Postgraduate Course: Professional Practice and Experiential Learning (EDUA11242)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Standard |
Availability | Available to all students |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Credits | 10 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | The notion of students learning from their own experiences is foundational to philosophies of experiential learning. Among other things learning from experience offers considerable potential to contextualise knowledge from other subjects, make interdisciplinary connections and to explore issues that are of interest and engaging to learners. Implicit is the acceptance that the educator understands the characteristics of learners and the implications for learning and teaching, and also acknowledges that what is taught is not necessarily what is learned. Understanding educational theories and assumptions inherent in the spectrum of experiential approaches will allow students to both understand the theories most commonly espoused and applied, and also to critique them in relation to other approaches. Teaching in any context requires an understanding and commitment to professional practice and having an understanding of teaching as a moral practice. Working in an experiential manner often creates unique scenarios and dilemmas which require good judgement and high professional standards. Consequently this course will provide those working within this changing professional context with an overview of relevant aims, philosophies and practice. A broad perspective will allow consideration, exploration and discussion of preferences for the wide range of approaches and issues involved in professional practice and experiential learning. Throughout there will be a focus on the importance of moral and ethical issues through reflection on issues arising from students' experiences. |
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Information for Visiting Students
| Pre-requisites | None |
| Displayed in Visiting Students Prospectus? | No |
Course Delivery Information
| Not being delivered |
Summary of Intended Learning Outcomes
On completion of the course students will:
1. understand aspects of the development of the fields of practice and analyse some of the educational and philosophical ideas which have shaped their progress;
2. be aware of and have a fine grained understanding of the wide range of providers (curricular, charitable, commercial) their particular characteristics, and critically analyse recent developments and issues in tapestry of provision across these sectors;
3. understand and evaluate the values and processes involved in using experiential learning principles to prepare, implement and evaluate appropriate, productive learning experiences with due regard to the learners, prevailing context and aims, and in particular the factors that affect and impact on their learning;
4. understand the implications of these assumptions and articulate a balanced analytical view on theories, practices and research in the fields of experiential learning.
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Assessment Information
| Assessment will be in the form of a written assignment of 2000 words. |
Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Indicative Reading
Ajango, D. (2005). Lessons Learned II. Alaska: Safety Ed.
Allison, P. & Wurdinger, S. (2005). Understanding the power, promise and peril of the Experiential Learning Process. Teacher Education and Practice, 18(4), 386-399.
Arthur, J., Deakin-Crick, R., Samuel, E., Wilson, K. & McGettrick, B. (2006). Character education: The formation of virtues and dispositions in 16-19 year olds with particular reference to the religious and spiritual. Pennsylvania: The Templeton Foundation.
Beard, C. & Wilson, J. P. (2002). The power of experiential learning. London: Kogan Page.
Bessant, J. (2009). Aristotle meets youth work: A case for virtue ethics. Journal of Youth Studies, 12(4), 423-438.
Boud, D., Cohen, R. & Walker, D. (eds.) (2002). Using experience for Learning. Buckingham: SRHE and Open University Press.
Brinkmann, S. (2007). Practical reason and positioning. Journal of Moral Education, 36(4), 415-432.
Carr, D. (2000). Professionalism and ethics in teaching. London: Routledge.
Carr, D. (2003). Making sense of education: An introduction to the philosophy and theory of education and teaching. London: Routledge Falmer.
Carr, D. (2003). Moral educational implications of rival conceptions of education and the role of the teacher. Journal of Moral Education, 32(3), 219-232.
Carr, D., Allison, P. & Meldrum, G. (2006). In search of excellence: Towards a more coherent Scottish common school curriculum for the twenty-first century. Scottish Educational Review, 38(1), 13-24.
Davis-Berman, J. & Berman, D. (2008). The promise of wilderness therapy. Boulder: The Association for Experiential Education.
Dewey, J. (1916). Democracy and education. New York: MacMillan.
