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Experiential Typology Planners should first consider “the ‘wants’ of the learner, ie what the learner perceives to be his or her need; and the ‘needs’ of the learner, ie what the facilitator perceives the learner needs. [In other words, the] combination of the determined needs and wants can then be expressed in terms of learning outcomes.” (Beard & Wilson, 2002, p. 45) Ingredients: ◦ Learner’s physical and mental — intra-personal and inter-personal — conditions ◦ Constant interactions with places ◦ Participation in activities ◦ Involving a range of objects ◦ Governed by rules, obstacles and restrictions A wide range of innovative possibilities ◦ Places – from the nearest to the remote ◦ Activities – from adventure to simulations ◦ Objects – from a rock to most advanced tool ◦ Rules – from arbitrary to legally purposive 2

Underpinning Principle The learner is on a journey. 3

Sequencing the Challenges 2. Constituent learning narrow skills 3. Composite learning broad skills 1. Fun/Play/Enjoyment4. Development and change The experiential wave 4 Start to focus attention Awaken enthusiasm Direct the experience Encourage eagerness for change Source: Beard & Wilson, 2002, p. 54

The 16-point Typology 1.Create a journey or destination. 2.Create and sequence mental and physical activities. 3.Adjust or suspend elements of reality. 4.Stimulate the six main senses/alter moods. 5.Construct or deconstruct physical or non-physical items. 6.Design collaborative, competitive or co-optive strategies. 7.Create combative and/or empathetic approaches to the environment. 8.Create rules and restrictions. 9.Provide elements of real or perceived challenge or risk. 10.Set a target, goal, or objective, to create an underlying ‘state of mind’. 11.Set time constraints. 12.Allow people to deal with change, risk, success and failure – stretching personal boundaries. 13.Design sorting and/or organization skills. 14.Include functional skills. 15.Design quiet time for reflection – physical or mental space. 16.Allow the story of the experience to be told. Source: Beard & Wilson, 2002, p. 61 5

Four Types of Learning Activities The activities are to “correspond to the needs of imaginative, analytic, common sense, and dynamic learners” (Brooks-Harris & Stock-Ward, 1999, p. 64) They are: ◦ Reflecting-on-experience activities ◦ Assimilating and conceptualizing ◦ Experimenting and practicing ◦ Planning for application 6 Planning for Application Reflecting on Experience Experimenting and Practicing Assimilating and Conceptualizing Dynamic Learners Imaginative Learners Common Sense Learners Analytic Learners Learning Activities Individual Learning Styles Source: Brooks-Harris & Stock-Ward, 1999, p. 65

Sample Workshop Outline _ Diversity A. Introduction and Overview 1.Introduce yourself and your interest and experience related to the topic 2.Preview the workshop theme, goals, and objectives 3.Invite all participants to introduce themselves and share what they would like to gain from the workshop B. Reflecting on Experience 1.Ask participants to recall a time when they had a misunderstanding based on culture or gender and have them write down answers to a few stimulus questions 2.Encourage participants to share I pairs about their experiences 3.Invite participants to generate, in a large group, a list of common themes that emerged from this reflection and sharing C. Assimilating and Conceptualizing 1.Present a theory or model of diversity. Provide a handout. Lead a discussion 2.Ask participants to fill out a brief survey that helps them conceptualize their own experience according to this model D. Experimenting and Practicing 1.Hand out sample scenarios in which conflicts arise because of culture or gender 2.Encourage small groups to brainstorm possible responses to the situations 3.Invite one of the small groups to role-play their solution and solicit feedback from the other participants E. Planning for Application 1.Ask the large group to brainstorm ways that the workshop content can be used to decrease cultural conflicts 2.Encourage new behavior outside of the workshop by having participants complete action plan worksheets in which they identify ways they would like to change their own behavior 3.Invite participants to pair off and share one item on their action plan with one another F. Conclusion 1.Thank the group members for their participation 2.Answer any final questions. Ask for verbal feedback 3.Distribute and collect evaluations 7 Source: Brooks-Harris & Stock-Ward, 1999, p. 73

Further information There is a chapter on brief description of a number of learning activities in Brooks-Harris & Stock-Ward (1999). It will be made in pdf format and sent to colleagues on their request. 8

References Beard, C. & Wilson, J. P. (2002). The power of experiential learning: A handbook for trainers and educators. London: Kogan Page. Brooks-Harris, J. E. & Stock-Ward, S. R. (1999). Workshops: Designing and facilitating experiential learning. Thousand Oaks, CA: Sage. 9