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Concepts in Outdoor Education - Lecture One
 

Concepts in Outdoor Education - Lecture One

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What is Outdoor Environmental Education in Australia?

What is Outdoor Environmental Education in Australia?

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http://moodle.federation.edu.au 1280
http://ubonline.ballarat.edu.au 679

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  • In this course, we are exploring what it means to you. <br />
  • Is OEE just a process? What is the key content? What does it matter? <br />
  • EOTC – Education outside the classroom <br />
  • HNR – Human nature relationships <br />

Concepts in Outdoor Education - Lecture One Concepts in Outdoor Education - Lecture One Presentation Transcript

  • OEEDU5001 Concepts in Outdoor Education Week one
  • Details - Theory 1 hr lecture in which we investigate the concepts and ideas (Lectures on Tuesdays between 11:30am - 12:30pm) 1-1.5 hrs tutorial in 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% • River knowing assignment 30 % due 1st May (in class) • Philosophy paper 40% TBA 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 Process Context = what is taught. = how it is taught. = the circumstances in which it is taught. Outcomes = what is learned.
  • Process Processes of learning = methods – the how of teaching. OE often thought of and written about as experiential learning. (especially in Nth America).
  • 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 u rn e y v er Jo Ri 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 u rn e y v er Jo Ri Developing connections with place HNR Explore alternate ways of seeing and knowing about nature? Links to everyday?