Experiential learning : a best practice handbook for educators and trainers / Colin Beard, John P. Wilson.

Revised edition of: The power of experiential learning.

Includes bibliographical references (pages 287-305) and index.

1. Unlocking powerful learning - a new model -- Introduction -- The tumblers -- An overview of the chapters -- Conclusion -- 2. Exploring experiential learning -- Introduction -- Defining experiential learning -- A meaningful experience -- Learning is personal -- Painful learning -- Detrimental experiential learning -- Learning from mistakes -- Formal versus experiential learning -- The lineage of experiential learning -- Experience as learning styles -- A chronology of experiential learning -- Challenging the concept of experiential learning -- Conclusion -- 3. Facilitation, good practice and ethics -- Introduction -- The booming business -- The deliverers -- Experiential provider roles -- Intruding complicators or enabling animateurs -- Wisdom and experience -- Dysfunctional and indigenous learning -- 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 -- 4. Learning environments: spaces and places -- 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 -- Empathetic strategies and the outdoor therapeutic 'effect' -- Outdoor environments: therapeutic experiential learning -- Sustainable learning environments -- Conclusion -- 5. Experiential learning activities -- Introduction -- The changing milieu -- Planned or unplanned activity? -- Dramaturgy -- Innovation, activities, resources and objects - a simple experiential typology -- Adventurous journeys -- Sequencing learning activities -- Mind and body -- Rules and obstacles -- Constructing and deconstructing -- Telling the story - using physical objects -- Conclusion -- 6. Learning activities: exploring reality -- Introduction -- What is a real experience? -- Fantasy -- Play and reality -- Suspending reality: drama and roleplaying -- Metaphors and storytelling -- Management development and cartoons -- Using photographic images and computer software -- Reflections on reality - reading and writing -- Rafts and planks... or real projects? -- Conclusion -- 7. Working with the senses -- Introduction -- Re-awakening the senses -- Appealing to the senses: higher education -- Sensory stimulation in learning and therapy -- Inner sensory work: presencing and anchoring -- Conclusion -- 8. Experience and emotions -- Introduction -- Emotion and experiential learning -- The power of the emotional state -- Emotional waves -- Experiencing emotional calm - sorting time -- Flow learning -- Experience, learning and 'identity' -- Conclusion -- 9. Working with emotions -- Introduction -- The emotional climate - mood setting and relaxed alertness -- Overcoming emotion - fear -- Mapping and accessing emotions -- Using trilogies in emotional work -- Using humour and other positive emotions -- Accessing emotions through popular metaphors -- Metaphoric intervention -- Conclusion -- 10. Experience and intelligence -- Introduction -- Working with intelligence -- Other forms of intelligence -- Emotional quotient - EQ -- Spiritual quotient - SQ -- Naturalistic intelligence - NQ -- The creative quotient - CQ -- Conclusion -- 11. Learning and change -- Introduction -- Learning and change -- Theories of learning: theories of change! -- The development of reflective practice -- Using problems and challenges -- Reflection-inaction and reflection-on-action -- Single and double loop learning -- Encouraging conditions for reflection -- The danger of formal education and training -- Critical reflection -- Action learning -- The action learning set -- Timing and duration of learning sets -- Problems and action learning -- Strategies for learning and change -- Conclusion -- 12. Imagining and experiencing the future -- Introduction -- Imagination -- Imagination versus action -- Mental fitness for the future -- Imagining the future -- The value of problems -- Imaginative strategies -- Imagination and the child -- Conclusion -- References -- Further reading -- Index.

"Games can be more than child's play; they can teach adults, too. As US 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. Their concepts can be applied to any groups, from school children to corporate teams."--Publisher description.

Machine converted from AACR2 source record.