SEDA Keynote Colin Beard

1. SEDA KeynoteColin Beard

2. Overarching themes used in the SEDA keynote delivered by Dr. Colin Beard. Massification and marketisationis both problematic and opportunistic, forcing us to be open to new journeys and to (ed)venture out - into ‘other’ worlds. Argued for a unification of book-experiential learning. Argues for an increased sophistication of experience of learning by reflexive work on our practice. Continued work with traditional academic strengths.....what we are good at such as critical thinking, dissonance engineering, theorising. Greater connectedness of different ‘forms of knowing’ the world. A positive social-psychology with associated increase in awareness of and creation of space for dialogue about, sensory-affective pleasures of learning. Increase awareness of the pleasure from getting, doing, knowing, becoming ......and being. Question scholarship as necessarily serious!

3. Some of the Overarching themes used in the SEDA keynote delivered by Dr. Colin Beard. Arguing for a closer exploration of the relationships between forms of knowing, cognition and space. Question scholarship as necessarily serious. Taking knowledge out with us....into new spaces.........not let go of academic strengths such as theorising, critical interpretations, dissonance engineering, etc. Outer space....infinite - beyond classroom, beyond local communities, hegemonic social understanding of world and learning – denigrates nature, role of body, also look at real world simulated world, service and community changing language words are bugles of social change(e.g. Placement). Inner space.....infinite - ontological self, being....developing sense of self of majority of our students... Form and formless, fear of silence. ....and nature!

4. Dr. Colin Beard: Key papers and books used in the keynote development. • Barnett, R (2009)Knowing and becoming in higher education, Studies in Higher Education, Vol. 34, No. 4, June, 429-440. • Beard, C (2008) Experiential Learning; The Development of a Pedagogic Framework for Effective Practice, Unpublished PhD Thesis, Sheffield Hallam University. • Beard, C. and Wilson, J. (2002) The Power of Experiential Learning: A Handbook for Educators and Trainers, (London, Kogan Page) • Beard, C. and Wilson, J. (2006) Experiential Learning: A Best Practice Handbook for Educators and Trainers, (2nd Ed.) (London, Kogan Page). • Brant, L (1998) Not Maslow again!: A study of the theories and models that trainers choose as content on training courses, MEd dissertation, University of Sheffield. • Buzan, T (200 edn) The Speed Reading Book, BBC Worldwide Ltd., London. • Cell, E (1984) Learning to Learn from Experience ( New York, State University of New York Press). • Dale, E. (1969) Audiovisual methods in teaching (New York, Dryden Press). • Fenwick, T. J. (2003) Learning Through Experience: Troubling Orthodoxies and Intersecting Questions (Malabar, Florida, Krieger Publishing Company). • Freire, P (1970) Pedagogy of the Oppressed, (New York, Seabury). • Haggis, T (2009) What have we been thinking of? A critical review of 40 years of student learning research in higher education, Studies in Higher Education, Vol. 34, No. 4. June, 377-390. • Heron (2001) Helping the Client: A Creative Practical Guide (London, Sage). • Holman, D, Pavlica, K. and Thorpe, R. (1997) ‘Rethinking Kolb’s Theory of Experiential Learning in Management Education’, Management Learning, 28, (2) 135-148, (London, Sage). • Illeris, K (2002) The Three Dimensions of Learning (Florida, Krieger Publishing). • Jarvis, P. (2004) (3rd edition) Adult Education and Lifelong Learning: Theory and Practice (London, Routledge/Falmer). • Kolb, D. A. (1984) Experiential Learning (Englewood Cliffs, NJ, Prentice Hall). • Laird, D (1985) Approaches to Training and Development (Reading, Mass, Addison-Wesley).

5. Mayer, J.E (1997) Multi-media Learning: are we asking the right questions? Educational Psychologist, 32 (1) 1-19 (London, Routledge). • Moon, J. (2004) A Handbook of Reflective and Experiential Learning: Theory and Practice (London, Routledge/Falmer). • Medina, J (2008) Brain Rules (USA, Pear Press). • Payne, P. (2002) On the Construction, Deconstruction and Reconstruction of Experience in ‘Critical Outdoor Education, Australian Journal of Outdoor Education, 6, (2), pp. 4-21. • Rea, T. (2007) “It’s not as if we’ve been teaching them…..” reflective thinking in the outdoor classroom, Journal of Adventure Education and Outdoor Learning, 6 (2), pp. 121-134. • Reynolds, M. (1997) ‘Learning Styles: A Critique’, Management Learning, 28, (2) 115-133, (London, Sage). • Rowland, S. (2000) The Enquiring University Teacher (Milton Keynes: SRHE/Open University Press). • Senge, P., Kleiner, A., Roberts, C., Ross, R., & Smith, B (1994) The Fifth Discipline Fieldbook; Strategies and Tools for building a learning organisation (New York: Doubleday). • SOMUL project : What is Learned at University, Working Paper No. 6, 2009. • Taylor, H. (1991) ‘The Systematic Training Model: Corn Circles I Search of a Spaceship?’, Management Education and Development, 22, (4), pp. 258-278. • Tolle, E (2005) A New Earth: Awakening to Your Life’s Purpose (London, Plume Books). • Usher, R. and Edwards, R. (1994) Postmodernism and Education (London, Routledge). • Weil, S. And McGill, I. (eds) (1989) Making Sense of Experiential Learning. Open University Press and Society for Research in Higher Education. Buckingham. • Young, M (2008) Bringing knowledge back in: from social constructivism to social reality in the sociology of education (London, Routledge). • Wyness, M (2006) Childhood & Society (Hampshire, Palgrave MacMillan).