By Jennifer A. Moon
This instruction manual acts as a vital consultant to knowing and utilizing reflective and experiential studying - even if or not it's for private or specialist improvement, or as a device for learning.It takes a clean examine experiential and reflective studying, finding them inside of an total theoretical framework for studying and exploring the relationships among diverse approaches.As good because the concept, the booklet offers functional rules for making use of the types of studying, with instruments, actions and photocopiable assets which are included without delay into lecture room practice.This publication is vital interpreting to lead any instructor, lecturer or coach eager to increase instructing and studying.
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Additional info for A Handbook of Reflective and Experiential Learning: Theory and Practice
The learner may only watch the video once or twice, but then re¯ect on the content of the video, relating it to other knowledge and understandings and bringing that knowledge to bear on this situation and thereby varying aspects of her internal experience. There is no contact with the actual material of learning in external experience, but the learner is using the ideas that she can summon from her cognitive structure to enhance the learning process. Moon (1999a) introduces the term `cognitive housekeeping' for this operation of the process of re¯ection (Chapter 6).
As the learner goes through the process of changing a wheel, she will be working with the learning from the video and with the practical considerations that feed back to her from the practice of wheel changing. There will be variation between her `educated' internal experience and the new learning from the representation of the learning. Her learning about changing a wheel will have come from the video and from practice and will be enriched as a result. This works on the assumption that there are no negative factors that come to bear on the process, for example, it is possible that dif®culties or failure in the practice of changing the wheel might block her learning by bringing emotional in¯uence to bear on the process of learning.
To illustrate the idea of ®gure and ground in learning, we return to the example of the learners on a ®eld trip. It is the next year and another group is going to Beer. The ®eld trip is arranged and the students go to Beer presumably, from the context of the programme, to see the stone, touch it, learn about its commercial properties, see it in its geological context, and maybe to consider its signi®cance in architecture. This year, however, nobody has actually briefed them on how they should focus their attention.
A Handbook of Reflective and Experiential Learning: Theory and Practice by Jennifer A. Moon