Full Description
This insightful text is aimed specifically at educationalists and HE lecturers who wish to adopt a more balanced, holistic and inclusive approach to designing learning experiences. As lecturers are urged to adopt research-based teaching, it recognises the complexity of student learning and explains how knowledge can be constructed in various ways, not just socially and culturally but also, for example, psychologically, emotionally, sensorially, biologically, and cognitively. The content covers design structures and formats that harness student capacities for learning, practical examples illustrating the core design principles for learning, and integrative designs for learning, well-being and transformation. It provides a reflective space for readers to develop their teaching practice and expand their skills to embrace inclusive learning design to positively impact student engagement, understanding, and memory retention.
The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic - connecting research, teaching, scholarship, community engagement and leadership - while developing confidence and authority.
Contents
Meet the Author and Series Editors
List of figures
Acknowledgements
Chapter 1: An Introduction to Experiential Learning Design.
Chapter 2. A short history of experiential learning.
Chapter 3: Designs that utilise the core student capacities for learning.
Chapter 4: Experiential Learning Design and Creative Practice.
Chapter 5: Complex Designs for Experiential Learning.
Chapter 6: Learning Experience Designs to Enhance Well-being.
Chapter 7: Final Thoughts.
References
