BEARD, Colin (2008). Experiential learning: The development of a pedagogic framework for effective practice. Doctoral, Sheffield Hallam University. [Thesis]
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13095:42740
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Beard Experiental learning.pdf - Accepted Version
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Beard Experiental learning.pdf - Accepted Version
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10694213.pdf - Accepted Version
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10694213.pdf - Accepted Version
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Abstract
Despite a long lineage, the considerable body of literature on experiential learning is
extensively a post 80’s phenomenon (Mulligan and Griffin, 1992). fey critiquing this body of
literature it is possible to simultaneously destabilise the orthodox, 'hegemonic constructivist
paradigm that posits a centrality of the learner, and identify several neglected areas which
can be traced back to a philosophical heredity. In addressing these neglected areas this
paper outlines the development of a richer conception of experiential learning that extends
‘beyond the usual definitions and arguments’ (Rickards, 2007: 430), bringing theory and
practice together in a way that has been hitherto unseen in the existing body of literature
(Nichol, 2002; Norris, 2006; Rickards, 2007).
The research fieldwork, conducted to date over a period of over fifteen years, adopts a
mode two research approach (Tranfield and Starkey, 1998), appropriate to the broad, multidisciplinary
nature of experiential learning (Dillon, 2007). Through a complex synthesis of
research material, published to date in a range of scholarly and practitioner journals, a
significant milieu of emerging ,‘themes’ are identified and classified using a relational,
multiple layered integration of theory and practice that culminates in a framework presented
as an abstract, visual metaphor. This research acknowledges the intentionality of design,
and considers the learner as a fully embodied self, sensuously and intersubjectively
interacting with their outer world (Abram, 1997). The final framework is develops an
interconnectedness of the outer and inner world experiences of the learner that suggestively
links a number of concepts. The framework is recognised across a range of disciplines as
grounded in solid and varied theory designed to be pedagogically useful to both novice and
experienced practitioners.
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