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E-raamat: Experiential Learning Toolkit: Blending Practice with Concepts

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  • Formaat: 288 pages
  • Ilmumisaeg: 03-Jul-2010
  • Kirjastus: Kogan Page Ltd
  • Keel: eng
  • ISBN-13: 9780749459345
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Experiential Learning Toolkit: Blending Practice with ConceptsSuurem pilt
  • Formaat: 288 pages
  • Ilmumisaeg: 03-Jul-2010
  • Kirjastus: Kogan Page Ltd
  • Keel: eng
  • ISBN-13: 9780749459345
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Building on the theoretical framework he presented with coauthor John P. Wilson in Experiential Learning: A Best Practice Handbook for Educators and Trainers, Beard (Sheffield Business School, Sheffield Hallam U., UK) here presents 30 learning "experiences" (i.e. activities) that educational and training practitioners can put to use to promote learning on a wide range of topics, including service learning, corporate social responsibility, customer service skills, company product knowledge retention, strategic thinking and negotiating, financial skills, time management, and the development of innovation and creativity. Annotation ©2010 Book News, Inc., Portland, OR (booknews.com)

The Experiential Learning Toolkit presents a diverse range of practical exercises based on the theory of experiential learning, i.e. learning through direct experience.  Each activity includes a description of the underlying principles, practical information on delivering the exercise, as well as tips and further reading.  Additional online resources demonstrate some of the exercises in actions.  The exercises cover a range of training needs including: effective customer service, telephone skills, applying strategic thinking, and developing creativity.


The Experiential Learning Toolkit presents a diverse range of practical exercises based on the theory of experiential learning, i.e. learning through direct experience.  Each activity includes a description of the underlying principles, practical information on delivering the exercise, as well as tips and further reading.  Additional online resources demonstrate some of the exercises in actions.  The exercises cover a range of training needs including: effective customer service, telephone skills, applying strategic thinking, and developing creativity.

Arvustused

"Beard...presents 30 learning "experiences" (i.e. activities) that educational and training practitioners can put to use to promote learning on a wide range of topics, including service learning, corporate social responsibility, customer service skills, company product knowledge retention, strategic thinking and negotiating, financial skills, time management, and the development of innovation and creativity." * Book News Inc. *

