Download - Concepts in Outdoor Education - Lecture One
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OEEDU5001 Concepts in Outdoor Education
Week one
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Details - Theory
1 hr lecturein which we investigate the concepts and
ideas(Lectures on Tuesdays between 11:30am - 12:30pm)
1-1.5 hrs tutorialin which we explore and discuss the
readings YOU have done.(not week 4)
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Details - Practical
River journey 4 days – March 27- 30
(Thursday – Sunday)
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Outdoor Enviro Education?
A bit of a misnomer? I will tend to use OE interchangeably with OEE as they will become the same.
ACHPER misuses OE when they mean outdoor recreation or outdoor pursuits.
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Assessment
• Online test 30% TBA
• River knowing assignment 30 % due 1st May (in class)
• Philosophy paper 40% due 9th – 20th June
S/U for prac and attendance
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Readings?
• There are readings to do most weeks.
• Available now on Moodle – or in hard copy.
• If you don’t read you will MISS vital content and the class will be boring…
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Readings?
• Five specific tutorials will discuss YOUR questions from the readings.
– (Wks 5,6,8,9 & 10) (questions are fine anytime though!)
• Tutorials should be interactive and interesting
– we share the responsibility to make them so.
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So what is outdoor education anyway?
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Course goals
Clarify personal ideologies with respect to both the environment & education
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Course goals
Explore ideas and practices of OE
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Course goals
You need to be clear in your reasons for teaching OEE and how it sits in schooling
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Course goals
Philosophy will/should be dynamic
Pub chat to job interview to a school or National curriculum?
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Course goals
• Clarify personal ideologies with respect to both the environment & education
• Explore ideas and practices of OE
• Need to be clear in your reasons for teaching OEE and how it sits in schooling
• Philosophy will/should be dynamic– Pub chat to job interview to a school or National curriculum?
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Content, Process, CONTEXT and Outcomes in OEE
Four main components of curriculum.
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Four main components of curriculum
Content = what is taught.
Process = how it is taught.
Context = the circumstances in which it is taught.
Outcomes = what is learned.
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Processes of learning = methods
– the how of teaching.
OE often thought of and written about as experiential learning.
(especially in Nth America).
Process
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Most common model of process in OE is the
experiential learning cycle (David Kolb 1984)
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Process
Contested? Simplistic? Linked to learning styles? Time frames?
Processes can be applied to a very wide range of outcomes.
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Context
Outdoor education can deliberately change context – the settings in which teaching and learning occur.
(It might be the only thing it does!)
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Context
Deliberately constructing alternate worlds (what?)
Enabling critical reflection (why critical?)
Looking back…
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Outcomes?
…are what students come away learning – understanding,
doing, feeling…
(Sometimes “outcome” is used to describe aims or goals. Eg. On the VCE OES design)
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In OE, outcomes have been traditionally described as
being:
• about the self;• about the community or others and; • about the natural world or nature.
(technical outdoor skills)(promote, enhance academic learning. USA, NZ EOTC.)
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What outcomes do you hold to be most important for you
at this point?
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Content?
…is the material that you might teach or introduce to
students… the subject matter
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Content??
• …write an example of specific content you think OK for OE in, say, a year 10 OE class.
• Check it with a mate to ensure it is content, not a process or outcome.– Emphasis? Taken for granted assumptions?
• POST!
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The River Journey
Removal from institutional settings which have hidden agendas contrary to messages we wish to convey.
Looking back
Developing a community – care, mutual trust & respect.
Setting a context
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The River Journey
Developing connections with place HNR
Explore alternate ways of seeing and knowing about nature? Links to everyday?