Empowering Learning: The Importance of Being Experiential

Name: Empowering Learning: The Importance of Being Experiential | The Importance of Being Experiential
Brand: John Catt Educational Ltd
Price: 17.99 EUR
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The Importance of Being Experiential

Dr Malcolm Pritchard(Autor*in)

John Catt Educational Ltd (Verlag)

Erschienen am 14. August 2020

278 Seiten

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978-1-911382-26-3 (ISBN)

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Inhalt

Intro
Copyright
Preface
Introduction
Chapter 1: An Overview of Experiential Learning
The book and its limitations
Some working definitions
Book Structure
Part I: Experience as Learning
Chapter 2: A Brief Overview of Learning Theory
Piagetian Constructivism
Vygotskian Social Constructivism
Zone of Proximal Development
Of Knowing and Knowledge
Peer to Peer Learning
The Learning Paradox
Criticisms of Constructivism in Theory
Criticisms of Constructivism in Practice
Summary of Key Concepts of Learning
Chapter 3: Theoretical Foundations of Experiential Learning
Experiential Learning: Why Do We Need a Theory?
An Educational Definition of Experience
An Historical Overview of Experience in Learning
Deweyan Experiential Learning
Dewey and Vygotsky: Common Ground
Experiential Learning and Constructivism
Experiential Learning and Problem Solving
Post-Dewey: Kolb's Experiential Learning Theory Model
The Problem with School-based Learning
Criticisms of Experiential Learning: Theory into Practice
Chapter 4: Learning in Context: Setting
What is Meant by 'Setting'?
Experiential Learning and Setting
Chapter Summary
Chapter 5: Enduring Learning: Memory, Reflection, and Experience
Episodic Memory
Episodic Memory and Experiential Learning
Reflection as the Mechanism for Enduring Experiential Learning
Chapter 6: Defining Experiential Learning
Summary of Part I: An Experiential Model of Learning
PART II: Designing Learning by Experience
Chapter 7: Introduction to Learning by Experience, Learning by Design
The Learner Experience
Creating The Learner Experience
Parameters of Experiential Program Design
Definitions of Program Descriptors
Setting
Social
Curriculum
Risk
Reflection
Chapter Summary
Key Questions
Chapter 8: The Experientiality of Setting: Learning in the Real World
Authentic Settings
A Distant Place: Isolation and the 'Journey'
Arrival: Alien, Threatening Landscapes
Connecting Setting with Learning: Everything is Curriculum
Sanctuary, Routines, and Symbolism
Shaping the Living Environment
The Experiential Dimensions of Program Setting
Chapter Summary
Key Questions
Chapter 9: Learning Agency and Experience in the Social Laboratory
Residential Living: The 'House'
Access and Interaction
Program Structure: Linear Narratives, Fast Time and SlowTime
Program Structure: Bookending
Lost in Space: Communication and Isolation
Social Hierarchy and Social Masks
Program Outcomes: Returning Home
Chapter Summary: The Experiential Social Laboratory
Key Questions
Chapter 10: Learning is Risky Business
Novelty and Uncertainty
Learner Centricity, Mistakes and Control
Intervention: Safety or Larceny?
Error and Consequences
Perception of Risk
School Culture, Protective Parents, and Risk Appetite
Chapter Summary: Responsibility, Risk, and Reward
Key Questions
Chapter 11: Enduring Learning - Reflection in Practice
Let the Experience Speak: Emergent-Implicit Reflection
Shaping What the Experience Says
Guided Reflection: The Risks and Pitfalls
Modes of Reflection: The Experiential Narrative
Time to Reflect
Written Reflection
Spoken Reflection
Reflection: Self-Evaluation, Self-Actualisation
Institutional Learning and Reflection
Analysis of Modes of Reflection
Chapter Summary: Reflection on Reflection
Key Questions
Part III: Experiential Learning and its Educational Implications
Chapter 12: Education and Experience
Settings, Social Groupings, and Skills
Optimising Risk in Learning: Pain and Gain
Comparison of Semantic and Experiential Learning Principles and Practice
Chapter 13: Learning Rites
Experience as a Rite of Passage
Postface
References
About the author

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