A Handbook of Reflective and Experiential Learning: Theory and Practice

By Jennifer A. Moon | Go to book overview

Chapter 12

Enhancing reflective and experiential learning

Introduction

This chapter is a collection of further exercises, activities, ideas and suggested applications for the enhancement of reflective and experiential learning. The chapter adds to the collection of materials that were presented in a deliberate order in Chapter 10 but, of course, any of the Chapter 10 exercises can be used out of that context. Some of the exercises in this chapter are for individual use and some are for group or whole class work. Some of the material here is for the guidance of staff. As in Chapter 10, there is no attempt to distinguish between reflective and experiential learning. Any activity or exercise that enhances reflective learning will be useful to support experiential learning and any exercise given here that is more directly concerned with experiential learning will involve reflective learning anyway. In most of these activities, reflection is the means by which awareness of experience is recognized as knowledge and is made explicit and generalizable to other situations.

The sections in this chapter that relate to experiences do not have real boundaries, indeed, creative development of opportunities to practise reflective and experiential learning should be the aim. The use of the headings is a tidying-up device rather than any indication of how or where material should be used. As with earlier chapters, some of the actual material is presented in the Resources section.

The first section in this chapter covers the more common methods of supporting reflective and experiential learning. This section is deliberately brief. To use this chapter only to reiterate material already well explored elsewhere would be a waste of the opportunity to expand the range of ideas. There is much guidance in texts and on the Internet and the author has presented material of this type in previous books (see below).

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