This handbook pulls together for the first time both the theory and the practice of experiential learning and all types of learning that employ activity-based experience. Based on sound theoretical underpinning, and making full use of examples and guidance for successful implementation, Experiential Learning enables readers to unleash some of the more potent ingredients of learning through experience.

Colin Beard is a senior lecturer at Sheffield Hallam University. He is National Teaching Fellow and a Fellow of the Royal Society of Arts

1. Unlocking powerful learning -- a new model Introduction The tumblers An overview of the chapters Conclusion 2. Exploring experiential learning Introduction Defining experiential learning A meaningful experience Learning is personal Painful learning Detrimental experiential learning Learning from mistakes Formal versus experiential learning The lineage of experience learning Experience as learning styles A chronology of experiential learning Challenging the concept of experiential learning Conclusion 3. Facilitation, good practice and ethics Introduction The booming business The deliverers Experiential provider roles Intruding complicators or enabling animateurs Wisdom and experience Dysfunctional and indigenous learning Setting the climate and conditions Ground rules and values Reviewing self-practice Ethical behaviour A question of balance Ethical models Codes of practice Professional bodies and the professional codes of practice Good practice: the environment Conclusion 4. Learning environments: spaces and places Introduction Indoor learning: the new classroom Outdoor learning Disappearing boundaries: indoor--outdoor, natural--artificial Reaching out: Learning in city space Artificially created learning spaces Pedagogy and personal development Empathetic strategies and the outdoor therapeutic ‘effect’ Outdoor environments: therapeutic experiential learning Sustainable learning environments Conclusion 5. Experiential learning activities Introduction The changing milieu Planned or unplanned activity? Dramaturgy Innovation, activities, resources and objects -- a simple experiential typology Adventurous journeys Sequencing learning activities Mind and body Rules and obstacles Constructing and deconstructing Telling the story -- using physical objects Conclusion 6. Learning activities: exploring reality Introduction What is a real experience? Fantasy Play and reality Suspending reality: drama and role-playing Metaphors and storytelling Management development and cartoons Using photographic images and computer software Reflections on reality -- reading and writing Rafts and planks… or real projects? Conclusion 7. Working with the senses Introduction Re-awakening the senses Appealing to the senses: higher education Sensory stimulation in learning and therapy Inner sensory work: presencing and anchoring Conclusion 8. Experience and emotions Introduction Emotion and experiential learning The power of the emotional state Emotional waves Experiencing emotional calm -- sorting time Flow learning Experience, learning and ‘identity’ Conclusion 9. Working with emotions Introduction The emotional climate -- mood setting and relaxed alertness Overcoming emotion -- fear Mapping and accessing emotions Using trilogies in emotional work Using humour and other positive emotions Accessing emotions through popular metaphors Metaphoric intervention Conclusion 1. Experience and intelligence Introduction Working with intelligence Other forms of intelligence Emotional quotient -- EQ Spiritual quotient -- SQ Naturalistic intelligence -- NQ The creative quotient -- CQ Conclusion 11. Learning and change Introduction Learning and change Theories of learning: theories of change! The development of reflective practice Using problems and challenges Reflection-in-action and reflection-on-action Single and double loop learning Encouraging conditions for reflection The danger of formal education and training Critical reflection Action learning The action learning set Timing and duration of learning sets Problems and action learning Strategies for learning and change Conclusion 12. Imagining and experiencing the future Introduction Imagination Imagination versus action Mental fitness for the future Imagining the future The value of problems Imaginative strategies Imagination and the child Conclusion