Our Resources
LTTC User Guide
What are the factors of successful participation in this programme?
Here we try to put our ideas in one short document and we hope that during the course we can develop these ideas with you.
The Via Experientia User’s Guide! (or, how to participate successfully in the course!)
Via Experientia: process and outcomes as they are experienced by the participants
Phenomenological research by Aurelija Čepienė and Arturas Deltuva
Via Experientia: process and outcomes as they are experienced by the participants
Via Experientia: process and outcomes as they are experienced by the participants
Role of experiential learning trainer/facilitator
(or everything that I have been writing about it collected in one document, and inspired by via Experientia to do so!)
Dr. Arturas Deltuva, kitokie projektai, in cooperation with Mark Taylor.
8 guaranteed ways to burn yourself out as a mentor!
Here is a concise guide, how to burn yourself out as a mentor, but also applicable for coaches, consultants or any other professional, working with people on one-to-one basis. Warning – a sense of humor is a prerequisite for reading this article.
By Monika Kezaite-Jakniuniene and Mark E. Taylor
Reflections on Quality in Experiential Learning
A reflection done by the “International Academy of Experiential Education” team of facilitators about the significance of experiential learning and the quality of the methodological approach itself.
Mario D’Agostino, Angelica Paci
The Philosophy and Theory of Experiential Education: An Introduction
A short overview of the most important educational philosophies, learning theories and leading theorists/practioners, that have laid the fundaments of Experiential Learning, as it is practiced by the partnership of Via Experientia: the International Academy of Experiential Education.
Introduction to the Philosophy and Theory of Experiential Education
Holding the space: Facilitating reflection and inner readiness for learning
Handbook for educators who want to go deeper into the theories and processes of reflection in learning. Based on two years’ working in an international team of formal and non-formal educators and researchers in the project “Reflection as a core transferable competence in higher education and adult education”
"Living at the boundary" - Growth circles & edgework as a model to facilitate experiential learning processes
How do people develop ? What factors influence change and deep level learning ? What are key elements to facilitate these processes in an experiential way ? Why is experiential learning -in an outdoor framework- such a powerful change agent ?
International Academy for Experiential Education
