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Outdoor and Experiential Learning : an Holistic and Creative Approach to Programme Design.

Author: Andy Martin; Dan Franc
Publisher: Abingdon, Oxon : Taylor and Francis, 2004.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
Outdoor and experiential learning has advanced in leaps and bounds over the last 20 years. Educators and developers in the Czech and Slovak Republics have been unexpected leaders in the field; the result of isolation of the country under communism and a unique mix of culture and geography. This book offers a guide to the theory and techniques, pioneered by the Czechs and Slovaks, including the concept of dramaturgy,  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Martin, Andy.
Outdoor and Experiential Learning : An Holistic and Creative Approach to Programme Design.
Abingdon, Oxon : Taylor and Francis, ©2004
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Andy Martin; Dan Franc
ISBN: 9781351913072 1351913077
OCLC Number: 987783090
Notes: Environmental safety.
Description: 1 online resource (215 pages)
Contents: Cover; Half Title; Title Page; Copyright Page; Table of Contents; List of Figures; Acknowledgements; Preface; Overview; Part 1 Theory: Methods and Application; 1 The Evolution of an Holistic Process; Outdoor education in the Czech Republic; Educational roots: Comenius; Foundation: Turistika activities; Communism 1948-89; Outdoor Education since 1989; Vacation School Lipnice; Philosophical roots: Kalokagathia; Development since 1989; Different types of courses; International courses; 2 Theoretical Underpinnings of Dramaturgy; The experiential education process. 1970s: The educational process model1980s: The metaphoric model; 1990s: The active learning cycle model; 2000 plus: An holistic model; Dramaturgy as a method of course design; Aims and methodological principles; Extending comfort zones; Reflection and review; 3 The Five Stages of Dramaturgy; The five stages of developing dramaturgy; Stage 1 Development of the main course theme; Stage 2 Development of the scenario; Stage 3 The practical dramaturgy (activity/game creation and selection); Stage 4 The completion of the scenario; Stage 5 The dramaturgy on the course; The dramaturgy wave. The dramaturgy archDramaturgy events; Example Course --
Intertouch 2002; Dramaturgy; Scenario; Part 2 Practice: Courses and Games; 4 A Team Approach to Programming; Preparing and planning courses; Team independence; Instructor roles; External team members; Task roles; Instructor specialisation; Pre-course planning; Running the course; Updating the scenario; Team meetings; 5 Running Enhanced Courses; Running enhanced courses in your organisation; Team considerations; Participant considerations; Game preparation; Running the games; Utilisation of existing programme elements. Running games on expeditionsDisadvantages of a team approach; Application of methods to PDP design; Differences between open enrolment courses and PDP; 6 Using Games in the Programme; What is a game?; Understanding games; Game elements; Role of games; Getting out of familiar environments; Extending personal boundaries and exploring self; Exploring social interaction and play; Development of skills; Types of games; Staged games; Team and strategic games; Simulation games; Initiative games; Role-based games; Psychological/reflective games; Sociodrama games; Pre-course games; Combined forms. Forms other than gamesFitting the game into the scenario; Dramaturgy considerations; Rhythm; Participant demographics; Using the environment; Timing; Adapting the game; 7 Game Logistics; Set-up; Staffing; Material; Environment- and atmosphere-creating elements; Logistical plan and team briefing; Participants' preparation; Types of introduction/motivation; Division into groups; Rules; Running the game; The co-ordinator; The juror; Game staff role; Instructors as game participants; Game flow; Safety first; Timing; Rule changes; After the game; Risk management; Observing participants.

Abstract:

Outdoor and experiential learning has advanced in leaps and bounds over the last 20 years. Educators and developers in the Czech and Slovak Republics have been unexpected leaders in the field; the result of isolation of the country under communism and a unique mix of culture and geography. This book offers a guide to the theory and techniques, pioneered by the Czechs and Slovaks, including the concept of dramaturgy, a process involving elements of learning psychology, role play and theatre that concentrates on physical, social, creative and reflective/emotional learning states. It also includes a full set of guidelines for designing outdoor and experiential events, along with complete instructions for 30 games. The authors provide design opportunities to be more creative in the development of young people, as well as older learners and those involved in corporate management education.

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