Muu info

The Experiential Learning Toolkit provides practical examples showing experiential learning in action across a range of cultures and contexts from education, to corporate training, to individual and organizational development.
Figures and tables
ix
Preface xi
Acknowledgements xiv
Introduction 1(36)
Not just another 50 activities
1(15)
Definitions of experiential learning
16(6)
The layout of this book
22(8)
Guidance for educators and trainers
30(2)
References and further reading
32(5)
Part 1 The First Dimension: Belonging
Introduction
37(1)
Focus
37(4)
Scope of Part 1
41(2)
A range of other concepts to work on in the belonging dimension
43(2)
1.1 Just four steps: customer service and customer complaints
45(8)
What it achieves
45(1)
Underlying principles
45(1)
How to run it
46(5)
Resources required
51(1)
Tips
51(1)
Further reading
52(1)
1.2 Coffee and papers: positive mood and reading retreats for learning
53(6)
What it achieves
53(1)
Underlying principles
53(2)
How to run it
55(1)
Resources required
56(1)
Tips
56(2)
References and further reading
58(1)
1.3 Edventure: learning encounters with people and place
59(8)
What it achieves
59(1)
Underlying principles
59(1)
How to run it
60(5)
Resources required
65(1)
Tip
65(1)
References and further reading
65(2)
1.4 Different ways to know: spatial mapping of knowledge
67(6)
What it achieves
67(1)
Underlying principles
67(1)
How to run it
68(2)
Resources required
70(1)
Tips
70(2)
References and further reading
72(1)
1.5 Listening to silence: experiencing silence through sensory focus
73(10)
What it achieves
73(1)
Underlying principles
73(3)
How to run it
76(2)
Resources required
78(1)
Tip
79(1)
References and further reading
79(4)
Part 2 The Second Dimension: Doing
Introduction
83(1)
Focus
83(2)
Scope of Part 2
85(1)
A range of other concepts to work on in the doing dimension
86(2)
Reference
88(1)
2.1 Bike it!: teams, leadership and communication
89(12)
What it achieves
89(1)
Underlying principles
89(2)
How to run it
91(6)
Resources required
97(1)
Tips
97(2)
Further reading
99(2)
2.2 Altering reality: negotiating skills development
101(6)
What it achieves
101(1)
Underlying principles
101(1)
How to run it
102(2)
Resources required
104(1)
Tips
104(1)
Further reading
105(2)
2.3 Read all about them: an experience to develop writing skills
107(10)
What it achieves
107(1)
Underlying principles
107(1)
How to run it
108(8)
Resources required
116(1)
Tip
116(1)
References and further reading
116(1)
2.4 Antiques Roadshow: developing product expertise in employees
117(4)
What it achieves
117(1)
Underlying principles
117(1)
How to run it
118(1)
Resources required
119(1)
Tips
119(1)
Reference
120(1)
2.5 Hearing voices: voice work for reception and call-centre training
121(8)
What it achieves
121(1)
Underlying principles
121(1)
How to run it
122(3)
Resources required
125(1)
Tips
125(1)
Further reading
125(4)
Part 3 The Third Dimension: Sensing
Introduction
129(4)
Focus
129(1)
Scope of Part 3
130(1)
A range of other concepts to work on in the sensing dimension
131(2)
3.1 Brand sense: the role of senses in brand development
133(6)
What it achieves
133(1)
Underlying principles
133(1)
How to run it
134(4)
Resources required
138(1)
Tip
138(1)
References and further reading
138(1)
3.2 Blindfold: communication and the senses
139(6)
What it achieves
139(1)
Underlying principles
139(1)
How to run it
140(1)
Resources required
141(1)
Tips
142(1)
Further reading
143(2)
3.3 Shape and colour: using the senses to generate conversations about learning and personality
145(4)
What it achieves
145(1)
Underlying principles
145(1)
How to run it
146(2)
Resources required
148(1)
Tip
148(1)
References and further reading
148(1)
3.4 The rucksack and the fleece: effective presentations
149(6)
What it achieves
149(1)
Underlying principles
149(1)
How to run it
150(3)
Resources required
153(1)
Tips
153(1)
References and further reading
153(2)
3.5 Nuts and bolts: systematic thinking-classifying and organizing
155(6)
What it achieves
155(1)
Underlying principles
155(1)
How to run it
155(2)
Resources required
157(1)
Tips
157(1)
Further reading
158(3)
Part 4 The Fourth Dimension: Feeling
Introduction
161(1)
Focus
161(1)
Scope of Part 4
162(1)
A range of other concepts to work on in the feeling dimension
163(2)
4.1 Ace of spades: space for reflection
165(4)
What it achieves
165(1)
Underlying principles
165(1)
How to run it
165(1)
Resources required
166(1)
Tip
167(2)
4.2 Accessing emotions: popular metaphors
169(6)
What it achieves
169(1)
Underlying principles
169(1)
How to run it
169(5)
Resources required
174(1)
Tips
174(1)
References and further reading
174(1)
4.3 Reframing, rewriting, rethinking: the emotions of fear and risk
175(4)
What it achieves
175(1)
Underlying principles
175(1)
How to run it
175(3)
Resources required
178(1)
Reference
178(1)
4.4 Unfinished statements: sentences that access the feeling dimension
179(4)
What it achieves
179(1)
Underlying principles
179(1)
How to run it
179(2)
Resources required
181(1)
Tips
181(1)
Further reading
182(1)
4.5 String lines: exploring journeys in life
183(6)
What it achieves
183(1)
Underlying principles
183(1)
How to run it
183(2)
Resources required
185(1)
Reference
185(4)
Part 5 The Fifth Dimension: Knowing
Introduction
189(1)
Focus
189(3)
Scope of Part 5
192(1)
A range of other concepts to work on in the knowing dimension
193(1)
References
194(1)
5.1 The marketplace: developing creativity and innovation
195(6)
What it achieves
195(1)
Underlying principles
195(1)
How to run it
196(2)
Resources required
198(1)
Tips
199(1)
References and further reading
199(2)
5.2 How to get to...: developing higher thinking
201(8)
What it achieves
201(1)
Underlying principles
201(1)
How to run it
202(6)
Resources required
208(1)
Tip
208(1)
References and further reading
208(1)
5.3 The Singapore obelisk: multiple intelligence (logical/mathematical)
209(6)
What it achieves
209(1)
Underlying principles
209(1)
How to run it
210(3)
Resources required
213(1)
Tips
213(2)
5.4 Skills for researching and consulting: practitioner-researcher training
215(10)
What it achieves
215(1)
Underlying principles
215(1)
How to run it
216(6)
Resources required
222(1)
Tips
222(1)
References
223(2)
5.5 Walk the talk: learning to understand complexity
225(10)
What it achieves
225(1)
Underlying principles
226(1)
How to run it
226(2)
Resources required
228(2)
Tips
230(5)
Part 6 The Sixth Dimension: Being
Introduction
235(1)
Focus
235(2)
Scope of Part 6
237(1)
A range of other concepts to work on in the being dimension
238(1)
References
239(2)
6.1 Cards on the table: learning to change by playing cards
241(6)
What it achieves
241(1)
Underlying principles
241(1)
How to run it
242(2)
Resources required
244(1)
Tips
245(2)
6.2 Comic strips and newspapers: reflection and change using storylines
247(4)
What it achieves
247(1)
Underlying principles
247(1)
How to run it
248(1)
Resources required
249(1)
Tips
250(1)
References and further reading
250(1)
6.2 Behavioural awareness: changing individual and group behavioural interactions
251(8)
What it achieves
251(1)
Underlying principles
251(1)
How to run it
252(4)
Resources required
256(1)
Tips
257(1)
References and further reading
257(2)
6.4 Service learning: social and environmental responsibility
259(4)
What it achieves
259(1)
Underlying principles
260(1)
How to run it
260(2)
Resources required
262(1)
Tips
262(1)
References
262(1)
6.5 Unmasking: the hidden and unknown self
263(4)
What it achieves
263(1)
Underlying principles
263(1)
How to run it
263(2)
Resources required
265(1)
Tips
265(1)
References and further reading
266(1)
Index 267
Colin Beard is a consultant and senior lecturer at Sheffield Hallam University. He works with clients internationally in corporate organizations, higher and further education and adult education.
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