Facilitating in the Outdoor Education "Classroom"

Facilitation Guide: Outdoor Experiential Education

 Background:

Experiential Education has been supported by various philosophers over centuries, the recognition that learning happens best in situations where learners work to solve problems. It is defined as learning through experience, or learning by doing (Lewis and Williams, 1994).  Outdoor experiential education is further defined as: A means of approaching educational objectives through direct experience in the environment using its resources as learning materials (Hunt, 1989).  More simply defined as: interaction between people, the activity and the outdoors (Kime, 2008). William Hammerman in 1980 adds that it is a curriculum extension and the enrichment of that curriculum through outdoor experiences (Adkins and Simmons, 2003). It is more complex than just learning in the outdoors for the outdoors, it has a wide range of opportunities and themes and programming. 

Hunt (1989) approaches Outdoor Experiential Education in themes:

• Development of skills: technical, intellectual and social
• Scientific or aesthetic appreciation of the outdoor environment
• Concept of Service: to society, the community, the environment and/or the activity.
• Personal development (self-confidence, communication, team work, cooperation, etc.)

Dewey breaks down experiential education into two stages: primary and secondary experiences.  The primary experiences are the hands on experiences (example: flying the kite).  Secondary experiences are the way those experiences are processed - through reflection, feedback from peers or mentors, questions, correction or congratulations (Reigeluth and Carr-Chellman, 2009).

Current theory supports problem based learning is the most effective learning environment, and Merrill states that it involves the student in a four stage process: Activation, demonstration, application and integration (Merrill, 2002).
There are five instructional principles that support the four first principles and the student successes in that learning environment.

1. Learning is promoted in environments where students are solving real-world problems.
2. Learning is promoted when existing knowledge is used as a foundation for new knowledge.
3. Learning is promoted when knowledge is demonstrated to the learner.
4. Learning is promoted when knowledge is applied.
5. Learning is promoted when knowledge is integrated into the learners world.
   (Merrill, 2002).

Outdoor education is a broad field, but each branch applies each of Merrill's first principles and the facilitators are providing the instructional principles with each activity the learners participate in.

The Role of educator/facilitator:

• Facilitator: the role is intended to improve group effectiveness.  The perspective must remain neutral and there is a need for expertise in the process.  Where this does not fit into outdoor education: the role is often not neutral, there is a direct responsibility for the content of the course and the safety of the participants and learners (Thomas, 2010).
• Trainer: this role is responsible for the development, testing and providing feedback on new knowledge and skills.  This is seen frequently in Outdoor education.
• Leader: This can happen on different ends of the spectrum, depending on the independence, experience and maturity of the group.  With a more mature/self-reliant group, the leadership can be abdicratic.  Other groups the leader must exercise judgement and how much they need to intervene, to step into roles of instructor and trainer, and leader.
• Consultant: This role of facilitator is challenging, dealing with developing relationships with participants and dealing with difficult topics.  This is done while managing conversations and working to manage different views.  There is a certain comfort and expertise that the facilitator requires to fill this role.
  ~Thomas (2010).

Processes:
 Following Merrill's first principles allows for lesson planning and preparation.  These principles can be short term or long term steps to accomplish a problem solving process.  Having students participate in the experience is just a small component of Outdoor education, and it does need to be solidified by reflection and debriefing that helps develop these new skills, attitudes and ways of thinking (Lewis and Williams, 1994).
If Merrill doesn't appeal, Kolb and Kolb (2005) have identified learning as a cycle, and it is broken into four steps:

• concrete experience
• reflective observation
• abstract conceptualization and active experimentation

Kolb describes learning as an integrated process, where each stage supports the next and one can enter the cycle at any point and proceed through each step to learn from it (Kolb, 2005).

And there are three principles of experiential education that include: framing the experience, activating the experience and reflecting on the experience (Reigeluth and Carr-Chellman, 2009).

Conclusion:

You want to start to introduce these experiential opportunities, but not sure how? There are a number of ways you can begin.  

Start with an organized experiential program:

www.outwardbound.org

www.nols.edu

http://www.wildernessrhythms.com/

http://ski-lakeridge.com/leef/Lakeridge-Experiential-Education-Facility/

http://www.campkawartha.ca/outdoor-education/

http://crca.ca/education/adult-education-programs/

Many of these programs will work on offering additional training programs, and internships.
http://www.eagle-bluff.org/top/programs/naturalist-fellowship/

http://www3.algonquincollege.com/pembroke/program/outdoor-adventure-naturalist/

http://flemingcollege.ca/school/environmental-and-natural-resource-sciences

http://www.mylakehead.ca/programs/?program=Outdoor+Recreation%2C+Parks+%26+Tourism+-+Thunder+Bay+Campus&programid=41

And then keep your eyes out for new ideas...

http://www.geoec.org/lessons/more-lesson-plans.html

http://www.developingaglobalperspective.ca/wp-content/uploads/2013/09/Easy_To_Be_Green.pdf

Looking at the larger business magazines, and the key words that employers are looking for include: critical thinking, complex problem solving, judgement and decision making skills, and active listening (Andersen, 2012).  Learning experiences that engage students in a genuine learning opportunity, hands on, experience, reflection, leadership and confidence in fitting into whatever environment they enter into are all key learning outcomes that go beyond the theory and skills from that one experience, and allows for integration of this to real-world situations.


References:
Adkins, C and B. Simmons (2003).  Outdoor Experiential and Environmental Education: Converging or diverging approaches.  Eric Digest.  Retrieved from: http://www.ericdigests.org/2003-2/outdoor.html
Andersen, E. (2012). The 4 job skills most likely to land you a great job.  Retrieved from www.forbes.com/sites/erikaandersen/2012/12/12/the-4-job-skills-most-likely-to-land-you-a-great-job

Hunt, J. (1989). In search of adventure. Cambridge, MA. Talbot Adair Press.

Kime, B. (2008). Outdoor adventure education teaching in post secondary education settings: Educational connoisseurship and criticism case studies in Canada, New Zealand and the United States. Denver, Co. Proquest.

Kolb, A.Y. & D.A. Kolb (2005). Learning styles & Learning spaces: Enhancing experiential learning in higher education.  Academy of management learning and education. 4(2), 193-212.

Lewis, L. & C. Williams (1994). Experiental learning: Past and present. New directions for adult and continuing education. 62, 5-16.

Merrill, D. (2002). First Principles of Instruction. Educational Technology Research &Development. 50(3) p43-59.

Reigeluth, C & A. Carr-Chellman (2009). Instructional-design theories and models: Building a common knowledge base.  New York, NY. Routledge.

Thomas, G. (2010). Facilitator, Teacher, or Leader? Managing Conflicting Roles in Outdoor Education. Journal of Experiential Education. 32(3) 239-254.