This volume brings together papers from the 1991 Conference on Experiential Learning, and provides a broad illustration of best practice in this fast-developing field. The editors have highlighted the emerging ideas of empowerment, for example as a development of autonomy and control, public recognition of personal learning, a shift of emphasis from teaching to learning, the decoupling of learning and formal education, and the relocation of learning in the workplace, community and personal life. The contributions are provided by expert practitioners in the field from the UK, Australia, Italy, Hong Kong, Canada, South Africa and the USA. They have been grouped into five sections which examine theories in practice; assessment and accreditation; integrating experiential learning; learning to learn; and putting principles into practice. Themes covered in detail include learner experience - a rich resource; balancing facilitator authority and learner autonomy; adventure-based experiential learning; learning contracts - how they can be used; and developing a model to aid learners and facilitators.
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