Outdoor Learning in Higher Education introduces educators to the theory behind, and benefits of, learning outdoors, while demonstrating how this may be applied to Higher Education teaching practice. It bridges the gap between theory and practice, providing educators with the tools to create an effective learning experience outdoors.
Outdoor Learning in Higher Education introduces educators to the theory behind, and benefits of, learning outdoors, while demonstrating how this may be applied to Higher Education teaching practice. It bridges the gap between theory and practice, providing educators with the tools to create an effective learning experience outdoors.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Wendy Garnham is Professor of Psychology at the University of Sussex, UK. She is also co-founder of the Active Learning Network and has won several awards for innovative teaching. Currently, Wendy also acts as Director of Student Experience for the Central Foundation Year programmes. Paolo Oprandi is a Doctor of Digital Pedagogy which he attained from the University of Sussex. He is a Senior Fellow of the Higher Education Academy and is currently the co-chair of the Active Learning Network. He has a research background and currently leads the implementation and operations of numerous digital environments and CPD programmes within the charity sector. He is a nature and wildlife enthusiast, Wikipedia editor and proponent of active learning pedagogies.
Inhaltsangabe
Introduction; Chapter 1: Contextual learning and the great outdoors: Pedagogic Biomes!; Chapter 2: Heutagogy and outdoor learning: designing postgraduate studies that support self-determined learners; Chapter 3: A good stick: An inquiry into creativity in Forest School; Chapter 4: The Great Equalizer: Learning in the outdoors.; Chapter 5: More than a walk in the park: Enhancing campus green space for student and staff learning and wellbeing; Chapter 6: Hope in the Garden: Outdoor learning as politics; Chapter 7: Enhancing learning outside the classroom with social media.; Chapter 8: Moving away from the desk: An introduction to Physically Active Learning (PAL); Chapter 9: Harnessing outdoor spaces in an urban university to promote student wellbeing; Chapter 10: Twalks: walking, talking and tweeting; Chapter 11: Tricks, practicalities and ethics of teaching outdoor walking research, including interviews and group tours; Chapter 12: Location-based learning: Case studies on technology-enhanced learning outdoors; Chapter 13: Research on the move: Walking as a research methodology and the importance of expeditioning; Chapter 14: Engaging undergraduate students in citizen science: Measuring air pollution as a pedagogical approach; Chapter 15: Embedding Education of Sustainable Development (ESD) and Universal Design for Learning (UDL) principles in a field trip to improve the student learning experience; Chapter 16: Aesthetic Harmonies: Nature, technology and holistic learning; Chapter 17: Found in translation: Developing students' skills and competencies to implement nature-based and place-based outdoor curricula; Conclusion
Introduction; Chapter 1: Contextual learning and the great outdoors: Pedagogic Biomes!; Chapter 2: Heutagogy and outdoor learning: designing postgraduate studies that support self-determined learners; Chapter 3: A good stick: An inquiry into creativity in Forest School; Chapter 4: The Great Equalizer: Learning in the outdoors.; Chapter 5: More than a walk in the park: Enhancing campus green space for student and staff learning and wellbeing; Chapter 6: Hope in the Garden: Outdoor learning as politics; Chapter 7: Enhancing learning outside the classroom with social media.; Chapter 8: Moving away from the desk: An introduction to Physically Active Learning (PAL); Chapter 9: Harnessing outdoor spaces in an urban university to promote student wellbeing; Chapter 10: Twalks: walking, talking and tweeting; Chapter 11: Tricks, practicalities and ethics of teaching outdoor walking research, including interviews and group tours; Chapter 12: Location-based learning: Case studies on technology-enhanced learning outdoors; Chapter 13: Research on the move: Walking as a research methodology and the importance of expeditioning; Chapter 14: Engaging undergraduate students in citizen science: Measuring air pollution as a pedagogical approach; Chapter 15: Embedding Education of Sustainable Development (ESD) and Universal Design for Learning (UDL) principles in a field trip to improve the student learning experience; Chapter 16: Aesthetic Harmonies: Nature, technology and holistic learning; Chapter 17: Found in translation: Developing students' skills and competencies to implement nature-based and place-based outdoor curricula; Conclusion
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