Designing and Applying Experiential Learning in Higher Education

This insightful text is aimed specifically at educationalists and Higher Education lecturers who wish to adopt a more balanced, holistic, and inclusive approach to designing learning experiences. As lecturers are urged to adopt research-based teaching, it recognises the complexity of student learning and explains how knowledge can be constructed in various ways, not just socially and culturally, but also, for example, psychologically, emotionally, sensorially, biologically, and cognitively. The content covers design structures and formats that harness student capacities for learning, practical examples illustrating the core design principles for learning, and integrative designs for learning, well-being, and transformation. It provides a reflective space for readers to develop their teaching practice and expand their skills to embrace inclusive learning design to positively impact student engagement, understanding, and memory retention.

The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of Higher Education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of Higher Education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement, and leadership – while developing confidence and authority.

Colin Beard is a Professor of Experiential Learning at Sheffield Hallam University in the UK. He is a National Teaching Fellow, and has held visiting professor roles in the UK, China, and Hong Kong. He has a wide experience base around experiential learning, spanning over 40 years in facilitating, training, teaching, and lecturing. He has worked with many universities and colleges around the globe delivering staff development programmes, and has been involved in learning design with government ministries, including ministries of education, and ministries concerned with ambassador and diplomat training. His experience also includes many leading corporate organisations, and charitable bodies. He is the co-founder of the Experiential Learning Design Institute, based in Hong Kong.