YR12 Outdoor Education Exam

CCC YR12 EXAM PREP

2 cycles of Experiential Learning

Kolbs, Joplins

Kolbs

The process by which knowledge is created through the transformation of the experience

Kolbs Stages

Concrete experience, Reflective Observation, Abstract Conceptualisation, Active Experimentation

Concrete Experience

The actual learning experirence, learner practices skills, observes, keeps a log.

Reflective Observation

Students reflect on what they learnt, how and why. Also considering whether the experience could have been more effective

Abstract conceptulisation

learning from experience enables participants to consider the relevance of the concrete experience.

Active Experiementation

Planning the next learning experience, setting new goals. Applying new leaning to future experiences and adapting it to different contexts.

Diverger

Feeling and watching

Assimilator

Watching and thinking

Converger

doing and thinking

Accomodator

Doing and feeling

Stages of Joplins

Focus, Action, Support, Feedback, Debrief

3 phases of a debrief

What happened, so what, now what

What happened

Clear recall of events, how the experience affected them

So what

What has been learned, how does it link to personal and group goals

Now what

How to apply the learning to other situations

Strategies to develop positive relationships between humans and nature

maximising personal comfort levels, revisiting places, instilling a sense of place, increasing knowledge of the natural environment

two types of direct experience

action learning, confluent learning

Learning gradient

tell, show, do, questioning

Hazard

Potential for something to cause harm

Risk

potential to gain or lose something of value

Causal factors

people, equipment, environment

Risk assessment steps

establish context, indentifying risks, analyse risks, evaluate risks, manage risks

Key components of RAMS

Risk assessment, risk management strategies, adherence to industry standards, policies and guidelines, staff training, policies for participants

Key skills required by staff

to teach it they must be able to do it, competant iinstructor will know how to break skills down, competency refers to minimum industry standard deemed neccessary

Adventure Activity Paradigm

Graph comparing risk with competence

Exploration and experimentation

where the competence is greater than the risk

Adventure

Competence is only slightly higher than the risk

Peak adventure

the competence matches the risk

Misadventure

the risk is slightly higher than the competence, but it is where the most learning occurs

Devestation and disaster

There is low competence and a high risk

Flow state

action and awareness merge, and there is a loss of ego

Perceived competence

what the person thinks their competence is

perceived risk

what the person percieves the risk to be, it may be greater or smaller than reality

Real risk

the actual risk the hazard presents

relationships of Aboriginals with the environment

Adaptation, use of fire, relying on the environment for survival

relying on the environment for survival

Understanding of ecosystem and sustainability, land did not allow for adoption of farming practices, living in small mobs, sanctuary zones allowing reproduction of animals

Use of fire

clear the land, allows for easier travel, signalling, used in ceremonies, mosaic burns, cool burns

cool burns

used for vegetation return, regeneration of ecosystem, low flame height, and to reduce fuel loads

Adapting to the environment

Understanding and interpreting the environment, moving according to seasons, adapting to environment to provide sustanance for survival

The relationship of early settlers

held no formal ties with the land, as in no cultural sense of belonging

Exploitation of resources

whaling and sealing began in sydney, food source for colonists, calls for conservation ignored, whale skins used for trade

Taming of the land

transfer of land from government to private, fire used to clear land, horses used for scrub rollers, 1900s machinery like tractors available, crops failed on government land

Exploration of land: gold rush

1851 gold found in Vic and NSW, large scale clearing of land, timber used as firewood and mineshaft lining, 1893 gold in Kalgoorlie

3 aspects of early settlers

exploitation of resources, taming of the land, exploration of the land

guidelines for successful facilitation

establishing ground rules, freedom to participate, asking questions, ensuring confidentiality, problem solving

facilitation skills

clear about issues like safety, allowing participants choice, time management, overpreparing, time to think, age appropriate activities

traditional management techniques

firestick farming, fish traps, traditional sanctuaries

modern management techniques

prescribed burns, fishing restrictions, national park management

firestick farming

hunted fleeing animals, signalling, land travel, still moisture in the ground, rejuvenated land

prescribed burns

process of applying fire to an area that has satisfied planned environmental conditions, managing fuel load, reducing bushfire impact

Traditional fish traps

commonly used and constructed from reeds and sticks, farming in river systems, rock walls allowing selection of bigger fish, use of spears

Fishing restrictions and permits

managed by department of fisheries, bag limits, size limits, closed seasons, licenses and permits

traditional sanctuaries

burns allows for predictability of when animals eat, mosaic patterns regenerating food sources, grass areas for hunting, forest allows for protection of mothers

national park management

traditional owners having more input, consultation goes into planning, managing cultural heritage, managing visitor use, managing the environment, managing resource use

regional NRM

about planning and delivery of plans that support land, community, and sustainable industries

WA NRMS

7 regional centres, programs to address terrestrial, marine and biodiversity assets in 2009

