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All profits go to Save the Children. [View total]
Everyone seems to be in favour of experiential learning. Which is not surprising if you take the view that all learning is experiential.
'Experiential learning' sounds as if it will be more satisfying, more personalised, more memorable, more significant, more real, more risky and perhaps even more fun.
But there are many different kinds of experiential learning: four different 'villages' are identified in 'Making Sense of Experiential Learning', and there is a whole spectrum from teaching by structured activities through to learning from experience.
For critiques of 'experiential learning' theory see links opposite. (Roger Greenaway)
Experiential Learning Toolkit presents a diverse range of practical
exercises, which are based on the theory of experiential learning.
Experiential learning is concerned with learning through direct
experience, which aims to create more effective, engaging and embedded
Each activity presented includes a description of the underlying principles, practical information on delivering the exercise as well as tips and further reading. The exercises cover a range of training needs including; effective customer service, telephone skills, applying strategic thinking, and developing creativity. Trainers will find this an invaluable resource, with fresh approaches which engage and inspire learners.
Colin Beard is a Fellow of the Royal Society of Arts. He is a National Teaching Fellow and Professor of Experiential Learning at Sheffield Hallam University. He is also a learning and development consultant, working internationally with many clients in corporate organizations, higher and further education and adult education. (Amazon.co.uk)
See the full review by Roger Greenaway of The Experiential Learning Toolkit.
The "Handbook of Experiential Learning" is a comprehensive resource
that draws together contemporary thought and practice on a wide range
of experiential learning applications from the best-known authorities
on the topic.
Volume editor Mel Silberman presents a contemporary review of experiential learning in the workplace complete with models, applications, and innovative uses. The handbook covers a broad range of experiential learning methods including: games and simulations; action learning; role-play and Improv; story-telling; adventure activity; reflective practice; and, creative play. It also describes the use of experiential learning in topics such as technical skills, leadership, team building, diversity and cross-cultural training, and emotional intelligence. (Amazon.co.uk)
** This book includes a chapter on Dynamic Debriefing by Roger Greenaway **
Best Practice Handbook for Educators and Trainers
Colin Beard, John P. Wilson
This handbook pulls together for the first time both the theory and the
practice of experiential learning and all types of learning that employ
activity-based experience. Based on sound theoretical underpinning, and
making full use of examples and guidance for successful implementation,
"Experiential Learning" enables readers to unlease some of the more
potent ingredients of learning through experience. "Everything that can
possibly provide, or affect, a learning experience, is discussed: most
theories of learning, and every conceivable way to interest learners in
an activity...Even very accomplished developers who prepare learning
experiences for all types of learners, from grade level classes through
executive seminars can undoubtedly find many ideas to expand the design
options upon which they can draw." - "Leadership and Organisational
Development Journal," previously known as "The Power of Experiential
[The first edition entitled 'The
Power of Experiential Learning' is
available new and used from amazon.co.uk
Experience as the Source of Learning and Development
David A. Kolb
Kolb's learning cycle has spawned many
imitations that misrepresent his theories.
As you might guess from the title he has a theory of experiential
development as well as
a theory of experiential learning. Not bed time reading, but essential
for anyone doing
serious research in this area. Most readers will probably be surprised
to find that
there is very little about cyclical movement, even though his well
known 'circle' is the central
focus of his discussion of the various dynamics of his model of
There is an important 4 page critique of Kolb's theory in John Heron's Feelings
in which Kolb's model is said to downplay the importance of feelings
and intuition in experiential learning.
Despite the range of Kolb's theorising, this generally positivistic
book does not provide an adequate grounding for more holistic
approaches to learning. (reviewed by Roger Greenaway)
View these critiques of Kolb's experiential learning theory and Kolb's answers to questions about his theory.
A guide to setting up and running a workshop from Sage Publications.
|This is the
source of the much misunderstood learning cycle: What? So What? Now
From the Back Cover: In Reach Touch and Teach, Dr. Borton explains how schools could become places that students want to attend - not simply because they desire job skills or status, but because education is important to their personal growth. Explicit steps towards such a school are developed out of the author's own attempt to "reach students at basic personality levels, touch them as individual human beings, and yet teach them in an organized fashion"
This book appraises the multiplicity of meanings and practices
associated with experiental learning in an international context.The
editors have identified four distinct "villages" within the global
village of experiential learning. One village is identified around the
recognition of prior experiential learning as a means of gaining access
to educational institutions, employment and professional bodies. A
second is the place for those who centre their activities on reforming
mainstream higher and continuing education. A third is for those people
who place experiential learning leading to social change outside
educational institutions. Finally, there is the village where the focus
is placed on the potential and practice of personal development. The
contributors to this volume come from all four "villages".
no longer available from amazon.co.uk
A manual for those new to the techniques of action learning (learning
by doing), whether working in organizations, business or education. The
burgeoning use of learning sets has generated many innovative uses for,
and developments of action learning, which are detailed and explored in
this practical work. Key topics covered include: what action learning
is; using action learning to develop individuals, groups and
organizations; facilitating action learning; action learning for people
working professionally and in educational settings; action learning for
professional groups; reflective learning and action learning; and
innovations in the use of action learning.
Synopsis: Little was written on how to do action learning until Ian McGill's previous book (the classic Action Learning, co-written with Liz Beaty, also published by RoutledgeFalmer). This new book truly opens up this powerful technique for those new to action learning, whether working in organisations, business or education. The burgeoning use of learning sets has generated many innovative uses for, and developments in action learning, which are detailed and explored in this practical, accessible book written for educators, trainers and developers. (Amazon.co.uk)
|Synopsis: A practical guide for those using (or planning to use) "action learning", covering the underlying principles behind the approach and providing a series of tools which can aid the organization to successfully adopt it. It includes a comparison of action learning and traditional learning along with tools and techniques for the following parts of the process, including: the client/sponsor role; programme preparation; programme start-up; ground rules; how to select appropriate problems and projects; the composition/meetings/process of action learning sets; the role of the set advisor; and methods of supporting and evaluating the process. (Amazon.co.uk)|
|Synopsis: What are the key ideas that underpin learning from experience? How do we learn from experience? How does context and purpose influence learning? How does experience impact on individual and group learning? How can we help others to learn from their experience? "Using Experience for Learning" reflects current interest in the importance of experience in informal and formal learning, whether it be applied for course credit, new forms of learning in the workplace, or acknowledging autonomous learning outside educational institutions. It also emphasizes the role of personal experience in learning: ideas are not separate from experience; relationships and personal interests impact on learning; and emotions have a vital part to play in intellectual learning. All the contributors write themselves into their chapters, giving an autobiographical account of how their experiences have influenced their learning and what has led them to their current views and practice. "Using Experience for Learning" brings together a wide range of perspectives and conceptual frameworks with contributors from four continents, and should be a valuable addition to the field of experiential learning. (amazon.co.uk)|
|"Teaching, in my estimation, is a vastly overrated function..... I see the facilitation of learning as the aim of education." Carl Rogers|
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