| CODE | YTH1012 | ||||||||
| TITLE | Outdoor Education | ||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Youth, Community and Migration Studies | ||||||||
| DESCRIPTION | This study-unit presents and explores the concept and understanding of outdoor education as a holistic education which compliments and challenges formal education. The mode of delivery incorporates formal, non-formal and informal teaching and learning. The practical component offers experiential and reflexive learning as the basis of Outdoor Education. At the start of the study-unit, the participants are introduced to the theoretical rationale for outdoor education primarily but not exclusively with young people. Consequently, the group is put in unique or novel settings and are invited to take responsibility for the decisions and outcomes of that group. Outdoor pursuits involve physical challenge, interpersonal and intra-personal relations and development in a natural, historic, sociopolitical, metaphysical and ever-changing environment. Study-Unit Aims: a) challenge and evaluate learning theories in formal, non-formal and informal education; b) consider the outdoor education module of physical challenge, interpersonal relationships, and the environment; c) equip participants with skills to analyse, evaluate and create outdoor education events and programmes; d) teach participants how to assess outdoor education participants by gathering necessary information; e) teach participants how to create learning environments; f) teach participants how to identifying the appropriate outdoor settings; g) equip course participants with the conceptual background and the skills needed to conduct outdoor education effectively. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: a) critically engage with theory, practice, and current literature; b) construct and apply theories of outdoor education to their current and future practice; c) reflect upon personal experience of engaging in outdoor education; d) conduct activities with young people and the wider community to empower them to identify and develop their own outdoor education activities and programmes; e) design and run youth and community led volunteering projects; f) facilitate and manage peer environment activities for protecting and enhancing the environment through direct experience and action. 2. Skills: By the end of the study-unit the student will be able to: a) critically engage with theory, practice, and current literature; b) construct and apply theories of outdoor education to their current and future practice; c) reflect upon personal experience of engaging in outdoor education; d) conduct activities with young people and the wider community to empower them to identify and develop their own outdoor education activities and programmes; e) design and run youth and community led volunteering projects; f) facilitate and manage peer environment activities for protecting and enhancing the environment through direct experience and action. Main Text/s and any supplementary readings: Main Texts: a) Gilbertson, K., Bates, T., McLaughlin, T., & Ewert, A. (2006). Outdoor Education: Methods and Strategies. Champaign, IL: Human Kinetics. Supplementary Readings: a) Education Outside the Classroom. (2005). House of Commons. Retrieved 11 6, 2022, from https://publications.parliament.uk/pa/cm200405/cmselect/cmeduski/120/120.pdf b) English Outdoor Council. (n.d.). High Quality Outdoor Education. Retrieved 11 6, 2022, from English Outdoor Council: http://www.englishoutdoorcouncil.org/HQOE.pdf c) Field, S., Lauzon, L., & Meldrum, J. (2016). A Phenomenology of Outdoor Education Leader Experiences. Journal of Experiential Education, 39(1), 31-44. d) Forgan, J., & Jones, C. (2002). How Experiential Adventure Activities can improve students' social skills. Teaching Exceptional Children, 34(3), 52-58. e) Jucker, R., & von Au, J. (2022). High-Quality Outdoor Learning. Open Access: Springer Cham. doi:https://doi.org/10.1007/978-3-031-04108-2. f) Monroe, & Ernest. (2004). The effects of environment-based education on students'critical thinking skills and disposition toward critical thinking. Environmental g) Education Research, 10(4), 522. Retrieved 11 6, 2022, from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=079bfc23-2752-4b67-a81b-ee7129949157%40sessionmgr4005&vid=2&hid=4214 h) Mosely, C., Cobb, N., & Elliott, K. (2018, October). Teaching outside the box. Techniques,46-49. i) Quay, J. (2012). More than relations between self, others and nature: outdoor education and aesthetic experience. Journal of Adventure Education & Outdoor learning, 13(2), 142-147. j) Seaman, J. (2019). Restoring Culture and History in Outdoor Education: Deweys Theory of Experience and Methodology. Journal of Outdoor Recreation, Education and Leadership, 11(4), 335-351. k) Shellman, A. (2014). Empowerment and Experiential Education: A State of Knowledge Paper. Journal of Experiential Education, 37(1), 18-30. l) Tucker, A., Javorski, S., Tracy, J., & Beale, B. (2013). The Use of Adventure Therapy in Community-Based Mental Health: Decreases in Problem Severity among Youth Clients. ChildYouth Care Forum, 42, 155-179. |
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| STUDY-UNIT TYPE | Lecture and Practical | ||||||||
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| LECTURER/S | Christopher D. Mamo |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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