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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) |
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The
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
learning. 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. |
Synopsis:
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 ** |
Experiential
Learning:
Best Practice Handbook for Educators and Trainers
Colin Beard, John P. Wilson
Synopsis:
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
Learning." (Amazon.co.uk)
[The first edition entitled 'The
Power of Experiential Learning' is
available new and used from amazon.co.uk
and amazon.com]
Experiential Learning:
Experience as the Source of Learning and Development
David A. Kolb
Kolb's learning cycle has spawned many
unauthorised
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
experiential learning.
There is an important 4 page critique of Kolb's theory in John Heron's Feelings
and Personhood,
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
What? 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" |
Synopsis:
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".
(Amazon.co.uk) no longer available from 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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