Balancing the Natural World and the Technological World with our Inner World

Balancing the Natural World & the Technological World with our Inner World By Melanie Van Zwieten

Would You Kindly Introduce Yourself

Now Lets Answer The Real Question …

What is Stopping Us from Knowing Who We Are?

Busy Schedules

Media Technology

Urbanisation

(Pergams & Zaradic, 2007; Lehrer, 2009; White, n.d.)

Imagine …

Reduced memory

Reduced self-control

Loss of emotional

control

Cognitive Deficits (Lehrer, 2009)

Disconnected (Hall, 1997; Seaman & Gass, 2004) Prevents Internalisation of Life Experiences Prevents us from Learning from our experiences Lose Touch with our Inner-Selves

World of a Child FaceBook Mobiles E-mails Chat Rooms MySpace Text Messages MSN School

PLAN

REFLECT ACT

OBSERVE

David Kolb’s Experiential Learning Theory (Healey & Jenkins, 2000)

It’s the Thought That Counts…

It is not an individual

who has an experience,

rather it is experience

that results in the individual

(Zink, 2005)

Imagine …

Outdoor Education Aids Reflection

Outdoor Education loosens daily distractions and enhances self awareness.

(Zink, 2005)

Reflection – Outdoor Camp “ I started thinking about things” Self-Discovery Over-come negative self-beliefs Discover strengths & abilities Self-Efficacy transfers to daily life (Lehrer, 2009)

Experiential Approach: Rock Climbing

Challenge

Reaction

Frontloading, Questioning and Debriefing

Connections and Meanings

Attitude & Behaviour Change

Transfer to Life

( Alvarez & Stauffer, 2001 )

Facilitate It

Lesson Principles

Skills Metaphors

Life

(Parry, 1997)

Benefits of Self Reflection:

Problem solving skills

Self-discipline

Responsible risk taking

Physical, emotional and social maturation

Access and express emotions

Personal and interpersonal skills

Skills to make better choices

Life changes one needs and wants

Behaviour is a symptom of other issues

Personal strengths and weaknesses

Self-concept, sense of empowerment & resiliency

(Russell, 2001 )

The Question Remains …

(Lehrer, 2009)

Balance Technological World & Natural World

The key is to find ways to alleviate

the psychological

damage of urban

living whilst

still preserving its

unique benefits .

(Lehrer, 2009)

Sense of Place (Bridle, 2004; White, n.d))

Research Shows … Even a patch of nature holds benefits (Lehrer, 2009)

Balancing the Technological World with the Natural World

Engage Students

Computer Competence

Stimulus for Reflection

Greater Self-Analysis

Appeal to a Diverse

Range of Learners

(Houghton, 2007 & White, n.d.)

Blog: Online Journal

PowerPoint: Connected Class

http://www.smilebox.com

Postcard: Who I Am

Scrapbook: School Seasons

Slideshow: Self Story

E-Cards: This made me think of You

Invitation: Time to Reflect

Encourage Reflective Thinking Stimulate cognitive processes before, during and after learning experiences Teachable Moments Encircling & Surrounding Experiences Ask the Right Questions Don’t Give Them The Answers (Seamon & Gass, 2004)

Fundamentals of Outdoor Education

Give students an

opportunity to

derive their own

meanings and

understandings

(Bunting, 2006; Healey & Jenkins, 2000) Reflection Generalisation/ Application Self-Reliance Responsibility Respect Experience

Lets take the advantages from both

The Natural World and

The Technological World,

& mould them into learning experiences

that maximise student learning,

growth and personal development

References

Alvarez, A.G & Stauffer, G.A. (2001). Musings on adventure therapy. The

Journal of Experiential Education, 24, 2, 85-91

Bridle, A. (2004). Reflections on the Impact of Technology on Outdoor Experiences. Australian Journal of Outdoor Education, February, accessed 22/03/2009 from http://www.voea.vic.edu.au/publications/journeys/

technologyoutdoors_bridle.html

Bunting, C.J. (2006 ). Interdisciplinary teaching through outdoor education . Human Kinetics , Champaign, IL

Dickinson, S. (1996). What does it mean to be outdoor educated?(1). Australian Journal of Outdoor Education, February, accessed 22/03/2009 from http://www.voea.vic. edu.au/publications/journeys/outdooreducated

_dickinson.html

Hall, A. (1997). Practical approaches to programming primary school outdoor education.

Australian Journal of Outdoor Education, February, accessed 22/03/2009 from

http://www.voea.vic.edu.au/publications/journeys/primaryoutdoored_hall.html

Healey, M. & Jenkins, A. (2000). Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education, Journal of Geography , 99, 185-195

Houghton, E (2007). Book Review: Reconnecting Children through Outdoor Education – A Research Summary, Journeys, viewed 16/02/2009, http://www.voea.vic.edu.au/shop/ReconnectingChildren_Review.pdf

Lehrer, J. (2009). Nature Essential for the Brain, Scientists Report. Children & Nature , 02 January, accessed 22/03/2009 from http://www.children andnature.org/news/detail/nature_essential_for_the_brain_scientists_report/

Parry, S. (1997). What does it mean to be outdoor educated?(2). Australian Journal of Outdoor Education, February, accessed 22/03/2009 from http://www.

voea.vic.edu.au/publications/journeys/outdooreducated_parry.html

Pergams, O. & Zaradic, P. (2007), Kids picking TV over trees. The Nature Conservancy, 28 June, accessed 16/02/2009, http://www.childrenandnature.org

/news/detail/kids_picking_tv_over_trees/

Russell, K.C. (2001). What is wilderness therapy? The Journal of Experiential

Education, 24, 2, 70-79

Seaman, J. & Gass, M. (2004). Service-Learning and Outdoor Education: Promising Reform Movements or Future. The Journal of Experiential Education ; 27, 1, 67-86

White, F. (2007). Seattle area Teens go wild - for nature. Children & Nature , 07 August, accessed 22/03/2009 from http://www.childrenand

nature.org/index.php?/news/detail/seattle_area_teens_go_wild_for_nature

White, R. (n.d.), Interaction with Nature during the Middle Years: Its Importance in Children's Development & Nature's Future, accessed 16/02/2008, http://www.whitehutchinson.com/children/articles/nature.shtml.