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David Boud

University of Technology, Sydney

A brief abstract of David’s paper is to be confirmed.

Professor Boud is interested in how people learn and what can be done to foster their learning. This has taken him to a variety of settings in adult, higher and professional education and prompted an examination of many practices and processes. This has ranged from new forms of curriculum design (problem-based learning, negotiated learning and work-based learning) to learning practices (use of reflection, reciprocal peer learning) and assessment (self-assessment, sustainable assessment). A continuing theme of these explorations has been the role of the learner and how learning might be fostered. This has taken Professor Boud to developing models for learning from experience and the role of reflection in learning, and to examining the role of those who intervene in learning whether or not they are identified as teachers.

Currently, Professor Boud is interested in the challenges faced by formal education from new modes of knowledge production, learning in organizations, new practices in doctoral education and the role of assessment for long-term learning.

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Tara Fenwick

University of British Columbia

A brief abstract of Tara’s paper is to be confirmed.

Tara, is Professor of Education and Head of Department of
Educational Studies at the University of British Columbia in Vancouver, Canada. In 2004 she published ‘Learning Through Experience: Troubling Assumptions and Intersecting Questions’ (2004, Krieger) which won the American Houle Award for Outstanding Literature in Adult Education.

Her research and teaching centre on issues of experiential learning in everyday spaces and places of work. Work environments are complex, contested and riddled with politics, so her studies examine learning as it is linked to
power relations in work.

Tara’s recent research projects have examined specific issues such as how garment workers learn to survive difficult work conditions; how small businesses learn through networks; how and what self-employed professionals learn when they go solo; and what employees learn through technologies such as individual learning plans.

Her recent books include Educating the Global Workforce (with Lesley Farrell, 2007, Routledge), Work, Subjectivity and Learning (with Stephen Billett and Margaret Somerville, 2006, Springer), and Spirituality and Adult Education (with Leona English and Jim Parsons, Krieger, 2003)

She is looking forward to the ICEL conference in December 2008, and hopes to connect with new questions, new perspectives, and of course new as well as old friends.

Colin Beard

Dr. Colin Beard originally trained as a zoologist and worked for fifteen years for NGO environmental organisations early in his career. He gained his doctorate at 54 years of age (by an 'experiential route') and has worked in learning and development practices across a range of fields of study, including outdoor learning and corporate HR work, around the world. His current interest lies in research concerning interconnectendess and interdisciplinarity within experiential approaches to learning.

Colin is a UK National Teaching Fellow, a Fellow of the Royal Society of Arts, and a visiting professor in Beijing, China. He is a reviewer for the Journal of Experiential Education, on the editorial board of the Journal of Adventure Education and Outdoor Learning and on the editorial board of International Journal of Sustainability in Higher Education.

His recent publications include Experiential Learning: A Best Practice Handbook for Trainers and Educators (2006) and The Power of Experiential Learning (2002).

http://www.koganpage.co.uk/bookdetails.aspx?ISBN=0749444894

Experiential Techniques & Education for sustainable development resources:

http://academic.shu.ac.uk/om/cb/Colin%20New/index.htm

Hillary Armstrong

Dr Hilary Armstrong is the Director of Training and Research and an executive coach at the Institute of Executive Coaching. The Institute trains executive coaches as well as delivering coaching into major organisations. Hilary oversees the development of the Institute through curriculum design, training and research as well as through the thriving Community of Practice, which provides IEC alumni with ongoing professional development and supervision.

Until 2004 Hilary held senior academic roles at the University of Western Sydney, first in the School of Social Ecology and then the School of Psychology.  Hilary was coordinator of the Graduate Diploma and Masters programs in the radical education program of Social Ecology at UWS for a number of years. Her PhD examined conflict, narratives and power in experiential learning environments. Through this, she developed an ‘ethical conversations’ process and was a consultant at the St James Ethics Centre, coaching and training people in organisational ethics and workplace relations. In her role at the Institute Hilary works extensively with individuals as well as teams, providing executive coaching, conversational processes, facilitation and mediation using experiential learning and narrative psychology frameworks. 

