The Journal, Leadership and Research topics
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The Journal, Leadership and Research topics

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The Journal, Leadership and Research topics The Journal, Leadership and Research topics Presentation Transcript

  • The journal, leadership and research topics OEEDU 6002 Expeditioning - Week 8
  • Why a journal?
  • Humans are storytellers who, individually and socially, lead storied lives.
  • Story is concerned with one’s place in the world and understanding of that place.
  • Every interpretation of reality is based on a unique position.
  • • You may lead or plan one someday.
  • • You may lead or plan one someday. • Gather really cool data to reflect on.
  • • You may lead or plan one someday. • Gather really cool data to reflect on. • Teachers and learners are storytellers and characters in their own and other's stories.
  • • Not merely a flow of impressions The journal
  • • Not merely a flow of impressions • Records impressions set in context The journal
  • • Not merely a flow of impressions • Records impressions set in context • A tool for analysis and reflection The journal
  • • Not merely a flow of impressions • Records impressions set in context • A tool for analysis and reflection • Objective and subjective The journal
  • • Not merely a flow of impressions • Records impressions set in context • A tool for analysis and reflection • Objective and subjective • A dialogue with oneself over time The journal
  • Logs, diaries & journals
  • Logs are factual
  • Diaries usually more personal (interpretive)
  • • Journals are a blend of logs and diaries • include the structure of the log and; • free flowing meanderings of the diary
  • • Journals are a blend of logs and diaries • include the structure of the log and; • free flowing meanderings of the diary • Quite a demanding document to keep
  • • What happened? • What are the facts? • What was my role? • What feelings and senses surrounded the events? • What did I do? Dialogue • What did I feel about what I did?
  • Maintains a dialogue • What happened? between and among • What are the facts? various dimensions of • What was my role? experience • What feelings and senses surrounded the events? • What did I do? Dialogue • What did I feel about what I did?
  • Maintains a dialogue • What happened? between and among • What are the facts? various dimensions of experience Dialogue
  • Maintains a dialogue • What happened? between and among • What are the facts? various dimensions of • What was my role? experience Dialogue
  • Maintains a dialogue • What happened? between and among • What are the facts? various dimensions of • What was my role? experience • What feelings and senses surrounded the events? Dialogue
  • Maintains a dialogue • What happened? between and among • What are the facts? various dimensions of • What was my role? experience • What feelings and senses surrounded the events? • What did I do? Dialogue
  • Maintains a dialogue • What happened? between and among • What are the facts? various dimensions of • What was my role? experience • What feelings and senses surrounded the events? • What did I do? Dialogue • What did I feel about what I did?
  • Subjective
  • Subjective Dialogue traverses back and forth between objective and subjective views
  • Subjective Dialogue traverses back and forth between objective and subjective views Objective
  • Subjective
  • Subjective We become increasingly more accepting and perhaps less judgmental.
  • Subjective We become increasingly more accepting and perhaps less judgmental. Objective
  • • Journal writing is cyclical
  • • Journal writing is cyclical • First, reflect on experiences
  • • Journal writing is cyclical • First, reflect on experiences • Then, reflect on the journal entries themselves later on.
  • • We can become more sensitive observers.
  • • We can become more sensitive observers. • More penetrating into our inquiry as to ‘what it all means’.
  • • We can become more sensitive observers. • More penetrating into our inquiry as to ‘what it all means’. • More focussed on our roles and directions
  • Observe
  • Observe Reflect
  • Observe Reflect Analyse
  • • What are you experiencing? • What is the meaning and significance of the experience? Consider
  • describe your observations e.g. signs, interactions, conditions, emotions, actions, your perceptions and feelings. Observe
  • Think about what you observe and ask questions: • What does this mean? • Why is this happening? • What patterns are there? Reflect
  • Set a task to reflect on for a day e.g. something that is happening in the community, in your connection with nature, with yourself. Write down your thoughts in your journal then answer the points under reflect. Reflect
  • Look for possible explanations and try out your ideas. Try discussing with other people. Analyse
  • Leadership
  • What makes a good outdoor leader?
  • • In two groups, come up with the key competencies of outdoor leaders
  • A competent leader is a combination of: skill, attitude, knowledge, behaviour, confidence and experience.
  • Remember these? • Autocratic: • Democratic: • Abdicratic:
  • Remember these? • Autocratic: telling / selling • Democratic: • Abdicratic:
  • Remember these? • Autocratic: telling / selling • Democratic: testing or consulting • Abdicratic:
  • Remember these? • Autocratic: telling / selling • Democratic: testing or consulting • Abdicratic: joining or delegating
  • Evolution of facilitation
  • Evolution of facilitation 1. Experience speaks for itself: learning and doing
  • Evolution of facilitation 1. Experience speaks for itself: learning and doing 2. Speaking for the experience-learning by telling
  • Evolution of facilitation 1. Experience speaks for itself: learning and doing 2. Speaking for the experience-learning by telling 3. Debriefing the experience-learning through reflection
  • Evolution of facilitation 1. Experience speaks for itself: learning and doing 2. Speaking for the experience-learning by telling 3. Debriefing the experience-learning through reflection 4. Directly frontloading the experience-direction with reflection
  • Evolution of facilitation 1. Experience speaks for itself: learning and doing 2. Speaking for the experience-learning by telling 3. Debriefing the experience-learning through reflection 4. Directly frontloading the experience-direction with reflection 5. Framing the experience-reinforcement with reflection
  • Evolution of facilitation 1. Experience speaks for itself: learning and doing 2. Speaking for the experience-learning by telling 3. Debriefing the experience-learning through reflection 4. Directly frontloading the experience-direction with reflection 5. Framing the experience-reinforcement with reflection 6. Indirectly frontloading the experience-redirection before reflection
  • How have we framed or front loaded the expedition?
  • Framing the expedition • Self-development • Leadership • Community development • Environmental / connections with nature
  • Educational goals • Self goals - group goals for expedition. - Identify fears, concerns. - Rank them over time • Identify everyone’s physical, psychological, emotional strength at the start. • Community focus: e.g. Food: group cooking / community establishment
  • Educational goals • Leadership - Move towards abdicratic style when possible • i.e. leader is part of the group - Use of questions to probe issues which eventuate.
  • Educational goals • Community focus - Food: group cooking / community establishment
  • Educational goals • Human / Nature relationships - solo experiences and reflection within journal - nightly reflections
  • Research topic
  • Research topic • Choose one aspect of the alpine environment to research. • Devise a creative method of delivering the information to the rest of the group. • The session is to be delivered during the expedition.
  • Research topic • Some possible topics are; - ecological history, early European/indigenous history, flora/fauna, geology, introduced species, history of the Alpine National Park. • Facilitate the transference of knowledge gained to the group members on leadership day.
  • The route • Which day will you lead? - create a route card for the whole day • Catering - which meal on which day? - who is to provide? - dehydrator - keep it moving around the group • Research topic - what will you choose?