SEDA Keynote Colin Beard

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SEDA KeynoteColin Beard
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Overarching themes used in the SEDA keynote
delivered by Dr. Colin Beard.

• Massification and marketisation is 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!

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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!

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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  Effective Practice, Unpublished PhD Thesis,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 Kolbs 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).

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• 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) Its not as if weve 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
  Lifes 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).