|
Lecturer(s)
|
-
Košárková Alice, Mgr. Ph.D.
|
|
Course content
|
The course focuses on the basic definition of experiential education, its historical roots, contemporary forms, and possible applications in pedagogical practice. Attention is paid to the principles of experiential learning, work with experience, play, reflection, the comfort zone, and group dynamics. The course also includes preparing and facilitating experiential activities, programme dramaturgy, setting objectives, working with target groups, the role of the instructor, safety, and subsequent reflection. Students will be guided to design experiential activities and projects with a clear pedagogical purpose, supporting personal development, cooperation, and learning through experience.
|
|
Learning activities and teaching methods
|
|
Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Demonstration, Training in job and motor Skils, Activating (Simulations, Games, Dramatization), Group work
|
|
Learning outcomes
|
The aim of the course is to provide students with basic knowledge and skills in experiential education and to help them understand how it can be used in the planning, implementation, and reflection on experiential activities, courses, and programmes. The course introduces students to the basic pedagogical and psychological principles of experiential pedagogy and experiential learning. Students will become familiar with the historical roots and contemporary forms of experiential education, as well as with the role of play, experience, reflection, group dynamics, and work with the comfort zone. Attention will also be paid to programme dramaturgy, setting objectives, selecting appropriate activities, ensuring safety, the role of the instructor, and working with different target groups. The course has a strong practical focus. Students will be guided to design a meaningful experiential activity or programme and to consider its objectives, structure, methods, safety aspects, and reflection process. Emphasis will be placed on understanding experience not merely as an attractive activity, but as a means of learning, personal development, cooperation, and deeper understanding of oneself, others, and the group.
Upon completion of the course, students will understand the basic foundations, principles, and possible applications of experiential education and experiential learning in pedagogical practice. Students will be able to explain the role of experience, play, reflection, group dynamics, the comfort zone, and safe facilitation of activities. They will acquire basic pedagogical and psychological principles of group work and will be able to adapt experiential activities to the age, needs, abilities, and specific characteristics of the target group. Furthermore, students will be able to design, organize, and reflect on a simple experiential activity or experiential programme project. They will be able to use the acquired knowledge and skills in programme design, setting objectives, selecting appropriate methods, ensuring safety, and facilitating reflection so that the experiential activity has a clear pedagogical purpose.
|
|
Prerequisites
|
No special prerequisites are required to study the subject.
|
|
Assessment methods and criteria
|
Student performance, Dialog, Seminar Work
To successfully complete the course, students are required to actively participate in seminars. A maximum of two properly excused absences for serious reasons is permitted. Seminar work includes the preparation and facilitation of an experiential programme for the other students. During the course, students will work in groups on designing a programme that addresses a selected topic through the principles and methods of experiential education and is intended for a specific target group. The prepared programme will include the theoretical topics covered in the course, especially the formulation of objectives, characterization of the target group, programme dramaturgy, selection and sequencing of activities, safety arrangements, the role of the instructor, work with group dynamics, and a plan for reflection. The programme will be practically presented to the other students during the course and subsequently reflected on together. **Students with an individual study plan** Students with an individual study plan will complete the course through self-study of the materials provided in the study support. They will reflect in writing on each topic while preparing a proposal for a experiential programme, incorporating theoretically grounded principles of experiential education.
|
|
Recommended literature
|
-
Bezděk, F., Spáčil, F., Hefková, M. Interaktivní rozvoj klíčových kompetencí.
-
Činčera, J. (2007). Práce s hrou: pro profesionály. Praha.
-
DRAHANSKÁ, Petra. Učení prožitkem: jak postavit vaše rozvojové, výchovné a vzdělávací programy na prožitku. Račice. 2020.
-
Franc, D., Zounková, D., Martin, A. (2007). Učení zážitkem a hrou: praktická příručka instruktora. Brno.
-
HAKOVÁ, Jana; HANUŠ, Radek a kol. Praktická učebnice zážitkové pedagogiky: Instruktorský slabikář. 2. aktualizované a doplněné vydání. Praha. 2023.
-
Hanuš, R., Chytilová, L. Zážitkově pedagogické učení. Praha: Grada, 2008. ISBN 978-80-247-2816-2..
-
Hrkal, J., Hanuš, R. a kol. (2007). Zlatý fond her II: hry a programy připravené pro kurzy Prázdninové školy Lipnice. Praha.
-
JIRÁSEK, Ivo. Zážitková pedagogika: teorie holistické výchovy v přírodě a volném čase. Praha. 2019.
-
KNOTKOVÁ, Marie Anna. Zážitková pedagogika. Hradec Králové. 2022.
-
online. Gymnasion: časopis pro zážitkovou pedagogiku. Praha.
-
Pelánek, R., & Kotrch, V. (2008). Příručka instruktora zážitkových akcí. Praha.
-
Pelánek, R. (2010). Zážitkové výukové programy. Praha.
-
Reiners, A. Praktische Erlebnispädagogik.
-
Zounková, D. (2007). Zlatý fond her III: hry a programy připravené pro kurzy Prázdninové školy Lipnice. Praha.
|