Education in outdoor involve you with all your body, with all your mind and soul, it is
the best provider of authentic learning. Stepping outside the classroom door, will open to you
and to your students a brand new word, full of opportunities for authentic learning and
developing relationships between teachers and students.
In this article I will present how outdoor it is a good framework for authentic learning
and how it is viewed form two points of view in a practical application, as a student,
beneficiary and as a pedagogue, facilitator, bringing augments for using the outdoor as a
frame for education more often.
I.
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When we speak about outdoor and authentic learning we speak about experience,
discovering by doing, the meaningful of the learning that you achieved by doing it with all
your body, mind and soul.
II.
III.
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and produce a significant impact, or paradigm shift, which affects the learner's subsequent
experiences. (Mezirow, 1991)
As Foran sustain, outdoor is a good place for developing comunication and
colaboration skills, that are very important for a more complex skill, team work. Also outdoor
activities can develop: self-estime, confidence, independence, and these abilities that people
develop working in the outdoor environment can be easily transferred in other fields of life.
The teamwork ability is a very important skill for 21 century, it was a seen as an
important ability to develop on child and also on adults since 1950 when team processes
started to be studied by psychologists. A theory that helped practitioners to understand and to
develop team working on target groups is Cannon-Bowers theory that divide human
teamwork into three dimensions: cognitions, skills, and attitudes.
The cognition or knowledge category includes information about the task such as
team mission, objectives, norms, problem models, and resources. Teamwork skills include
behaviours such as adaptability, performance monitoring, leadership, communication
patterns, and interpersonal coordination. Attitudes measure the participants feelings about the
team: team cohesion, mutual trust, and importance of teamwork. (Sycara & Sukthankar,
2006)
Summarising the literature, weve understood that all these skills that are most have
in today society can be developed in outdoor activities by experiential learning which provide
authentic learning. Once an educator offers the motivational challenge in nature it is
transforming from I have to to I want to and they treat this as a real life task connecting
the task with real world and this is authentic learning.
IV.
Study Case
In this study case we will analyse authentic learning two positions perspective, as a student
and as a pedagogue.
We chose for collecting the empirical data, interview and observation scale.
Interview is a research method used in many fields during which questions are asked
and answers are given with the aim of documenting the views of a particular group of
subjects.
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Observation it is a research method used to record facts, situations, which occur during a
pedagogical activity.
The strengths of these methods are the fact that are qualitative methods and using
them we can access deep meanings of research them. The limits are that they present the risk
of involving subjectivity and also the fact that we arent experimented researchers. We
collected empirical data during the Wonderful Days activities and after finishing the both
modules 1 and 9.
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Authentic learning as pedagogue
Process of designing was full of valuable experience, working in an intercultural team
splinted in two groups with different level of knowledge it was a win-win collaboration, we
learned together to design outdoor activities.
Next we will present objectives of the activities that weve planned for children:
Name game ice break, preparing for collaboration and socialisation
Puzzle game to offer to children the chance to cooperate and collaborate for a main
propos, understanding the surroundings, get knowledge about outdoor environment,
achieving team work skills by working together in outdoor, providing the frame for
authentic learning
Treasure hunt problem solving skills, developing teamwork skills working in
outdoor
Wisper game fun, intercultural collaboration, attention, language skills
Stafet enjoying movement in the nature, language skills, team work, helping each
other.
Planning the activities, we used as base theories that I analyse in this document, but I
need to add the fact that we had as guidance, some important theories of learning: Deweys
learning theory, learning by doing in the activities that involved de children like puzzle game,
theory that is connected with Constructivism and Behaviourist learning theory (Skinner), in
treasure hunt, with a reward.
During the activities, we applied the observation scale and we observe that during the
tasks weve achieved all our objectives. (See specification matrices from SMTTE) Children
divides their tasks very well during the puzzle game and treasure hunt, they recognize the
insects and plants and make connections between the plants and insects.
We observe the noticing of a leader that makes easier in the group to find solutions and
dividing the tasks. We can say that they had a good team work, they helped each other and
they worked really fast. Thing that put us in the situation to be spontaneous, but we handled
it, we added in our program the Wisper Game, that was really fun for the children, special
because of intercultural characteristics.
In the evaluation phase of our plane, we applied a set of narrative questions, to see how or
design worked for the kids and summarising their answers we can said that it was a success
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because for them it was fun, they liked Madagascar theme and they found interesting us as
English speakers.
V.
Conclusion
References:
Ciolan, L., & Laura Elena, C. (2014). Two perspectives, same reality? How
authentic is learning for students and for their teachers? Social and
Behavioral Sciences, 24 - 28.
Foran, A. (2005). The Experience of Pedagogical Intensity in Outdoor Education.
Journal of Experiential Education, 147-163.
Hygum, E. (2014). Early childhood education - To be or not to be - the child as
human being. Aarhus: VIA Sistemtime Publishing.
Kolb, D. (1984). Experiential learning. Experience as the source of tearning and
development. New Jersey: Prentice Hall.
Lombardi, M. (2007). Authentic Learning for the 21st Century. An Owerview.
U.S.A: EDUCAUSE.
Mezirow, J. (1991). Transformative Dimensions of adult learning. San Francisco.
Redmond, K., Foran, A., & Dwyer, s. (2010). Quality Lesson Plans for Outdoor
Education. U.S.A: Versa Press.
Smith, M. (1980). Creators Not Consumers: Redidcovering social education.
Leicester: National Association of Youth Clubs.
Study Group 3. (2016). SMTTE MODEL - Madagascar Activity. Holstebro.
Sycara, K., & Sukthankar, G. (2006). Literature review of teamwork models.
Pittsburgh, Pennsylvania: Carnegie Mellon.
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity.
Cambridge: Cambridge University Press.