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010			_a 2006001626
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035			_a(OCoLC)63125890
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042			_apcc
050	0	0	_aBF318.5 _b.B43 2006
082	0	0	_a153.152 _222
100	1		_aBeard, Colin _q(Colin M.) _eauthor. _9242688
245	1	0	_aExperiential learning : _ba best practice handbook for educators and trainers / _cColin Beard, John P. Wilson.
250			_aSecond edition.
264		1	_aLondon ; _aPhiladelphia : _bKogan Page, _c2006.
300			_av, 314 pages : _billustrations ; _c24 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
500			_aRevised edition of: The power of experiential learning.
504			_aIncludes bibliographical references (pages 287-305) and index.
505	0	0	_g1. _tUnlocking powerful learning - a new model -- _tIntroduction -- _tThe tumblers -- _tAn overview of the chapters -- _tConclusion -- _g2. _tExploring experiential learning -- _tIntroduction -- _tDefining experiential learning -- _tA meaningful experience -- _tLearning is personal -- _tPainful learning -- _tDetrimental experiential learning -- _tLearning from mistakes -- _tFormal versus experiential learning -- _tThe lineage of experiential learning -- _tExperience as learning styles -- _tA chronology of experiential learning -- _tChallenging the concept of experiential learning -- _tConclusion -- _g3. _tFacilitation, good practice and ethics -- _tIntroduction -- _tThe booming business -- _tThe deliverers -- _tExperiential provider roles -- _tIntruding complicators or enabling animateurs -- _tWisdom and experience -- _tDysfunctional and indigenous learning -- _tSetting the climate and conditions -- _tGround rules and values -- _tReviewing self-practice -- _tEthical behaviour -- _tA question of balance -- _tEmotional engineering -- _tEthical models -- _tCodes of practice -- _tProfessional bodies and the professional codes of practice -- _tGood practice: the environment -- _tConclusion -- _g4. _tLearning environments: spaces and places -- _tIntroduction -- _tIndoor learning: the new classroom -- _tOutdoor learning -- _tDisappearing boundaries: indoor-outdoor, natural-artificial -- _tReaching out: learning in city space -- _tArtificially created learning spaces -- _tPedagogy and personal development -- _tEmpathetic strategies and the outdoor therapeutic 'effect' -- _tOutdoor environments: therapeutic experiential learning -- _tSustainable learning environments -- _tConclusion -- _g5. _tExperiential learning activities -- _tIntroduction -- _tThe changing milieu -- _tPlanned or unplanned activity? -- _tDramaturgy -- _tInnovation, activities, resources and objects - a simple experiential typology -- _tAdventurous journeys -- _tSequencing learning activities -- _tMind and body -- _tRules and obstacles -- _tConstructing and deconstructing -- _tTelling the story - using physical objects -- _tConclusion -- _g6. _tLearning activities: exploring reality -- _tIntroduction -- _tWhat is a real experience? -- _tFantasy -- _tPlay and reality -- _tSuspending reality: drama and roleplaying -- _tMetaphors and storytelling -- _tManagement development and cartoons -- _tUsing photographic images and computer software -- _tReflections on reality - reading and writing -- _tRafts and planks... or real projects? -- _tConclusion -- _g7. _tWorking with the senses -- _tIntroduction -- _tRe-awakening the senses -- _tAppealing to the senses: higher education -- _tSensory stimulation in learning and therapy -- _tInner sensory work: presencing and anchoring -- _tConclusion -- _g8. _tExperience and emotions -- _tIntroduction -- _tEmotion and experiential learning -- _tThe power of the emotional state -- _tEmotional waves -- _tExperiencing emotional calm - sorting time -- _tFlow learning -- _tExperience, learning and 'identity' -- _tConclusion -- _g9. _tWorking with emotions -- _tIntroduction -- _tThe emotional climate - mood setting and relaxed alertness -- _tOvercoming emotion - fear -- _tMapping and accessing emotions -- _tUsing trilogies in emotional work -- _tUsing humour and other positive emotions -- _tAccessing emotions through popular metaphors -- _tMetaphoric intervention -- _tConclusion -- _g10. _tExperience and intelligence -- _tIntroduction -- _tWorking with intelligence -- _tOther forms of intelligence -- _tEmotional quotient - EQ -- _tSpiritual quotient - SQ -- _tNaturalistic intelligence - NQ -- _tThe creative quotient - CQ -- _tConclusion -- _g11. _tLearning and change -- _tIntroduction -- _tLearning and change -- _tTheories of learning: theories of change! -- _tThe development of reflective practice -- _tUsing problems and challenges -- _tReflection-inaction and reflection-on-action -- _tSingle and double loop learning -- _tEncouraging conditions for reflection -- _tThe danger of formal education and training -- _tCritical reflection -- _tAction learning -- _tThe action learning set -- _tTiming and duration of learning sets -- _tProblems and action learning -- _tStrategies for learning and change -- _tConclusion -- _g12. _tImagining and experiencing the future -- _tIntroduction -- _tImagination -- _tImagination versus action -- _tMental fitness for the future -- _tImagining the future -- _tThe value of problems -- _tImaginative strategies -- _tImagination and the child -- _tConclusion -- _tReferences -- _tFurther reading -- _tIndex.
520			_a"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.
588			_aMachine converted from AACR2 source record.
650		0	_aExperiential learning _vHandbooks, manuals, etc. _9707943
650		0	_aActive learning _vHandbooks, manuals, etc. _9707947
650		0	_aEmployees _xTraining of _vHandbooks, manuals, etc. _9370979
700	1		_aWilson, John P. _q(John Peter), _d1955 August 11- _eauthor. _9242674
700	1	2	_aBeard, Colin _q(Colin M.). _tPower of experiential learning.
856	4	2	_3Contributor biographical information _uhttp://catdir.loc.gov/catdir/enhancements/fy0912/2006001626-b.html
907			_a.b11123692 _b10-06-19 _c27-10-15
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