Dr. Hayo Reinders (www.innovationinteaching.org) is Professor of Education and Head of Department at Unitec in New Zealand and Dean of the Graduate School at Anaheim University in the United States. He is also Editor-in-Chief of the journal 'Innovation in Language Learning and Teaching'. Hayo's interests are in educational technology, learner autonomy, and out-of-class learning and his most recent books are on teaching methodologies, digital games, and second language acquisition. He edits a book series on 'New Language Learning and Teaching Environments' for Palgrave Macmillan.Marilyn Lewis is an honorary research fellow at the University of Auckland, New Zealand. They are the authors of The International Student Handbook and Study Skills for Speakers of English as a Second Language.

• Introduction to the BookWorkshop ConcernsPART I: LEARNING IN WORKSHOPS1. Why Workshops?2. A Brief History of Workshops3. Principles of Adult Learning4. Adults as Social Learners5. Adults as Experiential Learners6. The Experience of Learning in WorkshopsPART II: TEACHING IN WORKSHOPS7. The Experience of Delivering Workshops8. Planning and Organising Workshops9. Workshop Contexts10. Setting Goals11. Categorising and Selecting Activities12. Workshop Activities13. Sequencing Content and Activities14. Feedback and Assessment15. Delivering Workshops Online16. Professional Development for FacilitatorsPART III: THE PRACTICE OF FACILITATING WORKSHOPS17. The 'When' of Workshops18. Timing Issues19. Participant Issues20. Organisational Issues21. Technical Issues22. Space Issues23. Cultural Issues24. Presenter Issues25. Content Issues26. Dealing with Organisers27. Promoting Workshops28. Evaluating Workshops29. Giving Workshops to ColleaguesReferencesIndex.

'Reassuring, sensible advice about the topic of workshops with sound theoretical underpinnings to support its immensely practical ideas...a very positive and welcome addition to the literature.' - Dr Bill Dunn, Professional Development Adviser, University of Oxford, UK 'This is an excellent book that offers something for both the experienced lecturer and the novice. One of the many strengths is the way the book interweaves theory and practice, exploring the best ways to facilitate workshops and providing the underlying theory to support these ideas. The authors are both highly experienced practitioners and have provided an extremely readable text that is positively brimming with good ideas.' - Rob Abbott, Senior Lecturer in Early Childhood and Education, University of Chichester, UK

Dr. Hayo Reinders (www.innovationinteaching.org) is Professor of Education and Head of Department at Unitec in New Zealand and Dean of the Graduate School at Anaheim University in the United States. He is also Editor-in-Chief of the journal 'Innovation in Language Learning and Teaching'. Hayo's interests are in educational technology, learner autonomy, and out-of-class learning and his most recent books are on teaching methodologies, digital games, and second language acquisition. He edits a book series on 'New Language Learning and Teaching Environments' for Palgrave Macmillan.Marilyn Lewis is an honorary research fellow at the University of Auckland, New Zealand. They are the authors of The International Student Handbook and Study Skills for Speakers of English as a Second Language.

• Introduction to the BookWorkshop ConcernsPART I: LEARNING IN WORKSHOPS1. Why Workshops?2. A Brief History of Workshops3. Principles of Adult Learning4. Adults as Social Learners5. Adults as Experiential Learners6. The Experience of Learning in WorkshopsPART II: TEACHING IN WORKSHOPS7. The Experience of Delivering Workshops8. Planning and Organising Workshops9. Workshop Contexts10. Setting Goals11. Categorising and Selecting Activities12. Workshop Activities13. Sequencing Content and Activities14. Feedback and Assessment15. Delivering Workshops Online16. Professional Development for FacilitatorsPART III: THE PRACTICE OF FACILITATING WORKSHOPS17. The 'When' of Workshops18. Timing Issues19. Participant Issues20. Organisational Issues21. Technical Issues22. Space Issues23. Cultural Issues24. Presenter Issues25. Content Issues26. Dealing with Organisers27. Promoting Workshops28. Evaluating Workshops29. Giving Workshops to ColleaguesReferencesIndex.

'Reassuring, sensible advice about the topic of workshops with sound theoretical underpinnings to support its immensely practical ideas...a very positive and welcome addition to the literature.' - Dr Bill Dunn, Professional Development Adviser, University of Oxford, UK 'This is an excellent book that offers something for both the experienced lecturer and the novice. One of the many strengths is the way the book interweaves theory and practice, exploring the best ways to facilitate workshops and providing the underlying theory to support these ideas. The authors are both highly experienced practitioners and have provided an extremely readable text that is positively brimming with good ideas.' - Rob Abbott, Senior Lecturer in Early Childhood and Education, University of Chichester, UK

Dr. Hayo Reinders (www.innovationinteaching.org) is Professor of Education and Head of Department at Unitec in New Zealand and Dean of the Graduate School at Anaheim University in the United States. He is also Editor-in-Chief of the journal 'Innovation in Language Learning and Teaching'. Hayo's interests are in educational technology, learner autonomy, and out-of-class learning and his most recent books are on teaching methodologies, digital games, and second language acquisition. He edits a book series on 'New Language Learning and Teaching Environments' for Palgrave Macmillan.Marilyn Lewis is an honorary research fellow at the University of Auckland, New Zealand. They are the authors of The International Student Handbook and Study Skills for Speakers of English as a Second Language.

• Introduction to the BookWorkshop ConcernsPART I: LEARNING IN WORKSHOPS1. Why Workshops?2. A Brief History of Workshops3. Principles of Adult Learning4. Adults as Social Learners5. Adults as Experiential Learners6. The Experience of Learning in WorkshopsPART II: TEACHING IN WORKSHOPS7. The Experience of Delivering Workshops8. Planning and Organising Workshops9. Workshop Contexts10. Setting Goals11. Categorising and Selecting Activities12. Workshop Activities13. Sequencing Content and Activities14. Feedback and Assessment15. Delivering Workshops Online16. Professional Development for FacilitatorsPART III: THE PRACTICE OF FACILITATING WORKSHOPS17. The 'When' of Workshops18. Timing Issues19. Participant Issues20. Organisational Issues21. Technical Issues22. Space Issues23. Cultural Issues24. Presenter Issues25. Content Issues26. Dealing with Organisers27. Promoting Workshops28. Evaluating Workshops29. Giving Workshops to ColleaguesReferencesIndex.

'Reassuring, sensible advice about the topic of workshops with sound theoretical underpinnings to support its immensely practical ideas...a very positive and welcome addition to the literature.' - Dr Bill Dunn, Professional Development Adviser, University of Oxford, UK 'This is an excellent book that offers something for both the experienced lecturer and the novice. One of the many strengths is the way the book interweaves theory and practice, exploring the best ways to facilitate workshops and providing the underlying theory to support these ideas. The authors are both highly experienced practitioners and have provided an extremely readable text that is positively brimming with good ideas.' - Rob Abbott, Senior Lecturer in Early Childhood and Education, University of Chichester, UK