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Experiential Learning, 3rd Edition

Book Description

Experiential Learning enables educators, trainers, coaches and facilitators to unleash some of the more potent ingredients of learning through experience. It presents a simple model: the Learning Combination Lock, which illustrates the wide range of factors that can be altered to enhance the learning experience. The theory is brought to life with hundreds of examples from around the world and covers issues such as: experience and intelligence; facilitation, good practice and ethics; learning environments; experiential learning activities; and working with the senses and emotions. Experiential Learning offers the skills that can be successfully applied to a variety of settings including management education, corporate training, team-building, youth-development work, counselling and therapy, schools and higher education and special needs training. This fully updated third edition includes guidance for coaches, cutting edge new material on sensory intelligence and updated models, tools and case studies throughout.

Table of Contents

  1. Cover
  2. Title
  3. Copyright
  4. Table of Contents
  5. PART ONE Experiential learning: foundations and fundamentals
    1. 01: Unlocking powerful learning – a new model
      1. Introduction
      2. The tumblers: representing the core dimensions of learning
      3. An overview of the chapters
      4. Conclusion
    2. 02: Exploring experiential learning
      1. Introduction
      2. Learning and experiential learning are ‘slippery’ concepts
      3. Experience and learning
      4. Defining experiential learning
      5. Experience: a bridging concept
      6. Do we always learn from experience?
      7. Learning is personal
      8. Painful learning
      9. Detrimental experiential learning
      10. Learning from mistakes
      11. Formal versus experiential learning
      12. The lineage of experiential learning
      13. Experience and learning styles
      14. A chronology of experiential learning
      15. Challenging the concept of experiential learning
      16. Conclusion
    3. 03: Coaching and facilitation, good practice and ethics
      1. Introduction
      2. A booming business?
      3. The deliverers
      4. Experiential provider roles
      5. Intruding complicators or enabling animateurs
      6. Dysfunctional learning
      7. Intervening
      8. Coaching and facilitating: developing wisdom
      9. Coaching for learning and development
      10. The benefits of coaching
      11. Coaching or mentoring?
      12. The qualities of a coach
      13. The roles of the coach
      14. Stages in the coaching process
      15. Challenging targets
      16. Life coaching
      17. Facilitation: setting the climate and conditions
      18. Ground rules and values
      19. Reviewing self-practice
      20. Ethical behaviour
      21. A question of balance
      22. Emotional engineering
      23. Ethical models
      24. Codes of practice
      25. Professional bodies and the professional codes of practice
      26. Good practice: the environment
      27. Conclusion
  6. PART TWO The learning combination lock model
    1. 04: Learning environments: spaces and places (The belonging dimension)
      1. Introduction
      2. Indoor learning: the new classroom
      3. Outdoor learning
      4. Disappearing boundaries: indoor–outdoor, natural–artificial
      5. Reaching out: learning in city space
      6. Artificially created learning spaces
      7. Pedagogy and personal development
      8. Empathetic strategies and the outdoor therapeutic ‘effect’
      9. Outdoor environments: therapeutic experiential learning
      10. Sustainable learning environments
      11. Conclusion
    2. 05: Experiential learning activities (The doing dimension)
      1. Introduction
      2. The changing milieu
      3. Adventure learning
      4. Planned or unplanned experiences?
      5. Dramaturgy
      6. Innovation, activities, resources and objects – a simple experiential typology
      7. Adventurous journeys
      8. Expeditions
      9. Sequencing learning activities
      10. Mind and body
      11. Rules and obstacles
      12. Constructing and deconstructing
      13. Telling the story – using physical objects
      14. Learning activities – exploring reality
      15. What is a real experience?
      16. Fantasy
      17. Play and reality
      18. Suspending reality: drama and role-playing
      19. Metaphors and storytelling
      20. Management development and cartoons
      21. Using photographic images and computer software
      22. Reflections on reality – reading and writing
      23. Rafts and planks… or real projects?
      24. Doing and reviewing
      25. Conclusion
    3. 06: Sensory experience and sensory intelligence (SI) (The sensing dimension)
      1. Introduction
      2. Amplification and habituation
      3. So what is sensory intelligence?
      4. Language and the human sensorial experience
      5. Interpreting and misinterpreting words
      6. Going ‘Away’: outdoor sensory awakening experiences
      7. The senses in higher education teaching
      8. Sensory stimulation in learning and therapy
      9. Sensory stimulation, emotions and mood
      10. Nature-guided therapy
      11. Inner sensory work: presence and anchoring
      12. Conclusion
    4. 07: Experience and emotions (The feeling dimension)
      1. Introduction
      2. Fast thinking
      3. Communicating with feeling
      4. Emotion and experiential learning
      5. The power of the emotional state
      6. Emotional waves
      7. Experiencing emotional calm
      8. Flow learning
      9. Experience, learning and ‘identity’
      10. Practical ways to access feelings
      11. The emotional climate – mood setting and relaxed alertness
      12. Overcoming fear
      13. Mapping and accessing emotions
      14. Using trilogies in emotional work
      15. Using humour and other positive emotions
      16. Accessing emotions through popular metaphors
      17. Conclusion
    5. 08: Experience, knowing and intelligence (The knowing dimension)
      1. Introduction
      2. Thinking with the body and thinking with feeling
      3. The organizing mind: patterns and creative thinking
      4. What is intelligence?
      5. The many forms of intelligence
      6. Neglected forms of intelligence
      7. Sensory intelligence – SI
      8. Emotional intelligence – EQ
      9. Spiritual intelligence – SQ
      10. Naturalistic intelligence – NQ
      11. The creative intelligence – CQ
      12. Wisdom
      13. Conclusion
    6. 09: Experience, learning and change (The being dimension)
      1. Introduction
      2. Learning and change
      3. Theories of learning: theories of change!
      4. The development of reflective practice
      5. Using problems and challenges
      6. Reflection-in-action and reflection-on-action
      7. Single and double loop learning
      8. Encouraging conditions for reflection
      9. The danger of formal education and training
      10. Critical reflection
      11. Action learning
      12. The action learning set
      13. Timing and duration of learning sets
      14. Problems and action learning
      15. Strategies for learning and change
      16. Being and presence
      17. Conclusion
  7. PART THREE Experiential learning and the future
    1. 10: Imagining and experiencing the future
      1. Introduction
      2. Reflecting on the future
      3. Imagination
      4. Imagination versus action
      5. Mental fitness for the future
      6. Imagining the future
      7. The value of problems
      8. Imaginative strategies
      9. Imagination and the child
      10. Conclusion
  8. References
  9. Index