IOL Blog - Comment from the Institute
Evidence of impact is important and clearly articulated and demonstrable good practice is even more so.
How well do the stakeholders in education, learning, development and therapy understand how and when they might draw on options for engaging with nature and introducing outdoor learning to their work?
Categories: IOL Blog, Business management, Outdoor learning outcomes
(Adjective) Relating to moods, feelings, and attitudes. English Oxford Living Dictionaries
You might reasonably accuse me of banging on a bit about the need for affective experiences in and through the outdoors. It’s not only me getting excited about the role of outdoor learning experiences that involve significant feeling or emotion. Natural England’s Strategic Research Group are also clear that environmentally sustainable behaviour and healthy lifestyles are a product of affective experiences in nature. The concept of Nature Connectedness, so clearly spelt out in DEFRA’s recently published 25 year environment plan, is based on affective experiences leading to personal relevance and care for the natural environment.
So what are we doing about it? Well quite a few things actually and I’m keen that we all consider the role we play in ensuring that the role of outdoor learning is well understood and valued.
Categories: IOL Blog, Outdoor learning outcomes, Research, Workforce development
Outdoor Learning: It’s not just an educational thing
With the increasing emphasis in education on evidence base and sharing of good practice it is possible to lose perspective when outdoor learning meets national and local government aspirations.
Categories: IOL Blog, Outdoor learning outcomes
The recently published report by the Department for Education into Character Education (August 2017) could be viewed as an exercise in re-branding but I think there is more to take from it than that. The reference to character traits in the report such as resilience, self-esteem and confidence, communication skills, self-regulation, perseverance and motivation, respect, tolerance and empathy, may lead an outdoor learning professional to think that they might be at the heart of a school’s approach to delivering Character Education. Think again! The survey of schools behind the report makes little to no reference to outdoor learning.
Categories: IOL Blog
What have you done since the challenge at the 2016 IOL National Conference when Valerie Hannon asked ‘what is the purpose of outdoor learning?’ and challenged us with the evidence of need for a changed approach to learning in a rapidly changing global community.
So what is the purpose of your outdoor learning practice? For those working with schools it can be very easy with the regular work of the annual school cycle, to allow sole focus on the immediate learning programme content. For those working to develop the effectiveness of businesses or provide impactful leisure experiences, the pressure of generating the right level of income can also lead to a short term focus. Finding the space and asking such high level questions with potentially hard and far reaching answers, requires a change in mindset. How do you achieve that?
Categories: IOL Blog, Outdoor learning outcomes, Research
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