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Lecturer(s)
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Čech Tomáš, doc. PhDr. Ph.D.
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Šmída Jan, Mgr.
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Pospíšil Jiří, PhDr. Ph.D.
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Šmelová Eva, prof. PhDr. Ph.D.
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Navrátilová Andrea, PhDr.
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Course content
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<LI> 1. Theoretical foundations of experiential education and its position within the system of pedagogical sciences. Basic concepts of experiential education (event/experience, lived experience, accumulated experience). Key aspects of experiential education. <LI> 2. Application of experiential education with particular regard to its links with leisure pedagogy and social pedagogy. Contemporary trends in the application of experiential education (holistic personality development, experiential courses, formal education and the development of key competencies, commercial and non-commercial use, adventure therapy). <LI> 3. Basic theoretical approaches and models used in the field of experiential education (flow, comfort zone models, theory of optimal experience, learning cycles, learning styles, feedback models, motivation in experiential education, Kolb's cycle). <LI> 4. The function of feedback as an essential component of learning transfer in experiential education. Methods and techniques for facilitating feedback. <LI> 5. Group dynamics - working with the group and group development. <LI> 6. Roots of outdoor education and experiential education in the Czech Republic and abroad (Woodcraft Indians, Tramping, Děti Živeny, League of Forest Wisdom, Junák - Czech Scout, Brontosaurus Movement, Czech Campers' Union, Lipnice Holiday School). Key figures (Seton, Baden-Powell, Thoreau, Hahn, Svojsík, Foglar). <LI> 7. Outward Bound - historical context and significance for modern approaches to experiential learning. <LI> 8. Play as a primary tool of experiential education; basic theories of play, classification of games, game facilitation, and game creation. The use of games in experiential education. <LI> 9. Planning, implementation, and evaluation of experiential activities in out-of-school education. Designing experiential events and courses. <LI> 10. Safety and risk management. Working with the comfort zone. Controlled risk.
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Learning activities and teaching methods
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Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming), Activating (Simulations, Games, Dramatization)
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Learning outcomes
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The course defines experiential education as an academic discipline that, in practice, utilizes lived experiences and specific events as tools for acquiring new, intense experiences aimed at the positive personal development of the individual.
Upon completion of the course, students should be able to: <LI> understand the concept of experiential education and its position within the system of pedagogical sciences (in relation to social pedagogy and leisure pedagogy); <LI> understand and apply fundamental theoretical approaches and models used in experiential education (lived experience, specific experience, comfort zone models, flow, optimal experience theory, learning cycles, learning styles, feedback models, motivation in experiential education); <LI> understand and utilize feedback within experiential education; <LI> be familiar with the history and developmental context of outdoor and experiential education, as well as key figures in the field; <LI> assess risks associated with experiential activities and establish appropriate preventive measures; <LI> understand basic concepts of game theory and game classification, and design the basic concept of a new game applying the principles of experiential education; <LI> plan, implement, and evaluate an experiential activity or project suitable for out-of-school education (adhering to the principles of experiential education).
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Prerequisites
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The course presupposes the completion of the courses "Leisure Pedagogy" and "Methodology of Interest-Based Activities," as well as familiarity with the subject matter.
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Assessment methods and criteria
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Oral exam, Student performance, Seminar Work
Course completion requirements: <LI> A) Semester project. The student selects an activity, prepares a methodological sheet (following the template available on Moodle), and subsequently presents the activity during the seminar. The activity must be based on the principles of experiential education and last between 15 and 20 minutes. A guided reflection will follow. <LI> B) Seminar attendance. One absence is permitted. <LI> C) Active participation in the seminar. Active engagement in the reflection and analysis of activities conducted during the seminar. <LI> D) Passing the exam. The oral exam will cover the topics defined in the course syllabus. To register for an exam date, the student must have fulfilled all seminar requirements.
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Recommended literature
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Činčera, J. (2007). Práce s hrou: pro profesionály. Praha.
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Drahanská, P. (2018). Škola zážitkem. Zážitková pedagogika při výuce klíčových kompetencí a hodnocení žáků. Praha.
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Hanuš, R., & Chytilová, L. (2009). Zážitkově pedagogické učení. Praha.
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JIRÁSEK, I. (2019). Zážitková pedagogika: teorie holistické výchovy (v přírodě a volném čase).. Praha.
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Kirchner, J. (2009). Psychologie prožitku a dobrodružství pro pedagogiku a psychoterapii. Brno.
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PELÁNEK, R. (2008). Příručka instruktora zážitkových akcí.. Praha.
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Pelánek, R. (2010). Zážitkové výukové programy. Praha.
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