Active and experiential learning in higher education: evaluations from sport, outdoor and spa - Louise Buxton and Sandra Cooper
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Active and experiential learning in higher education: evaluations from sport, outdoor and spa - Louise Buxton and Sandra Cooper

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Presentation at HEA-funded workshop 'Active and experiential learning in higher education: evaluations from sport, outdoor and spa'. ...

Presentation at HEA-funded workshop 'Active and experiential learning in higher education: evaluations from sport, outdoor and spa'.

This workshop provided insight into the application of active and experiential learning in Sport, Outdoor and Spa education. Delegates heard reflections from academics and students engaged in experiential learning and experience first-hand an active or experiential learning session in their chosen discipline.

This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1lvFf6g

For further details of the HEA's work on active and experiential learning: http://bit.ly/17NwgKX

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Active and experiential learning in higher education: evaluations from sport, outdoor and spa - Louise Buxton and Sandra Cooper Active and experiential learning in higher education: evaluations from sport, outdoor and spa - Louise Buxton and Sandra Cooper Presentation Transcript

  • www.derby.ac.uk/udb Welcome to the University of Derby Buxton www.derby.ac.uk/udb Active and Experiential Learning in Higher Education: Evaluations from Sport, Outdoor and Spa
  • Programme for the day: (In room DO/G17, unless stated otherwise)  10.00am - 10.20am - Welcome and introduction  10.20am - 10.50am - Discussion and examples of experiential learning from the University’s experiential learning leads and students  10.50am - 11.00am - Questions  11.00am - 11.15am - Refreshment break  11.15am - 1.00pm Activity : Spa – DO/116a Sport – DO/111a Outdoor –DO/G17  1.00pm - 2.00pm – Lunch  2.00pm - 3.00pm – Collaborative session  3.00pm - 3.30pm – Plenary and refreshments www.derby.ac.uk/udb
  • Drivers for Experiential Learning www.derby.ac.uk/udb EmployabilityCredibility Sustainability
  • Active and Experiential Learning  The recent White Paper which put ‘students at the heart of system’ purported, good students should not be simply consumers of other people’s knowledge (BIS 2011), harmonising with the current direction of higher education, the emphasis in experiential learning theory is on learners as active participants in learning. www.derby.ac.uk/udb
  • Active and Experiential Learning Definitions www.derby.ac.uk/udb ‘Exploiting and enhancing the energy in people and drawing them into a positive spiral which engenders deep level learning’. (Laevers 2005:9) ‘A sense making process involving significant experiences that, to varying degrees, act as the source of learning.’ (Beard 2010:17) ‘The process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience’. (Kolb, 1984: 41)
  • Challenges www.derby.ac.uk/udb Dichotomy of delivering process driven learning in an outcome driven curriculum Ensuring quality of ‘Real World Learning’ environments Scalability
  • University of Derby, Buxton’s Approach www.derby.ac.uk/udb The UK Home of Real World Learning
  • www.derby.ac.uk/udb Active Learning Visiting Professors Module Handbooks Guest Speakers Professional Development Planning
  • www.derby.ac.uk/udb Learning Laboratories Commercial Environments Module Handbooks Employability Portal Integrated Projects
  • www.derby.ac.uk/udb Work-based Learning Placements Integrated Projects Commercial Environments Learning Laboratories
  • Experiences and reflections from staff and students….. www.derby.ac.uk/udb
  • www.derby.ac.uk www.derby.ac.uk
  • www.derby.ac.uk
  • www.derby.ac.uk
  • International Spa Management  Elemis Angels This experience was a great opportunity to get involved in, the spa was changing their main product line from Espa to Elemis and it was our job to fill in the therapist positions, while the permanent staff were in training. This opportunity was very worthwhile; it was a great experience and addition to our CV. We have been able to work alongside the manager and Elemis staff and gained very good references as a result. www.derby.ac.uk/udb
  • Rooms for the active sessions:  Spa – DO/116a  Sport – DO/111a  Outdoor –DO/G17 www.derby.ac.uk/udb
  • Collaborative discussions: In your groups, please discuss the following points in relation to experiential learning: Drivers Barriers Opportunities for inclusion in your curriculum Record your main points on flipchart for feedback and discussion www.derby.ac.uk/udb
  • References:  BIS (2011) Higher Education: Students at the Heart of the System Department for Business Innovation & Skills  Beard, C. (2010) The Experiential Learning Toolkit: Blending Practice with Concepts Kogan Page, London  Kolb, D. A. (1984) Experiential learning: Experience as the source of learning development. Englewood Cliffs: Prentice-Hall.  Laevers, F. (1994) Defining and assessing quality in early childhood education. Studia Paedagogica. Leuven, Leuven University Press www.derby.ac.uk/udb