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Reviews:
"Full of creative ideas that can be used by trainers and facilitators to develop their range of skills."
People Management
"Even very accomplished developers can undoubtedly find many ideas to expand the design options upon which they can draw."
Leadership and Organizational Development Journal
"A stimulating collection of ideas and examples that encourages experimentation."
Dr Roger Greenaway, Reviewing Skills Training
"You have written a beauty here and I suspect it is going places."
International Association of Experiential Education
Description:
The third edition of this internationally acclaimed handbook enables educators, trainers, facilitators and coaches to unleash some of the more potent ingredients of learning through experience.
Experiential Learning presents a comprehensive holistic model that illustrates how a wide range of factors can be modified to enhance any learning experience. The book brings theory to life with hundreds of practical examples from around the world, covering:
• experience, knowing and intelligence
• coaching and facilitation, good practice and ethics
• learning spaces and places
• experiential learning activities
• working with and developing sensory and emotional intelligence
• experience, learning and change
• experiential learning and the future
Experiential Learning explores skills and techniques that can be successfully applied to a variety of settings including coaching, management education, corporate training, team-building, youth development work, counselling and therapy, schools and higher education and special needs training.
This third edition includes cutting edge new material on sensory intelligence, new content for coaches and updated models, tools and case studies throughout.
Online resources to accompany the book are available at
http://www.koganpage.com/experientiallearning
Contents:
PART ONE: Experiential learning: foundations and fundamentals
Chapter 1: Unlocking powerful learning - a new model • Introduction • The tumblers: representing the core dimensions of learning • An overview of the chapters • Conclusion • Chapter 2: Exploring experiential learning • Introduction • Learning and experiential learning are ‘slippery’ concepts • Experience and learning • Defining experiential learning • Experience: a bridging concept • Do we always learn from experience? • Learning is personal • Painful learning • Detrimental experiential learning • Learning from mistakes • Formal versus experiential learning • The lineage of experiential learning • Experience and learning styles • A chronology of experiential learning • Challenging the concept of experiential learning • Chapter 3: Coaching and facilitation, good practice and ethics • Introduction • A booming business? • The deliverers • Experiential provider roles • Intruding complicators or enabling animateurs • Dysfunctional learning • Intervening • Coaching and facilitating: developing wisdom • Coaching for learning and development • The benefits of coaching • Coaching or mentoring? • The qualities of a coach • The roles of the coach • Stages in the coaching process • Challenging targets • Life coaching • Facilitation: 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
PART TWO: The learning combination lock model
Chapter 4: Learning environments: spaces and places • (The belonging dimension) • Introduction • Indoor learning: the new classroom • Outdoor learning • Disappearing boundaries: indoor-outdoor, natural-artificial C • 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 • Chapter 5: Experiential learning activities • (The doing dimension) • Introduction • The changing milieu • Adventure learning • Planned or unplanned experiences? • Dramaturgy • Innovation, activities, resources and objects - a simple experiential typology • Adventurous journeys • Expeditions • Sequencing learning activities • Mind and body • Rules and obstacles • Constructing and deconstructing • Telling the story - using physical objects • Learning activities - exploring reality • What is a real experience? • Fantasy • Play and reality • Suspending reality: drama and role-playing • 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? • Doing and reviewing • Chapter 6: Sensory experience and sensory intelligence (SI) • (The sensing dimension) • Introduction • Amplification and habituation • So what is sensory intelligence? • Language and the human sensorial experience • Interpreting and misinterpreting words • Going ‘Away’: outdoor sensory awakening experiences • The senses in higher education teaching • Sensory stimulation in learning and therapy • Sensory stimulation, emotions and mood • Nature-guided therapy • Inner sensory work: presence and anchoring • Conclusion • Chapter 7: Experience and emotions • (The feeling dimension) • Introduction • Fast thinking • Communicating with feeling • Emotion and experiential learning • The power of the emotional state • Emotional waves • Experiencing emotional calm • Flow learning • Experience, learning and ‘identity’ • Practical ways to access feelings • The emotional climate - mood setting and relaxed alertness • Overcoming fear • Mapping and accessing emotions • Using trilogies in emotional work • Using humour and other positive emotions • Accessing emotions through popular metaphors • Conclusion • Chapter 8: Experience, knowing and intelligence • (The knowing dimension) • Introduction • Thinking with the body and thinking with feeling • The organizing mind: patterns and creative thinking • What is intelligence? • The many forms of intelligence • Neglected forms of intelligence • Sensory intelligence - SI • Emotional intelligence - EQ • Spiritual intelligence - SQ • Naturalistic intelligence - NQ • The creative intelligence - CQ • Wisdom • Conclusion • Chapter 9: Experience, learning and change • (The being dimension) • Introduction • Learning and change • Theories of learning: theories of change! • The development of reflective practice • Using problems and challenges • Reflection-in-action 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 • Being and presence • Conclusion
PART THREE: Experiential learning and the future
Chapter 10: Imagining and experiencing the future • Introduction • Reflecting on the future • Imagination • Imagination versus action • Mental fitness for the future • Imagining the future • The value of problems • Imaginative strategies • Imagination and the child
Conclusion • References • IndexISBN - 9780749467654
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Pages : 344
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