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E-raamat: Experiential Learning: A Practical Guide for Training, Coaching and Education

  • Formaat: 376 pages
  • Ilmumisaeg: 03-Aug-2018
  • Kirjastus: Kogan Page Ltd
  • Keel: eng
  • ISBN-13: 9780749483043
  • Formaat - PDF+DRM
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  • Formaat: 376 pages
  • Ilmumisaeg: 03-Aug-2018
  • Kirjastus: Kogan Page Ltd
  • Keel: eng
  • ISBN-13: 9780749483043

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Equip yourself with the theory and practical tools to deliver experience-based learning that develops skills, improves performance and drives behavioural change.

In a fast-paced and innovative world, traditional training methods can no longer be relied on to improve performance, engagement or promote behavioural change. Experience-based learning is more affordable, appealing and effective than ever before. Experiential Learning combines in-depth theory with international case studies from companies including Interface, Shell and the UK National Health Service (NHS) and numerous practical tools to consider when developing and delivering learning experiences in either for-profit or not-for-profit organizations. It presents a simple model, the Learning Combination Lock, which enables trainers, coaches, facilitators and educators to select the best strategies for their circumstances to maximize comprehension, knowledge retention and application. Essential reading for anyone designing and delivering learning experiences, it covers experiential learning activities, experience and intelligence, coaching and facilitation, best practice and ethics, learning environments (both indoor and outdoor) and working with the senses and emotions to help promote behavioural change.

In addition to featuring new international case studies, this fully revised 4th edition of Experiential Learning considers how to develop positive habits for learning, covers the mechanisms that help people to learn and the reviewing and reflection process. It also explores the topics of gamification, 3D learning and virtual reality. Online supporting resources include audio files that introduce sensory intelligence.

Arvustused

"This book is valuable for all the boundary crossing it does. Other books on the subject do not go far beyond the walls of higher education, but this book draws on a huge range of sources... A stimulating collection of ideas and examples that encourages experimentation." * Dr Roger Greenaway, Reviewing Skills Training (about a previous edition) * "Full of creative ideas that can be used by trainers and facilitators to develop their range of skills." * People Management (about a previous edition) *

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

John P. Wilson holds positions at Sheffield and Oxford Universities. His experience in education and consultancy spans a variety of countries and sectors, including aerospace engineering, banking, law and pharmaceuticals. He has written and edited a number of books and articles, and has blogged for the CIPD.