A5086432103- Outdoor and Experiential Education
- Diverse Educational Innovations Studies
- Adventure Sports and Sensation Seeking
- Geography Education and Pedagogy
- Indigenous and Place-Based Education
- Youth Development and Social Support
- Recreation, Leisure, Wilderness Management
- Child Therapy and Development
- Environmental Education and Sustainability
- Innovative Teaching and Learning Methods
- Counseling, Therapy, and Family Dynamics
- Tourism, Volunteerism, and Development
- Reflective Practices in Education
- Occupational Therapy Practice and Research
- Interprofessional Education and Collaboration
- Student Assessment and Feedback
- Education Practices and Challenges
- Online and Blended Learning
- Teacher Education and Leadership Studies
- Team Dynamics and Performance
- Psychotherapy Techniques and Applications
- Higher Education and Employability
- Organizational Learning and Leadership
- Organizational Change and Leadership
- Attachment and Relationship Dynamics
University of the Sunshine Coast
2015-2024
The University of Queensland
2011-2013
La Trobe University
2000-2009
Background: Many disciplines use outdoor fieldwork (OFW) as an experiential learning method in higher education. Although there has been increase research into the pedagogical approaches of OFW, OFW is contested. Purpose: The purpose study was to synthesize literature across a range identify common strengths, weaknesses, opportunities, and threats (SWOT) outline implications for how used pedagogy Methodology/Approach: A descriptive review undertaken examine each aspect SWOT at micro, meso,...
Any use or non-use of digital technology in outdoor experiential learning requires critical examination. Digital can undermine the aim being outdoors, but it also create opportunities to enhance experiences. This paper presents a conceptual framework, based on systematic review literature, that facilitators think critically about their (or non-use), learning. The three key parts framework are pedagogical considerations, affordances and consequences decisions. is designed help make informed...
In higher education settings, assessment tasks get the attention of students, but once students submit their work they typically become disengaged with process. Hence, opportunities for learning are lost as passive recipients outcomes. Future-learning oriented engages in process to improve both short- and long-term outcomes by requiring make sophisticated judgments about own learning, that peers. this paper, we describe critique three initiatives experimented future-learning within a faculty...
This paper aims to contribute on-going discussion about the teaching and learning strategies used in effective outdoor education programmes. A naturalistic inquiry was conducted with two schools that participated 28-day programmes facilitated by same provider Australia. Data were collected through five semi-structured interviews school teachers programme leaders focus groups students. The Life Effectiveness Questionnaire also administered 261 students pre- post-programme results confirmed...
A facilitator is commonly defined as a substantively neutral person who manages the group process in order to help groups achieve identified goals or purposes. However, outdoor educators rarely experience luxury of only managing process, because they are typically responsible for provision leadership, skill instruction, and safety management. Based on personal experience, literature facilitation, my research theories practices providing facilitation training courses Australia New Zealand, I...
The new National health and physical education curriculum in Australia includes outdoor activities as a viable way to achieve intended learning outcomes. However, most teacher courses do not provide strong focus on the theories, skills pedagogies that are unique effective use of activities. In this paper, Shulman's concept signature is used explore types teaching fundamental developing teachers who able think, perform act with integrity. Drawing data collected through semi-structured...
AbstractThis paper reports on an interpretivist research study that sought to articulate the strategies being adopted by selected universities recruit, teach and retain students from low socio-economic status (SES) backgrounds. The literature is clear these face more barriers fewer encouragers than their peers engage with higher education institutional habitus of universities, including pedagogies, does not always work in favour – creating impression they do belong. Using a naturalistic...
The literature on facilitation describes the skills, methods, models and theories of but gives less coverage to assumptions philosophies that underpin processes by which facilitators develop. This paper reviews provides a typology, classifies different approaches facilitator education, based levels consciousness proposed Giddens' (1984). In technical education are skills-based formulaic, whereas intentional purposively ground skills methods in theory. Person-centered intentionally emphasize...
A facilitator is considered to act intentionally when they are deliberate about what doing and can provide rationales for their actions. The same said practice intuitively not able articulate a clear rationale actions, yet still facilitate effectively. review of the facilitation literature experiential education demonstrates importance both intentionality intuitive processes facilitating. However, rather than presenting these important aspects dichotomously, this paper describes need them be...
This paper discusses the role of person-centered dimension facilitator education, which emphasises attitudes, personal qualities, and/or presence a facilitator. An overview as described in literature, is provided to enable interpretation findings study that explored theories and practices educators. Operating within interpretivist paradigm; using naturalistic inquiry approach, thematic analysis was used with semistructured interviews, participant observation, graduate surveys. The confirmed...
Abstract The concept of education for the environment is well documented in literature but apparently less common practice. Some reasons provided this rhetoric-reality gap include: controversial and political nature subject, difficulty empowering students into meaningful action, challenge using innovative methods, difficulties associated with values education, deficiencies teacher preparation. Advocates encourage teachers to use student centred, experiential approaches yet provide little...
A focus on quality assurance of assessment processes in tertiary education within Australia and throughout the world has resulted a changing landscape types grading schemes over last decade. The use criteria standards-based systems are now very commonplace education. There variety models used, but typically they include sheet levelled rubric. An alternative to traditional matrix-style rubric is Continua Model Guide Making Judgments (GTMJ). In this paper, we analyse available their capacity...