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Lecturer(s)
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Rozkovcová Andrea, Mgr. Ph.D.
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Course content
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Thematic areas: 1. Definition of the term "experiential education" characterizing one of the pedagogical approaches. Relations to pedagogical theory and practice. Historical context. Emphasis on the teachings of J.A. Comenius and connections to the work of J. Dewey and D.A. Kolb. 2. The so-called decadent phenomena and experiential therapy of K. Hahn. German "Erlebnispädagogik" - one of the sources of our knowledge about experiential pedagogy. Characteristics of relevant professional organizations in German-speaking countries. 3. Experiential Education and Experiential Learning - another basic source of knowledge about experiential pedagogy. Characteristics of relevant professional organizations in English-speaking countries (primarily the US and UK). 4. Experiential education and its connections to other pedagogical, psychological, and social trends and theories. Relationship to leisure time education. 5. Pedagogical assessment skills (reflection, reviewing, processing). Transfer theory. The role of games, challenges, and adventure activities in programs that utilize the educational power of experiences. 6. The Czech contribution to the theory and practice of experiential education. Overview of programs and organizations that develop and apply experiential education. 7. Methods of experiential education and their practical applications.
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Learning activities and teaching methods
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Monological explanation (lecture, presentation,briefing), Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments), Written assignment presentation and defence, Project teaching, Active metods (simulation, situational contingency methods, drama,acting, namagerial acting ), Problematic methods (research and exploration), Group consultation, E-learning, Students' portfolio, Task-based study method, Students' self-study
- Class attendance
- 28 hours per semester
- Preparation for exam
- 28 hours per semester
- Fieldtrips
- 94 hours per semester
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Learning outcomes
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The course introduces the theoretical foundations of experiential learning. Students study theoretical knowledge in the context of preparing experiential projects with the aim of understanding the essence of the transfer from experience to learning. Results - students are able to use, plan, implement, and evaluate pedagogical activities with a focus on the experiential level, and they familiarize themselves with the activities, processes, and specifics of experiential learning.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Practical demonstration of acquired skills
The credit is earned through active participation in the seminaranalysis of supporting texts, thematic discussions, student presentations, active testing of methods and games in connection with the theoretical foundations of the course. The output of the course is an experiential program project. Students demonstrate knowledge of basic theoretical concepts and their understanding in the context of the created program.
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Recommended literature
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BEARD, C., WILSON, J. P. Experiential learning: a bestpractice handbook for educators and trainers. 2. vyd.. Philadelphia: Kogan Page, 2006. ISBN 978-0-7494-4489-1.
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CSÍKSZENTMIHÁLYI, M. O štěstí a smyslu života: můžeme ovládat své prožitky a ovlivňovat jejich kvalitu?. Praha: NLN, Nakladatelství Lidové noviny, 1996. ISBN 80-7106-139-5.
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Hanuš. Zážitkově pedagogické učení. .
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HERMOCHOVÁ, S. Skupinová dynamika ve školní třídě. Kladno: Aisis, 2005. ISBN 80-239-5612-4.
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JIRÁSEK, I. Doxa a epistémé zážitkové pedagogiky. Pedagogika, 66(2), 154-178. 2016.
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JIRÁSEK, I. Vymezení pojmu zážitková pedagogika. Gymnasion, časopis pro zážitkovou pedagogiku, č. 1, s. 6-16. 2004.
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NEUMAN,J. a kol. Překážkové dráhy, lezecké stěny a výchova prožitkem. Praha: Portál, 1999..
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ZAHRÁDKOVÁ, E. Teambuilding. Praha: Portál, 2009. ISBN 978-80-7367-641-4.
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