Sage Journals: Discover world-class research

Abstract

Effective facilitation of experiential learning involves an array of knowledge and skills. Educators who facilitate open simulations—one form of experiential learning—benefit from having relevant theoretical frameworks to sustain an appropriate balance between being directive and supportive of their participants’ freedom to learn. This ongoing research is examining the use of a particular open simulation as an exemplar of the way in which such structured activities have the potential to create unpredictable learning contexts. The article introduces chaos theory as one such framework for identifying skills and knowledge to anticipate and respond to the uncertainties generated in such an environment. The authors suggest that an understanding of chaos theory, coupled with skills to apply this knowledge to open simulations, enables educators to more quickly and accurately select and apply appropriate learning-centered interventions.

Get full access to this article

View all access options for this article.

References

Avery, G., & Baker, E. (1984). Psychology at work. Sydney, Australia: Prentice Hall.

Berne, E. (1998). Retrieved from http://www.itaa-net.org/what-is-ta.htm

Bion, W. (1968). Experiences in groups. London, UK: Tavistock.

Boud, D., Cohen, R.,& Walker, D. (Eds.). (1997). Using experience for learning. London: University Press.

Boud, D.,& Griffin, V. (Eds.). (1987). Appreciating adults learning from the learners’perspective. London: Kogan Page.

Boud, D., & Miller, N. (Eds.). (1996). Working with experience. London: Routledge.

Brookfield, S. (1993). Through the lens of learning—How the visceral experience of learning reframes teaching. In D. Boud, R. Cohen, & D. Walker (Eds.), Using experience for learning. London, UK: University Press.

Christopher, E., & Smith, L. (1987). Leadership training through gaming. Newbury Park, CA: Sage.

Elgood, C. (1990). Using management games. Aldershot, UK: Gower.

10.

Field, L. (1994). Skilling Australia. Sydney, Australia: Longmans.

11.

Fisher, D., & Torbert, W. (1995). Personal and Organizational Transformations. London, UK: McGraw-Hill.

12.

Grinberg, L., Sor, D.,& Tabak de Bianchedi, E. (1993). Newintroduction to the work of Bion. Aronsom, New Jersey.

13.

Gleick, J. (1987). Chaos—Making a new science. London: Cardinal.

14.

Handy, C. (1993). The empty raincoat. Boston: Arrow Business Books.

15.

Heron, J. (1989). The facilitators handbook. London: Kogan Page.

16.

Hock, D. (1997). Retrieved from http://www.newhorizons.org/ofc_21cli.html

17.

Kaye, M. (1994). Communication management. Sydney, Australia: Prentice Hall.

18.

Killen, R. (1996). Effective teaching strategies—Lessons from research and practice. Sydney, New South Wales: Social Science Press.

19.

Leigh, E.,& Spindler, L. (1998). Vigilant observer: Arole for facilitators of games/simulations. In J. Geurts, C. Joldersma, & E. Roelofs (Eds.), Gaming/simulation for policy development and organisational change. Tilburg, the Netherlands: Tilburg University Press.

20.

Parker, G. (1990). Team players and teamwork. San Francisco: Jossey-Bass.

21.

Pugh, D., Hickson, D., & Hinings, C. (1979). Writers on organizations. Middlesex, UK: Penguin.

22.

Putzel, R. (1998). XB—Manual for a learning organization. Burlington, VT: St Michael’s College.

23.

Rotter, J. B., & Mulry, R. (1965). Internal versus external control of reinforcement and decision time. Journal of Personality and Social Psychology, 4, 598-604.

24.

Senge, P., Kleever, A., Roberts, C., Ross, R., and Smith, B. (1994). The fifth discipline fieldbook. New York: Doubleday.

25.

Smyth, J. (1996). Developing socially critical educators. In D. Boud& N. Miller (Eds.), Working with experience—Animating learning. London, UK: Routledge.

26.

Tuckman, B. W. (1965). Development sequence in small groups. Psychological Bulletin, 63, 384-399.

Simulations and Games as Chaordic Learning Contexts

Abstract

Get full access to this article

References