The Power of Experiential Learning

by Beard, Colin; Wilson, John P.

• ISBN13: 9780749434670
• ISBN10: 0749434678
• Format: Paperback
• Copyright: 2002-02-01
• Publisher: Kogan Page Ltd

Summary

Experiential learning is developing as a serious academic discipline and as a proven staff development technique. This handbook pulls together for the first time both the theory and practice of this wide-ranging approach that covers all types of learning that employs activity-based experience. Covering outdoor training, office based learning activities and the wide range of unusual techniques now being used on both sides of the Atlantic (using actors in training sessions, the structured use of reflection in the training and development cycle etc) the book offers both a though theoretical under-pinning and detailed practical advice often pulled from workshop material.

Author Biography

Colin Beard is a director of The Experiential Company and a senior lecturer at Sheffield Hallam University.

Table of Contents

Acknowledgements	ix
Unlocking Powerful Learning	1	(12)
Introduction	1	(4)
The tumblers	5	(3)
An overview of the chapters	8	(4)
Conclusion	12	(1)
Exploring Experiential Learning	13	(27)
Introduction	13	(1)
Defining experiential learning	13	(4)
A meaningful experience	17	(1)
Learning is personal	18	(4)
Painful learning	22	(1)
Detrimental experiential learning	23	(2)
Learning from mistakes	25	(1)
Formal versus experiential learning	26	(1)
The lineage of experience learning	27	(1)
Experience as learning styles	28	(3)
A chronology of experiential learning	31	(3)
Challenging the concept of experiential learning	34	(5)
Conclusion	39	(1)
The Design Milieu	40	(23)
Introduction	40	(1)
The milieu - activities, methods, techniques and materials	40	(3)
Planned or unplanned?	43	(2)
Innovation, activities, resources and objects - a simple experiential typology	45	(3)
Stimulating intelligence	48	(1)
Adventurous activities and journeys - challenge and risk	49	(4)
Sequencing the challenges	53	(1)
Mind challenges	54	(2)
Stimulating the senses	56	(1)
Change the rules and create obstacles	57	(2)
Constructing and using physical objects	59	(1)
Telling the story - using physical objects	59	(3)
Conclusion	62	(1)
Exploring Reality	63	(27)
Introduction	63	(1)
What is a real experience?	63	(6)
Fantasy	69	(1)
Play as experiential learning	70	(6)
Suspending reality: drama and role-playing	76	(4)
Metaphors and storytelling	80	(3)
Management development and cartoons	83	(2)
Creating comic strips - suggestions for good practice	85	(1)
Using photographic images and computer software	85	(2)
Reading and writing - reflections on reality	87	(2)
Conclusion	89	(1)
Places and Elements	90	(28)
Introduction	90	(2)
Indoor-outdoor, natural-artificial	92	(5)
Artificial urban environments	97	(3)
Pedagogy and personal development	100	(3)
The sensory power of nature	103	(6)
Empathetic strategies and the outdoor 'cure'	109	(4)
Rafts or wildlife projects?	113	(1)
Eco-adventure and multiple learning	114	(1)
Sustainable development	115	(3)
The Emotional Experience	118	(24)
Introduction	118	(1)
Emotion and experiential learning	119	(4)
The emotional nerve centre	123	(1)
The power of the emotional state	124	(2)
Emotional waves	126	(1)
Experiencing emotional calm - sorting time	127	(4)
Ecstasy and accelerated learning	131	(3)
Experience, learning and 'identity'	134	(2)
Spiritual feelings	136	(5)
Conclusion	141	(1)
Working With Emotions	142	(19)
Introduction	142	(1)
The emotional climate - mood setting and relaxed alertness	142	(2)
Overcoming emotion - fear	144	(3)
Mapping fears: accessing the inner family	147	(3)
Using trilogies in emotional work	150	(2)
Using humour and other positive emotions	152	(2)
Accessing emotions through popular metaphors	154	(4)
metaphoric intervention	158	(2)
Conclusion	160	(1)
Good Practice and Ethics	161	(31)
Introduction	161	(1)
The booming business	161	(1)
The deliverers	162	(2)
Facilitator roles	164	(3)
Intruding complicators or enabling animateurs	167	(1)
Dysfunctional and indigenous learning	168	(4)
Setting the climate and conditions	172	(1)
Ground rules and values	172	(3)
Reviewing self-practice	175	(2)
Ethical behaviour	177	(3)
A question of balance	180	(3)
Emotional engineering	183	(1)
Ethical models	184	(2)
Codes of practice	186	(1)
Professional bodies and the professional codes of practice	187	(2)
Good practice: the environment	189	(2)
Conclusion	191	(1)
Ways of Learning	192	(30)
Introduction	192	(1)
Theories of learning	192	(1)
The development of reflective practice	193	(2)
Using problems and challenges	195	(2)
Reflection-in-action and reflection-on-action	197	(1)
Single and double loop learning	197	(2)
Encouraging conditions for reflection	199	(2)
The danger of formal education and training	201	(1)
Critical reflection	201	(3)
Action learning	204	(6)
The action learning set	210	(6)
Timing and duration of learning sets	216	(1)
Problems and action learning	217	(2)
Strategies for learning from experience	219	(2)
Conclusion	221	(1)
Imagining and Experiencing the Future	222	(20)
Introduction	222	(1)
Imagination	223	(3)
Imagination versus action	226	(1)
Mental fitness for the future	227	(1)
Imagining the future	228	(2)
The value of problems	230	(3)
Imaginative strategies	233	(5)
Imagination and the child	238	(2)
Conclusion	240	(2)
References	242	(13)
Further reading	255	(2)
Index	257