Postgraduate Course: Experiential Education (EDUA11303)
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 | Experiential Education is designed to introduce students to the growing body of experiential education literature, and give them the tools with which they can both critically analyse their practice in relation to other pedagogical approaches, and robustly design their own teaching sessions. |
Information for Visiting Students
Pre-requisites | None |
Displayed in Visiting Students Prospectus? | No |
Course Delivery Information
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Delivery period: 2013/14 Block 1 (Sem 1), Available to all students (SV1)
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Learn enabled: Yes |
Quota: None |
Web Timetable |
Web Timetable |
Course Start Date |
08/10/2013 |
Breakdown of Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Lecture Hours 6,
Seminar/Tutorial Hours 12,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
80 )
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Additional Notes |
This course runs over three days, from 8-10 October 2013
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Breakdown of Assessment Methods (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
1. understand the philosophical origins and theoretical development of experiential education;
2. demonstrate an awareness of the ontological and epistemological assumptions underlying experiential education practice;
3. employ understandings of these underpinning assumptions in order to offer an analytical and formative view on theory, practice and research in the field;
4. use concepts of experiential education to develop appropriate strategies for facilitating learning through experience;
5. critically evaluate experiential education teaching and learning strategies;
critically analyse current research materials (publications, case studies, etc) which investigate the impact of experiential education processes on physical, emotional, aesthetic and personal and social development.
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Assessment Information
Assessment will be by written assignment (2000 words) |
Special Arrangements
None |
Additional Information
Academic description |
Not entered |
Syllabus |
Philosophical origins of experiential education
Theoretical development of experiential education
Current experiential education theories and models
The role of experiential education theory in informing and developing practice
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Transferable skills |
Not entered |
Reading list |
Indicative reading
Allison, P. & Wurdinger, S. (2005). Understanding the power, promise and peril of the experiential learning process. Teacher Education and Practice, 18(4), 386-399.
Beard, C. & Wilson, J. P. (2002). The power of experiential learning. London: Kogan Page.
Boud, D., Cohen, R. & Walker, D. (Eds.) (2002). Using experience for learning. Buckingham: SRHE and Open University Press.
Dewey, J. (1938). Experience and education. New York: Macmillan.
Ord, J. (2009). Experiential learning in youth work in the UK: A return to Dewey. International Journal of Lifelong Education, 28(4), 493-511.
Kolb. D.A. & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Theories of group process. London: John Wiley.
Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Roberts, J. (2008). From experience to neo-experiential education: Variations on a theme. Journal of Experiential Education, 31(1), 19-35.
Roberts, J. (2012). Beyond learning by doing: Theoretical currents in experiential education. New York: Routledge.
Smith, T. Knapp, C. (2011). Sourcebook of experiential education. Key thinkers and their contributions. New York: Routledge.
Seaman, J. (2008). Experience, reflect, critique: The end of the 'learning cycles' era. Journal of Experiential Education, 31(1), 3-18.
Simpson, S. (2011). Rediscovering Dewey: A reflection on independent thinking. Bethany, OK: Wood N¿ Barnes.
Warren, K., Sakofs, M. & Hunt, J. (Eds). (1995). The theory of experiential learning. A collection of articles addressing the historical, philosophical, social, and psychological foundations of experiential education. Dubuque, IA: Kendall/Hunt.
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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 | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: Susan.Scott@ed.ac.uk |
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© Copyright 2013 The University of Edinburgh - 10 October 2013 4:09 am
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