SOe301 Reflective experiential learning

Faculty of Education
Autumn 2023
Extent and Intensity
0/0/2.5. 5 credit(s). Type of Completion: z (credit).
Teacher(s)
Tomáš Andrašik (lecturer)
Mgr. Bc. Jan Nehyba, Ph.D. (seminar tutor)
Mgr. Zdeněk Janík, M.A., Ph.D. (assistant)
Guaranteed by
Mgr. Bc. Jan Nehyba, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Mgr. et Mgr. Markéta Košatková, Ph.D.
Supplier department: Department of Education – Faculty of Education
Course Enrolment Limitations
The course is offered to students of any study field.
Course objectives
The course aims to familiarize students with experiential and reflective learning basics. Students will become familiar with the theoretical background of experiential and reflective learning. They will also become familiar with the applications of experiential learning in various culturally different contexts (from leisure to school environments to business). Finally, they will try out experiential and reflective learning principles among themselves in an intercultural environment.
Learning outcomes
Students will master the basic theoretical principles of experiential and reflective learning Students will try to design and implement an experientially reflective program for a small social group within an educational context.
Syllabus
  • Theoretical principles of experiential and reflective learning.
  • Application of experiential and reflective learning to different environments, leisure time, school, business).
  • Experiential and reflective learning program methodology (planning and implementation).
  • Implementation of experiential and reflective programs within an intercultural environment.
Literature
    recommended literature
  • KOLB, Alice Y. and David A. KOLB. The experimental educator : the principles and practices of experiential learning. Kaunakakai, HI: Experience Based Learning Systems Inc., 2017, xxviii, 56. ISBN 9780998599908. info
  • KOLB, David A. Experiential learning : experience as the source of learning and development. Second edition. Upper Saddle River: Experience Based Learning Systems Inc., 2015, xxv, 390. ISBN 9780133892406. info
  • Playing with purposehow experiential learning can be more than a game. Edited by Steve Hutchinson. Burlington, VT: Gower, 2011, xv, 198 p. ISBN 9781409408062. info
  • BEARD, Colin. The experiential learning toolkit : blending practice with concepts. 1st pub. London: Kogan Page, 2010, xiii, 274. ISBN 9780749459345. info
  • BEARD, Colin and John P. WILSON. Experiential learning : a best practice handbook for educators and trainers. 2. ed. London: Kogan Page, 2006, v, 314. ISBN 9780749444891. info
  • PRIEST, Simon and Michael A. GASS. Effective leadership in adventure programming. 2nd ed. Champaign, IL: Human Kinetics, 2005, xv, 328. ISBN 073605250X. info
  • MOON, Jennifer A. A handbook of reflective and experiential learning : theory and practice. 1st pub. London: Routledge Falmer, 2004, viii, 252. ISBN 9780415335164. info
  • MARTIN, Andy, Daniel FRANC and Daniela SOBKOVÁ ZOUNKOVÁ. Outdoor and experiential learning : an holistic and creative approach to programme design. London: Gower, 2004, xv, 198. ISBN 056608628X. info
Teaching methods
Theoretical lecture; Group work; Discussion; Brainstorming; Self-study; Practice in front of a small social group
Assessment methods
Students will implement an experientially reflective program within the class. Students will give feedback to classmates on their experiential, reflective program.
Language of instruction
English
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