OEEDU5001 Concepts in Outdoor Education Week one
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OEEDU5001 Concepts in Outdoor Education
Week one
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)
Details - Practical
River journey 4 days – March 27- 30
(Thursday – Sunday)
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.
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
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…
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.
So what is outdoor education anyway?
Course goals
Clarify personal ideologies with respect to both the environment & education
Course goals
Explore ideas and practices of OE
Course goals
You need to be clear in your reasons for teaching OEE and how it sits in schooling
Course goals
Philosophy will/should be dynamic
Pub chat to job interview to a school or National curriculum?
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?
Content, Process, CONTEXT and Outcomes in OEE
Four main components of curriculum.
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.
Processes of learning = methods
– the how of teaching.
OE often thought of and written about as experiential learning.
(especially in Nth America).
Process
Most common model of process in OE is the
experiential learning cycle (David Kolb 1984)
Process
Contested? Simplistic? Linked to learning styles? Time frames?
Processes can be applied to a very wide range of outcomes.
Context
Outdoor education can deliberately change context – the settings in which teaching and learning occur.
(It might be the only thing it does!)
Context
Deliberately constructing alternate worlds (what?)
Enabling critical reflection (why critical?)
Looking back…
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)
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.)
What outcomes do you hold to be most important for you
at this point?
Content?
…is the material that you might teach or introduce to
students… the subject matter
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!
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
The River Journey
Developing connections with place HNR
Explore alternate ways of seeing and knowing about nature? Links to everyday?
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