[share_ebook] Experiential Learning: A Best Practice Handbook for Educators and Trainers

图书介绍

• Author: Colin Beard and John P Wilson
• Publisher: Kogan-page
• Publish Date: 2006
• Pages: 320

The handbook explores both the theory and practice of experiential
learning. It offers an exciting range of illustrative case material from
around the world in an attempt to ‘ground’ this contribution to
contemporary theory. It provides numerous signposts leading to other
sources to draw upon, and we, like other professionals, have ventured
into, borrowed and learnt from many other disciplines in order to
facilitate learning and change. We include ideas and integrating concepts
from fields such as psychotherapy, psychology, education and
training, people development, adventure and leisure. The book suggests
numerous ways to stimulate people’s senses, and so stimulate
deeper thinking and learning. We offer methods that help people to
see and understand things as if for the first time, even though they may
have undergone the experience before. We also offer experiential techniques
that revisit past experiences and allow learners to view them in
a new light: these methods we call retrospective learning. Moving from
the past to the present, we consider methods to improve immediate
learning, which we call concurrent learning. Finally, we investigate the
possibilities of learning through imagination and projecting ideas into
the future; we call this prospective learning.

The book offers techniques that help learners make sense of their
experience, as well as methods to develop and practise new behaviours.
The techniques include mood setting, drama, creative writing,
art, meditation, environmental modification and routine rituals.
We also help you as developers, educators and trainers to focus on the
design of new ideas and we explore ways to improve professional
practice and ethical responsibility through self-monitoring and feedback
techniques. Many of the theories and practical methods presented
in this book apply equally to providers and learners; indeed as practitioners,
we too are learners, and good practice emanates from our
ability to learn from our own experience.
In order to slowly construct the model