Outdoor Education, continuation course, 15 ECTS Credits, 2014 2015 - PDF document

Outdoor Education, continuation course, 15 ECTS Credits, 2014 – 2015 (Utomhuspedagogisk fördjupningskurs med didaktisk inriktning) Welcome to the Outdoor education and didactics course, as a part of the second year Master programme in Outdoor education at Linköping University. The first part of the course starts on Monday 8 th and finishes Friday 12 th September 2014, with the first week in the outdoors around Linköping University and then in the county of Östergötland. The second week is between 18 th and 22 nd May 2015. The course ends 21 st –22 nd May with outdoor field activities and the final examination (the place for this is not decided yet). Course contents The course is organised as two full time campus and field weeks and 16 weeks off campus. During the two campus/field weeks you will take part in outdoor education in practice, seminars and lectures. In between you are working individually and in groups with a web- based platform. Obligatory Literature *Spencer, C., & Blades, E. (Editors) 2006. Children and their Environments: Learning, Using and Designing Spaces . Amazon ISBN 0-521-54682-6 (paperback) 0-521-83778-2 (hardback) *Orr, DW. 2004. Earth in Mind – On Education, Environment, and the Human Prospect. Connecticut: Island Press. ISBN 1-55963-295-X * Articles available on line from Liu University Library see below. You can also read on the National Centre for Outdoor Education website, before the summer vacation and collect four scientific papers that you need and read them before we meet in September. Look at the National Centre for Outdoor Education website: www.liu.se/ikk/ncu. I also add a leaflet of empirical arguments (55). Recommended literature Dahlgren, LO., Sjölander, S., Strid, JP., & Szczepanski, A. 2007. Utomhuspedagogik som kunskapskälla. Lund: Studentlitteratur. ISBN 978-91-44-04559-7 Davis, J. 2010. Young Children and the Environment. Early Education for Sustainability . Cambridge: Cambridge University Press. ISBN 978-0-521-73612-1 Gruenewald, D. A., & Smith, G. 2008 . Place-Based Education in the Global Age. New York: Routledge. ISBN 0-8058-5864-4 Knapp, C.E. 1992. Lasting Lessons – A Teacher´s Guide to Reflecting on Experience. Charleston: ERIC. ISBN 1-880785-06-4 Knapp, S.E. 1996. Just Beyond the Classroom . Charleston: ERIC. ISBN 1-880785-15-3 Louv, R. 2008. Last Child in the Woods. Chapel Hill, North Carolina: Algonquin Books. ISBN 978-1-56512-605-3 Louv, R, 2011, The Nature Principle – Reconnecting with Life in a Virtual Age. New York: Algonquin Books. ISBN 978-1-61620-141-8 Rickinson, M., Lundholm, C., & Hopwood, N. 2009. Environmental Learning – Insights from Research into the Student Experience. Springer. ISBN 978-90-481-2955-3 Rickinson, M., Dillon, J., Teamy, K., Morris, M., Choi, M-Y., Sanders, D., & Benefield, P. (2004). A Review of Research on Outdoor Learning. National Foundation for Educational Research and King´s College London. Sobel, D. 2008. Place-Based Education: Connecting Classrooms and Communities . Great Barrington, MA: The Orion Society. 1

