Beyond learning by doing: an exploration of critical incidents in outdoor leadership education

Hickman, Mark; Stokes, Peter

doi:10.1080/14729679.2015.1051564

Cited by 13 publications

(6 citation statements)

References 45 publications

(34 reference statements)

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“…They need to be stimulated to go outside, to experiment, to incorporate the green schoolyard as a learning environment through hands-on learning themselves. This builds upon previous research by Hickman and Stokes (2016) who evaluated outdoor leader education and training, and suggest the importance of reflecting on experiences in teachers' daily practice to further professionalize and develop outdoor education skills. Experiencing outdoor learning for themselves meant barriers became more vivid compared to the barriers they had previously just imagined.…”

Section: Engage In Real-life Experiencesmentioning

confidence: 54%

Green Schoolyards as Outdoor Learning Environments: Barriers and Solutions as Experienced by Primary School Teachers

et al. 2020

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With a growing number of primary schools around the globe greening their schoolyards, opportunities arise to realize outdoor learning in natural areas on the school's premises. Despite their promising potential, green schoolyards as outdoor learning environments remain mostly unintegrated in teachers' educational practices. In the current study, teachers of five primary schools in Netherlands were followed for two consecutive years during a participatory action research project. Based on their experiences in this project, teachers identified barriers when integrating the green schoolyard as a learning environment and found practice-based solutions to overcome these barriers. Across schools, a total of 20 meetings were organized, with 75 teachers participating in the project. Results revealed four broad themes encompassing barriers and solutions. Teachers feel hindered by outdoor learning having no formal status in their current educational practice, experience barriers related to a lack of confidence in their own outdoor teaching expertise, find it difficult to get started, and experience barriers related to physical constraints. Teachers, professionals, and researchers together found solutions to overcome each specific barrier. These solutions can be translated to general recommendations: just do it, get educated and inspired, engage in real-life experiences, get an outdoor pedagogical mindset, and follow a tailored process. The findings can be used by primary schools and other institutions to develop interventions that support teachers to further integrate the green schoolyard as a learning environment.

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Section: Engage In Real-life Experiencesmentioning

confidence: 54%

Green Schoolyards as Outdoor Learning Environments: Barriers and Solutions as Experienced by Primary School Teachers

et al. 2020

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“…Mullins (2014) suggests there is a growing need for adventure and outdoor programme undergraduates to ‘know their industry/environment’ beyond the learning skills associated with NGB qualifications (instructional or technical) and to develop in addition a wider and deeper understanding of the environment, and its related sustainability issues, in which they may work. Hickman and Stokes (2015) reinforce this recommendation. Their study explores outdoor leadership education, and their findings suggest that outdoor leader education and training are characterized by ‘procedural skills’ at the expense of ‘non-technical’ skills (contextualized as ‘decision-making and reflection’).…”

Section: Themes From the Literaturementioning

confidence: 62%

Dangerous liaisons

Melhuish

2016

Industry and Higher Education

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This article explores the aspects of employer engagement in higher education (HE). The vocational field of the adventure and outdoor industry provides the context, with associated undergraduate degrees offering contemporary ‘real-world’ provision, underpinned by values of inclusivity and widening participation – an approach that addresses issues high on the government and HE agendas and of which employer engagement is an integral part. The field also reflects the evolution of modern vocational degree programmes and the tensions that persist between ‘traditional’ and ‘non-traditional’ provision alongside changing industry demands. In a constantly changing global, political and social environment, UK universities are under increasing pressure from government to strengthen university–employer cooperation. This article examines key factors that universities, industry and government should consider when advocating real-world learning and the potential of employer engagement, including the powerful influence of the ‘student’ perspective and demands for a high-quality experience and satisfaction in terms of career preparation.

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“…The main focus was collecting personal vignettes around key moments that were remembered and perceived to have significantly impacted upon the members (including the author), individually and collectively, emerging from the Slow Swimming Club (both within and beyond the slow swim) over the past 10 years. This form of questioning follows Hickman and Stokes (2016), who argue that such critical incidents or moments are an ideal tool for enhancing the value of reflective practice and the development of sensitivities, attitudes and awareness that are grounded in practice. Stokes and Harris (2012) point out that such key moments have a big emotional reaction as the slow swimmers cared a great deal about them, both in a positive and a negative sense.…”

Section: Methodological Framing Of the Slow Swimming Clubmentioning

confidence: 99%

Academic leisure crafting: More than a respite to breath?

Jones

2021

British Educational Res J

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In the context of the increased frustration and anxiety around managerialism of universities, this article explores how a group of 11 academics, from three different universities, diverse disciplines and levels are responding collectively outside of their work. Moreover, it tracks the enactment of the 'Slow Swimming Club', initiated by the author and jointly participated in and shaped by these academics. The club represents a particular form of leisure crafting, called slow swimming. Using an autoethnographic approach, the impact of the Slow Swimming Club was explored over a 10-year period. The article reflects on the initial effect of this practice, around an individualised compensatory respite from the academics' feelings of frustration and insecurity. This respite was framed in terms of temporal and aesthetic task crafting. The article then reflects on how the external, counterperformative nature of leisure crafting has opened up time and space for job crafting, back in their universities. The differentiating feature of this research is around the role of academic agency in moving beyond respite towards structural contestation and more systemic change. It also highlights the importance of the relationship between leisure and work within this crafting process. Through placing the aesthetic and temporal dimensions in the foreground, the article offers a significant conceptual contribution to crafting typology. It also extends slow scholarship, by advocating an embodied, sensual and experiential response to the fast pedagogies of managerialism.

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Beyond learning by doing: an exploration of critical incidents in outdoor leadership education

Cited by 13 publications

References 45 publications

Green Schoolyards as Outdoor Learning Environments: Barriers and Solutions as Experienced by Primary School Teachers

Green Schoolyards as Outdoor Learning Environments: Barriers and Solutions as Experienced by Primary School Teachers

Dangerous liaisons

Academic leisure crafting: More than a respite to breath?

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