scholarly journals A Decade of Outdoors Experiential Workshops

2019 ◽  
Vol 12 ◽  
pp. 107-118
Author(s):  
Judy A.K. Bornais ◽  
David M. Andrews ◽  
Alice L.E.V. Cassidy ◽  
W. Alan Wright ◽  
Marie-Jeanne Monette
Keyword(s):  
Experiential Learning ◽  
Outdoor Education ◽  
Educational Development ◽  
Learning Experiences ◽  
Mots Clés ◽  
Outdoor Experiential Learning

Though much literature describes the value of experiential and place-based learning experiences for participants, we have found little comparable literature regarding the facilitator experience. This paper provides current and future facilitators of workshops, especially those that take place outdoors, our reflections and ideas as facilitators, including tips for success. Our findings reinforce the conclusion that experiential learning can be as beneficial and transformative for facilitators as for participants, and that what we encounter during workshops parallels what students may go through in our classrooms as they learn. We identify five clear themes from facilitator reflections and encourage readers to consider leading an outdoor experiential learning sessions. Keywords: reflection, facilitators; outdoor education; place-based learning; conference pedagogy; educational development   S’il existe beaucoup d’études décrivant la valeur des expériences d’apprentissage expérientiel axé sur la dimension locale, notre examen a révélé peu d’études du genre portant sur l’animateur. Notre article présente des idées, des réflexions et des conseils à l’intention des personnes qui animent ou animeront des ateliers, tout particulièrement des ateliers en plein air, en vue de la réussite de ces activités. Nos conclusions indiquent, premièrement, que l’apprentissage expérientiel peut être bénéfique et peut induire des changements chez l’animateur aussi bien que chez le participant et, deuxièmement, que notre expérience en tant qu’animateurs au cours des ateliers recoupe l’expérience d’apprentissage des étudiants en classe. Nous cernons cinq thèmes issus des réflexions des animateurs et nous encourageons les lecteurs de l’article à envisager la possibilité d’animer des sessions d’apprentissage expérientiel en plein air. Mots clés : réflexion, animateurs; enseignement en plein air; apprentissage axé sur la dimension locale; pédagogie de conférence; perfectionnement de l’enseignement

scholarly journals Exploring salutogenic mechanisms of an outdoor experiential learning programme on youth care farms in the Netherlands: untapped potential?

2014 ◽  
Vol 19 (2) ◽  
pp. 139-152 ◽  
Author(s):  
Ester Schreuder ◽  
Mandy Rijnders ◽  
Lenneke Vaandrager ◽  
Jan Hassink ◽  
Marie-José Enders-Slegers ◽  
...  
Keyword(s):  
Experiential Learning ◽  
The Netherlands ◽  
Youth Care ◽  
Outdoor Experiential Learning

Experiential Learning: a student perspective

2018 ◽  
Author(s):  
Sean Price ◽  
Jamie Mowbray ◽  
Lauren Turner ◽  
Emily Lewis
Keyword(s):  
Experiential Learning ◽  
Panel Discussion ◽  
Learning Experiences ◽  
Student Perspective

A panel discussion with four Queen’s undergraduates who will discuss their experiential learning experiences.

Challenges, Issues, and Trends in Adult Education

2021 ◽  
pp. 48-75
Author(s):  
Jeng-Yang Wu
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Experiential Learning ◽  
Course Design ◽  
Learning Experiences ◽  
Learning Theories ◽  
Daily Lives ◽  
Adult Learning Theories

This chapter explores how adults think, learn, and apply knowledge in their daily lives to effectively design a curriculum, create activities, and integrate valuable technology into the course design. The chapter summarizes adult learning theories, including self-directed, transformative, and experiential learning, as well as the concept of andragogy. Instructors are provided with practical tools and methodologies which will help them to produce effective adult learning experiences.

scholarly journals Undergraduate biological sciences and biotechnology students’ reflective essays focus on descriptive details of experiential learning experiences

2020 ◽  
Vol 44 (1) ◽  
pp. 99-103
Author(s):  
Patricia A. Halpin ◽  
Ann E. Donahue ◽  
Kathryn M. S. Johnson
Keyword(s):  
Biological Sciences ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Learning Experiences ◽  
Career Readiness ◽  
Qualitative Assessment ◽  
Learning Gains ◽  
Hands On ◽  
Apprenticeship Model ◽  
Enhance Student Learning

Experiential learning experiences (ELEs), opportunities for students to apply knowledge and skills critically in a hands-on environment, are fundamental to the apprenticeship model of biological and biotechnological sciences. ELEs enhance student-learning gains, increase career readiness, and provide important networking opportunities. However, students do not often recognize the benefits of ELEs. Reflection is a highly effective tool to articulate learning gains and connect new content with established knowledge. Therefore, senior undergraduate students ( n = 23), majoring in biological sciences or biotechnology, wrote required reflective essays about their ELE, in response to an intentionally vague prompt. Qualitative assessment of the reflective essays identified themes present in the reflective essays that typically included descriptions of what students did, with whom they worked, and what they learned during their ELE, but lacked critical analysis or deep reflection about their experience. Differences were also present between different types of ELEs. These results provide a foundation for guiding students to deeper reflection, ultimately resulting in greater benefits from their ELEs. To promote more robust reflection, and, therefore, theoretically enhance learning gains from ELEs, we suggest multiple iterations of reflection, instructor feedback and coaching, and ELE-specific prompts that focus on the placement of ELEs within students’ personal and professional trajectory.

scholarly journals Nordic Student Teachers’ Views on the Most Efficient Teaching and Learning Methods for Species and Species Identification

2019 ◽  
Vol 11 (19) ◽  
pp. 5231 ◽  
Author(s):  
Irmeli Palmberg ◽  
Sirpa Kärkkäinen ◽  
Eila Jeronen ◽  
Eija Yli-Panula ◽  
Christel Persson
Keyword(s):  
Experiential Learning ◽  
Student Teachers ◽  
Species Identification ◽  
Teaching And Learning ◽  
Project Work ◽  
Learning Methods ◽  
Chi Square ◽  
Identification Test ◽  
Living Organisms ◽  
Outdoor Experiential Learning

Teachers need knowledge of species and species identification skills for teaching the structure and function of ecosystems, and the principles of biodiversity and its role in sustainability. The aim of this study is to analyze Nordic student teachers’ views on the most efficient methods and strategies to teach and learn species and species identification, and to find some trends about how well their views are reflected in a species identification test. Student teachers in Finland, Norway, and Sweden (N = 426) answered a questionnaire consisting of fixed and open-ended questions, and a species identification test. An analysis of variance, Chi-Square, and t-test were used for quantitative data and an inductive content analysis for qualitative data. Results showed that outdoor teaching and learning methods are more efficient than indoor methods. The majority of student teachers considered outdoor experiential learning with living organisms as the most efficient teaching and learning method. Student teachers who highlighted outdoor experiential learning and outdoor project work as their most efficient methods received significantly better results in the species identification test than the others. Field trips and fieldwork were emphasized as the most important sources in schools and universities, while the Internet was the most important source among media. The student teachers underlined teachers’ expertise in the form of in-depth understanding of subjects and supervising skills for efficient teaching both outdoors and indoors. Therefore, teaching and learning of species and species identification as the practical part of biodiversity and sustainability education is emphasized as an integral part of teacher education programs.

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