Wickenberg, P. 2004 . Learning to Change our World? Swedish Research on Education and Sustainable Development. Lund: Studentlitteratur. ISBN 91- 44-03566 -7 Recommended literature for Swedish speaking students Jensen, M (red) 2011. Lärandets grunder – teori och perspektiv. Lund: Studentlitteratur. ISBN 978-91-44-06850-3 Hägerstrand, T. 2009. Tillvaroväven. Stockholm: Forskningsrådet Formas. ISBN 978-91-540- 6033-7 Jordet, A.N. 2010. Klasserommet Utenfor – Tilpasset opplaering i et utvidet laeringsrom. Oslo: Cappelen Akademisk Forlag. ISBN 978-82-02-28629-3 Mygind, E. 2005. Udeundervisning i folkeskolen . København: Museum Tusculanums Forlag. ISBN 87-635-0370-0 Kvernbekk, T. (red) 2011. Humaniorastudier I Pedagogik – Pedagogisk filosofi og historie Oslo: Abstract forlag. ISBN 978-82-7935-306-5 Szczepanski, A. 2008. Szczepanski, A. (2008). Handlingsburen kunskap: Lärares uppfattningar om landskapet som lärandemiljö. Licentiate dissertation, Linköping: Linköpings universitet Institutionen för beteendevetenskap och lärande, Institutionen för kultur och kommunikation, Estetiska avdelningen. Assignments There are three assigned aspects designed to support your learning. The first relates to your participation throughout the course, comprising postings, reflections, comments and interaction. You need to be active and visit the course platform. All participants need to be contributing to the group discussions. The second and third are written assignments; a presentation of an academic work in this field and a course report. The second assignment should also be presented orally. Do not view them as separate tasks as they are all related. The reading and discussing you do in assignment 1 help you manage writing assignment 3. The dissertation you need to read and present in assignment 2 could of course be part of you reference list in assignment 3. Assignment 1 Group discussions on the web-based platform The course is partly distance based with 3 tasks. Each task requires reparation by reading literature and participation in group discussions on line. You are most welcome to introduce other relevant readings to your peers. The lists are just suggestions of readings. Week 38 to week 41 Task 1 – The diversity of outdoor education. In this task you are asked to reflect on historical and cultural aspects on outdoor education. You are also asked to try to define outdoor education as a pedagogical tradition in relation to other nearby traditions as place-based education and education for sustainable development. - What does outdoor education mean to you, in your particular context? - Do you use the outdoors as a learning environment? If so, in what ways and what are your objectives? - How do you understand the concept of place in outdoor education? - What are your “critical issues” in the field? 2

Step 1: Write down your initial understanding of what role outdoor education plays in your own practice or from a more theoretical point of view. You do not need to post this text but should post some reflections or questions you want elaborate further during this course in the group discussion forum on the web-based platform. Due 10 th October. Step 2: Read the literature with the aforementioned questions in mind. Is there something from the literature you particularly want to discuss? Has your initial understanding been challenged in any way? Do you agree or disagree with the authors? Do you see cultural differences in the use of the outdoors as a learning environment? How would you describe the relation between outdoor education, place-based education and education for sustainable development? Post your reflections and continue to discuss on the web-based platform. Brookes, A. 2002. Lost in the Australian Bush: Outdoor Education as Curriculum. Journal of Curriculum Studies. 34 (4), 405-425. Dopico, E., & Garcia-Vazquez. 2010. Leaving the Classroom: a Didactic Framework for Education in Environmental Sciences. Cultural Studies of Science Education. In press, published on line 07 May 2010. Gruenewald, D. 2003. The Best of both Worlds: a Critical Pedagogy of Place. Educational Researcher. 32 (4), 3-12. Kahn, P., & Kellert, S. Chapter 4, 5. 2002. Children and Nature. Cambridge: Massachusetts Institute of Technology. Martin, P., & Ho, S. 2009. Seeking Resilience and Sustainability: Outdoor Education in Singapore. Journal of Adventure Education and Outdoor Learning. 9 (1), 79-92. Maeda, K. 2005. Community-Based Outdoor Education using a Local Approach to Conservation. Australian Journal of Outdoor Education. 9 (1), 40-47. Manteaw, B. O. 2010. Education in Global Environmental Politics: why the Discourse of Education for Sustainable Development needs Attention. International Journal of Environment and Sustainable Development. 9(1,2,3), 74-90. Nicol, R. 2002. Outdoor Education: Research Topic or Universal Value? part one. Journal of Adventure Education and Outdoor Learning. 2 (1), 29-41. Nicol, R. 2002. Outdoor Education: Research Topic or Universal Value? part two. Journal of Adventure Education and Outdoor Learning. 2 (2), 85-99. Nicol, R. 2003. Outdoor Education: Research Topic or Universal Value? part three. Journal of Adventure Education and Outdoor Learning. 3 (1), 11-28. Nespor, J. 2008. Education and place: a review essay. Educational Theory. 58 (4), 475-489. Stevenson, R. 2008. A Critical Pedagogy of Place and the Critical Place(s) of Pedagogy. Environmental Education Research. 14 (3), 353-360. Week 45 to 47 Task 2 – What role does nature play in education and identity formation? Our relation to nature can be viewed from a social constructivist perspective (e.g Halldén and Gullestad) or from a more evolutionary psychological perspective (e.g Kahn & Kellert). How do you view human relationships with nature? What is your rationale for bringing children/students outdoors? Read the literature and use also your own experiences and understanding to answer the questions. Write a short paragraph and post in Task 2 forum on the web-based platform. 3