active and experiential learning in higher education: evaluations from sport, outdoor and spa -...

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Welcome to the University of Derby Buxton

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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

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Drivers for Experiential Learning

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Employability Credibility

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.

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Active and Experiential Learning Definitions

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‘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

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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

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The UK Home of Real World Learning

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Active Learning

Visiting Professors

Module Handbooks

Guest Speakers

Professional Development

Planning

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Learning Laboratories

Commercial Environments

Module Handbooks

Employability Portal

Integrated Projects

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Work-based Learning

Placements

Integrated Projects

Commercial Environments

Learning Laboratories

Experiences and reflections from staff and students…..

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c.uk

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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.

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Rooms for the active sessions:

Spa – DO/116a

Sport – DO/111a

Outdoor –DO/G17

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Collaborative discussions:

In your groups, please discuss the following points in relation to experiential learning:

DriversBarriers Opportunities for inclusion in your curriculum

Record your main points on flipchart for feedback and discussion

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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

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