Dr Susanna Ho, Senior Specialist (Outdoor Education), Ministry of Education, Singapore

 

“This is a book that, as its name implies, is rich in knowledge gained through decades of experience. The lessons it imparts are invaluable in both work and life.”

—Larry Campbell, Partner, KPMG China

 

Experiential Learning is to me the appliance of the science of education and putting theory into practice with a firm focus on change, impact and how to achieve both. This is a handbook that I shall be using time and time again and that will have a presence in KidZania globally.”

—Dr Ger Graus OBE, Global Director of Education, KidZania

 

“Full of creative ideas that can be used by trainers and facilitators to develop their range of skills.”

—People Management (about a previous edition)

 

“Even very accomplished developers can undoubtedly find many ideas to expand the design options upon which they can draw.”

—Leadership and Organizational Development Journal (about a previous edition)


Description:

In a fast-paced and innovative world, traditional training methods can no longer be relied on to improve performance, 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. Experiential Learning combines in-depth theory with international case studies from companies including KidZania, Shell and the UK National Health Service (NHS) and 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, it 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 international case studies and examples, this updated fourth edition of Experiential Learning contains new material on the mechanisms underpinning learning, mindfulness and wellbeing, experience and language and digital games and the design of multi-sensory experiences. Online supporting resources consist of audio files exploring sensory intelligence.


Contents:

Chapter 1: A brief introduction to experiential learning • Experience: a bridging concept • More than social and cultural • Experience and the problem of language • More about this book • An overview of the chapters

PART ONE: Experiential learning: foundations and fundamentals

Chapter 2: Practical answers to some theoretical questions • Introduction • Question 1: Experiential education and experiential learning – are they virtually the same? • Question 2: Is experiential learning (EL) simply the sum of experience (E) plus learning (L)? • Question 3: What are the more popular models currently being used to explain experiential learning? • Question 4: What are the main criticisms of experiential learning? • Question 5: Has the notion of the experience society contributed to our understanding of experiential learning in any way? • Conclusion

Chapter 3: Designing, delivering and evaluating experiential learning • Delivering a learning experience • Learning experience design • Using the Learning Combination Lock • The review and evaluation of experiences • A brief reminder of the chapters that follow

PART TWO: The Learning Combination Lock model

Chapter 4: The outer-world learning environment: other humans, other living creatures, and spaces and places (the belonging dimension) • 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 • The advantages of simulated recreation environments • Empathetic strategies and the outdoor therapeutic ‘effect’ • Outdoor environments: therapeutic experiential learning • Sustainable learning environments • Conclusion

Chapter 5: Experiential learning activities, behaviours and actions (the doing dimension) • Introduction • Planned or unplanned experiences? • The evolving milieu • The Great Escape • Outdoor adventure learning • Dramaturgy • Designing experiences: a simple experiential typology • Adventurous journeys • Expeditions • Sequencing learning activities • Mind and body • Rules and obstacles • Constructing and deconstructing • Handling physical objects • Learning activities: exploring reality • What is a real experience? • Fantasy • Play and reality • Suspending reality: drama and role playing • Rafts and planks… or real projects? • Metaphors and storytelling • Management development and cartoons • Using photographic images and computer software • Reflections on reality: reading and writing • Doing and reviewing • Conclusion

Chapter 6: Sensory experience and sensory intelligence (SI) (the sensing dimension) • Introduction • Amplification 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 • Digital games and the design of multisensory experiences • Sensory stimulation in learning and therapy • Sensory stimulation, emotions and mood • Nature-guided therapy • Inner sensory work: presence and anchoring • Conclusion

Chapter 7: 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

Chapter 8: Experience, knowing and intelligence (the knowing dimension) • Introduction • Human learning: is it really all in the mind? • 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 • Creative intelligence – CQ • Wisdom • Conclusion

Chapter 9: Deeper learning (the being dimension) • Introduction • The experience of being human • Well-being • Mindfulness • Single- and double-loop learning • Using problems and challenges • Problems and painful learning • Action learning • Experience and the inner game • Being, becoming, transforming: the experience economy • Conclusion

PART THREE: Experiential learning and the future

Chapter 10: Imagining, experiencing and learning from the future • Introduction • We are imagining all the time • Imagination • Imagination versus action • Mental fitness for the future • Imagining the future • Imagination and the child • A chronology of experiential learning • Prospective learning: reflecting on the future • Functional equivalence and virtual reality • Conclusion

References

Index


About the Author:

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.


Target Audience:

It an essential read for teachers, trainers, facilitators and coaches who wish to gain a deeper understanding into the power of experiential learning in effecting change.

 

 

 
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