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01 A brief introduction to experiential learning |
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1 | (20) |
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Experience: a bridging concept |
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5 | (3) |
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More than social and cultural |
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8 | (3) |
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Experience and the problem of language |
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11 | (2) |
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13 | (1) |
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An overview of the chapters |
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14 | (7) |
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PART ONE Experiential learning: foundations and fundamentals |
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21 | (62) |
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02 Practical answers to some theoretical questions |
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23 | (30) |
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23 | (30) |
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Question 1 Experiential education and experiential learning -- are they virtually the same? |
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24 | (3) |
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Question 2 Is experiential learning (EL) simply the sum of experience (E) plus learning (L)? |
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27 | (5) |
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Question 3 What are the more popular models currently being used to explain experiential learning? |
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32 | (9) |
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Question 4 What are the main criticisms of experiential learning? |
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41 | (4) |
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Question 5 Has the notion of the experience society contributed to our understanding of experiential learning in any way? |
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45 | (5) |
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50 | (3) |
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03 Designing, delivering and evaluating experiential learning |
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53 | (30) |
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Delivering a learning experience |
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54 | (8) |
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Learning experience design |
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62 | (11) |
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Using the Learning Combination Lock |
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73 | (5) |
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The review and evaluation of experiences |
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78 | (2) |
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A brief reminder of the chapters that follow |
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80 | (3) |
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PART TWO The Learning Combination Lock model |
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83 | (222) |
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04 The outer-world learning environment: other humans, other living creatures, and spaces and places (the belonging dimension) |
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85 | (36) |
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85 | (6) |
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Indoor learning: the new classroom |
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91 | (5) |
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96 | (2) |
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Disappearing boundaries: indoor-outdoor, natural-artificial |
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98 | (3) |
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Reaching out: learning in city space |
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101 | (3) |
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Artificially created learning spaces |
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104 | (2) |
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Pedagogy and personal development |
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106 | (4) |
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The advantages of simulated recreation environments |
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110 | (2) |
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Empathetic strategies and the outdoor therapeutic `effect' |
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112 | (2) |
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Outdoor environments: therapeutic experiential learning |
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114 | (3) |
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Sustainable learning environments |
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117 | (3) |
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120 | (1) |
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05 Experiential learning activities, behaviours and actions (the doing dimension) |
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121 | (52) |
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121 | (2) |
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Planned or unplanned experiences? |
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123 | (2) |
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125 | (1) |
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125 | (1) |
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Outdoor adventure learning |
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126 | (1) |
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127 | (3) |
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Designing experiences: a simple experiential typology |
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130 | (2) |
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132 | (2) |
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134 | (2) |
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Sequencing learning activities |
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136 | (2) |
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138 | (2) |
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140 | (1) |
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Constructing and deconstructing |
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141 | (1) |
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Handling physical objects |
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142 | (1) |
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Learning activities: exploring reality |
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143 | (1) |
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What is a real experience? |
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143 | (7) |
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150 | (3) |
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153 | (3) |
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Suspending reality: drama and role playing |
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156 | (5) |
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Rafts and planks or real projects? |
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161 | (1) |
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Metaphors and storytelling |
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162 | (3) |
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Management development and cartoons |
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165 | (2) |
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Using photographic images and computer software |
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167 | (1) |
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Reflections on reality: reading and writing |
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168 | (1) |
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169 | (2) |
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171 | (2) |
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06 Sensory experience and sensory intelligence (SI) (the sensing dimension) |
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173 | (26) |
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173 | (1) |
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Amplification and habituation |
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174 | (3) |
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So what is sensory intelligence? |
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177 | (2) |
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Language and the human sensorial experience |
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179 | (4) |
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Interpreting and misinterpreting words |
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183 | (1) |
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Going `away': outdoor sensory-awakening experiences |
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184 | (3) |
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The senses in higher-education teaching |
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187 | (4) |
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Digital games and the design of multisensory experiences |
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191 | (1) |
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Sensory stimulation in learning and therapy |
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191 | (2) |
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Sensory stimulation, emotions and mood |
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193 | (1) |
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193 | (3) |
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Inner sensory work: presence and anchoring |
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196 | (1) |
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197 | (2) |
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07 Experience and emotions (the feeling dimension) |
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199 | (39) |
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199 | (2) |
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201 | (1) |
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Communicating with feeling |
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202 | (4) |
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Emotion and experiential learning |
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206 | (3) |
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The power of the emotional state |
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209 | (2) |
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211 | (1) |
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Experiencing emotional calm |
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211 | (3) |
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214 | (2) |
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Experience, learning and `identity' |
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216 | (3) |
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Practical ways to access feelings |
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219 | (1) |
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The emotional climate: mood setting and relaxed alertness |
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219 | (2) |
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221 | (3) |
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Mapping and accessing emotions |
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224 | (3) |
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Using trilogies in emotional work |
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227 | (2) |
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Using humour and other positive emotions |
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229 | (2) |
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Accessing emotions through popular metaphors |
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231 | (5) |
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236 | (2) |
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08 Experience, knowing and intelligence (the knowing dimension) |
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238 | (35) |
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238 | (1) |
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Human learning: is it really all in the mind? |
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239 | (3) |
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Thinking with the body and thinking with feeling |
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242 | (1) |
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The organizing mind: patterns and creative thinking |
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243 | (3) |
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246 | (3) |
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The many forms of intelligence |
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249 | (4) |
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Neglected forms of intelligence |
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253 | (1) |
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Sensory intelligence -- SI |
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253 | (1) |
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Emotional intelligence -- EQ |
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254 | (3) |
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Spiritual intelligence -- SQ |
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257 | (4) |
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Naturalistic intelligence -- NQ |
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261 | (3) |
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Creative intelligence -- CQ |
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264 | (6) |
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270 | (1) |
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271 | (2) |
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09 Deeper learning (the being dimension) |
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273 | (32) |
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273 | (2) |
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The experience of being human |
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275 | (1) |
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276 | (1) |
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277 | (11) |
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Single- and double-loop learning |
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288 | (1) |
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Using problems and challenges |
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289 | (2) |
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Problems and painful learning |
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291 | (1) |
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292 | (6) |
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Experience and the inner game |
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298 | (4) |
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Being, becoming, transforming: the experience economy |
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302 | (2) |
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304 | (1) |
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PART THREE Experiential learning and the future |
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305 | (22) |
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10 Imagining, experiencing and learning from the future |
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307 | (20) |
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307 | (1) |
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We are imagining all the time |
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308 | (1) |
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309 | (3) |
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Imagination versus action |
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312 | (1) |
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Mental fitness for the future |
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313 | (1) |
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314 | (1) |
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Imagination and the child |
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315 | (2) |
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A chronology of experiential learning |
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317 | (6) |
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Prospective learning: reflecting on the future |
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323 | (3) |
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Functional equivalence and virtual reality |
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326 | (1) |
Conclusion |
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327 | (2) |
References |
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329 | (22) |
Index |
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351 | |