Swan NRM

managed by Perth NRM, covers 1 million hectares, includes swan and canning rivers as well as Rottnest and Garden Islands

5 NRM programs

Biodiversity, sustainable agriculture, water, coastal and marine, cultural heritage

groups when making strategy and investment plan

community groups, aboriginal groups, government, education, research and industry

Biodiversity

conserving and or rebuilding native flora and fauna, maintenenance of native habitat, addressing issues affecting habitats, controlling invasive species

biodiversity example

building artificial hollows for black cockatoo roosting

sustainable agriculture

controlling nutrient and fertiliser run off, addressing soil erosion, controlling weeds and disease

sustainable agriculture example

testing of soil and irrigation water to address issue of soil health

Water

management of wetlands and waterways, management of groundwater sources, addressing long term drinking water availability

water example

converting drains to living streams and using biofiltration to address issue of aquatic weeds reducing water quality

Coastal and marine

managing and rehabilitating coastal areas, maintain fisheries anf wildlife populations

coastal and marine example

planting native coastal species and removing weeds to address issue of beach erosion and plastic pollution

cultural heritage

increasing understanding and incorporation of traditonal landcare packs, promotion of noongar awareness culture and knowledge, appreciation of noongar significant cultural sites

cultural heritage example

learning from elders about significant native animals and plant medicinal properties to address issue of using the capability and capacity of the noongar community

United Nations Educational, Scientific and Cultural Organisation

UNESCO

Aim of UNESCO

seeks to encourage the identification, protection, preservation, of global, cultural, and natural heritage considered to be of outstanding value to humanity

criteria to achieve a world heritage listing

be of outstanding universal value, and meet at least 1 of the 10 selection criteria

examples of selection criteria

outstanding architecture/landscape, natural beauty or aesthetic importance, masterpiece of human creative genius

WA world heritage sites

purnululu national park, shark bay, ningaloo marine park, fremantle prison

shark bay

living stromatolites, dugongs, 103,000 hectare wooramel seagrass bank, criteria 7 8 10

purnululu national park

quartz sandstone forming giant beehive shaped cones, cones have distinct horizontal grey lines made by cyanobacterial crust, 240,000 hectare area, criteria 8 7

ningaloo marine park

contains extensive karst system, network of water courses and underground caves, habitat for multiple marine species like whale sharks, largest fringing reef in australia, criteria 8 10

magnetic variation onto map

add east, subtract west

magnetic variation

mv=gma±(ytd x yearly declination)

maximising personal comfort levels

experience must be ongoing, planned expeditions, developing a level of confidence, skills matching the environment

revisiting places

being competent requires multiple visits over varying lengths of time, regularly visiting a place develops emotional conncetion, assists with sense of place or belonging

instilling a sense of place

destruction of the environment reduces ability to find special place, characteristics can be physcial features making it unique creating connection, sense of place means feelings one has towards it and meaning they gain from relationship with it

increasing knowledge of the natural environment

becoming more urbanised disconnects us from nature, aboriginal people dvelop kinship with land, members of tribe educated about land from early age, once we learn skills and knowledge of environment we expand our connectedness

experiencing nature

having access to nature to develop positive relationships, frequent and ongoing activities from a young age helps with appreciation, people given oppurtunity to experience nature regularly develop positive relationships with it

criticism of kolbs

model hasnt been researched convincingly, transfer of learning hasnt been researched, lack of research from people with different backgrounds, circular model gives impression that stages are equal in length and time

focus

focuses learners attention on the task student will plan, prepare, research and set goals

action

learners are placed in an environment planned by teachers in which they learn to use new skills and apply knowledge. known as hurricane stage. cannot avoid challenge

support

group members and teachers provide security in a manner that stimulates learners to challenger themselves. responsibility for motivation to learn

feedback

adequate feedback ensures teh student has the neccesary information to move ahead, specific examples give clarity and meaning which allows understanding how and which skills to improve

debrief

time and tools given to students to recognise, articulate, and evaluate what was laernt. Info is sorted and internalised

differences between joplins and kolbs

joplins is more instructor led while kolbs is more student led, kobls model is not continuous while joplins is, joplins has teacher support in every stage while kolbs has a specific stage for teacher input, initial stage of joplins has students learn while kolbs ahs students go straight into a concrete experience

strategies for evaluating a debrief

reflective questions, checklist, peer review

Educating leave no trace

setting goals for groups doing specific damage to environment, presenting information clearly, presenting info early, ensuring credible info

Technical Skill Development

Technical skills, organisational, risk management, first aid, emergency response

three stages of skill aquisition

cognitive, associative, autonomous

cognitive

understanding basic skills

associative

repeatedly practices skill aquisition

autonomous

repeated practice allows for performing of skills autonomously

DOE teachers must consider

Supervision strategies, information for parents, communication strategies