Hilary has publications in the area of workplace ethics, coaching, qualitative research, action learning, narrative forms of practice and mediation.  Her professional memberships include the International Coaching Federation, Aust. Assoc. for Professional and Applied Ethics, Aust. Assoc. of Social Psychologists and the Aust. Assoc. of Group Analytic Psychotherapists.

Paul McKey

Paul McKey is an internationally recognised authority in the area of learning and performance and its application for business improvement.

With a background in music, film, business, learning and technology, he applies a creative approach to the design of successful learning and performance programs that make a definitive difference and achieve results. Paul has consulted and practised extensively in Australasia and the USA, primarily in the areas of organisational learning and performance, online technology design and business improvement.

As a manager at Apple Computer he helped pioneer online learning in the corporate environment and saw first hand the competitive advantage quality learning, technology and smart-business can provide.

He has formal qualifications in Electronics Engineering (data communication), a Master of Education degree and is currently a PhD candidate. His topic is organisational learning and business improvement.

Redbean Learning Solutions
www.redbean.com.au

Jennifer Newman

Jennifer is a Wiradjuri woman and lecturer at UTS in Aboriginal Studies and Adult education.

She uses experiential education to help individuals celebrate their cultural identities but does this in a way that allows them to walk together comfortably with care and respect on Aboriginal land.

As well as working with Aboriginal and Torres Straight Islanders and International students at UTS Jennifer also works for two American University programs conducted in Sydney: the Boston University internship and the Rollins College Australian Studies programs. She has recently been to Rollins College, Winter Park, Florida to teach on their Australian Studies program.

Jennifer is a part-time member of the NSW Guardianship Tribunal and brings a cultural and community perspective to hearings regarding people with intellectual disabilities.

Tony McGarn

A brief abstract of Tony’s paper is to be confirmed.

Tony has been involved in outdoor experiential training since its infancy in Australia in the early 1980s and then since 1990 he has worked in a number of roles for training businesses. He is now most often found facilitating ‘real live’ learning with business improvement teams and senior leadership teams.

Tony and his family have also been involved in house building trips to Cambodia for the Tabitha Foundation in 2005, 06 and 07. He has co-written a curriculum using the Cambodian house building experience as a leadership development opportunity. The program focuses on elements of ethical decision-making and authentic leadership while working in communities with real needs.

In 2008 Tony will co-develop a program with partners in the corporate sector and remote communities in Northern Australia to deliver a robust learning experience for participants, including clear outcomes for businesses, and sustainable support for the communities involved.

He will be facilitating a unique experience for delegates as part of the opening session of the conference.

Yoshimi and Jon Brett

A brief abstract of Yoshimi and Jon’s paper is to be confirmed.

Yoshimi and Jon Brett are corporate facilitators who model messages about bringing life to organisational sustainability. They are known for optimising talent by creating interactive, relevant contexts for learning. 
They've created a learning tool/mental model that has served thousands of people around the globe.  A metaphorical model of Nature, TetraMap helps learners to reduce conflict, communicate more effectively and focus on results.

Their 2007 book, "TetraMap: develop people & business the way nature intended", brings together lessons learned, applications of the tool, strategies for positive development and sustainability.

At the heart of Nature is a geometric shape, the tetrahedron. Also described as the minimum system in the Universe, the tetrahedron serves as a powerful model for individuals, organisations and communities to work inter-dependently and synergistically.

This keynote contribution will help participants to experience Nature's lessons of creating and doing more with less. Understanding the mental model within the tetrahedron will involve hands-on action, intra and interpersonal communication and application of ideas. Learners will have opportunities to create together, reflect, and envision strategies for organisational sustainability.

To move beyond binary thinking (good/bad; right/wrong; war/peace) we will view diversity as a critical success factor, and sustainability as no longer a buzz-word, but a non-negotiable life style.