Dewey, J. (1938). Experience and education. New York: Macmillan Publishing.
Drasdo, H. (1972/1998). Education and the mountain centres. Penrith: Adventure Education.
Egan, K. (2002). Getting it wrong from the beginning. London: Yale University Press.
Gill, T. (2007). No fear: Growing up in a risk averse society. London: Calouste Gulbenkian Foundation. Note: Available free online.
Hahn, K. (n.d.). Kurt Hahn writings. Retrieved December 10, 2009, from http://www.kurthahn.org/writings/writings.html
Hirst, P. H. & Peters, R. S. (1970). The logic of education. London: Routledge.
Illich, I. (1970). Deschooling society. London: Marion Boyars Publishers.
Jones, C. (2008). Teaching virtue through physical education: Some comments and reflections. Sport, Education and Society, 13(3), 337-349.
Levine, E. (2002). One kid at a time. London: Teachers College Press.
Loynes, C. (2002). The generative paradigm. Journal of Adventure Education and Outdoor Learning, 2(2), 113-125.
Lyotard, J.-F. (1979/1984). The postmodern condition: A report on knowledge. Manchester: Manchester University Press.
Macfarlane, B. (2004). Teaching with integrity. London: Routledge.
MacIntyre, A. (1981). After virtue. Kings Lynn: Duckworth.
Moon, J. A. (2004). A handbook of reflective and experiential learning. London: Routledge.
Newton, M., Sandberg, J., & Watson, D. L. (2001). Utilizing adventure education within the model of moral action. QUEST, 53, 483-494.
Nicol, R. (2002) Outdoor education: Research Topic or Universal Value? Part one. Journal of Adventure Education and Outdoor Learning, 2(1), 29-41.
Nicol, R. (2002). Outdoor education: Research topic or universal value? Part two. Journal of Adventure Education and Outdoor Learning, 2(2), 85-100.
Ord, J. (2009). Experiential learning in youth work in the UK: A return to Dewey. International Journal of Lifelong Education, 28(4), 493-511.
Pring, R. (2004). Philosophy of education. London: Continuum.
Rea, T. (2006). It's not as if we've been teaching them...reflective thinking in the outdoor classroom, Journal of Adventure Education and Outdoor Learning, 6(2), 121-134.
Roberts, J. (2008). From experience to neo-experiential education: Variations on a theme. Journal of Experiential Education, 31(1), 19-35.
Rousseau, J-J.(1911/2000). Emile. London: Everyman.
Seaman, J. (2008). Experience, reflect, critique: The end of the 'learning cycles' era. Journal of Experiential Education, 31(1), 3-18.
Smith, T. & Allison, P. (2006). Outdoor experiential leadership: Scenarios describing incidents, dilemmas and opportunities. Tulsa, OK: Learning Unlimited.
Smith, T. E. & Knapp, C. E. (2009). Beyond Dewey and Hahn Volume I & II. Wisconsin: Raccoon Institute Publications.
Thomas, G., Potter, T. & Allison, P. (2009). A tale of three journals: An investigation of the development and futures of AJOE, JAEOL and JEE. Australian Journal of Outdoor Education, 13(1), 16-29.
White, J. (2009). Education and a meaningful life. Oxford Review of Education, 35(4), 423-436.
Whitehead, A. F. (1929). The aims of education. New York: The Free Press.
Wurdinger, S. (2005) Using experiential learning in the classroom. Oxford: Scarecrow Education.
Main journals:
Scottish Educational Review
Journal of Youth Studies
International Journal of Lifelong Learning
Journal of Moral Education
Journal of Adventure Education and Outdoor Learning
Australian Journal of Outdoor Education
Journal of Experiential Education
New Zealand Journal of Outdoor Education
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| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Simon Beames
Tel: (0131 6)51 6093
Email: simon.beames@ed.ac.uk |
Course secretary | Ms Marie Hamilton
Tel: (0131 6)51 6678
Email: marie.hamilton@ed.ac.uk |
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