Outdoor Learning in Higher Education is essential reading for educational developers and academic teachers of all disciplines interested in the theory behind, and benefits of, learning outdoors. Filled with practical case studies and backed by recent research, it provides educators with the tools needed to create an effective yet inclusive learning experience for their students beyond the lecture hall or seminar room.
In chapters which offer analysis, discussion of current debates and advice for good practice, the book is structured around five key themes:
- Theoretical perspectives and research supporting outdoor learning
- Health and wellbeing benefits for learners and educators
- Tools and techniques for teaching outdoors, including new technology
- Examples of effective fieldwork
- Crossing educational borders and implementing sustainability and the natural world into the curriculum.
This key book cover issues which are relevant across all disciplines in higher education, including: experiential learning, sustainability, diversity and inclusion, and incorporating new technology. Outdoor Learning in Higher Education develops perspectives on these and other themes, while encouraging the creation of inspiring and effective learning environments.
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.
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
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.
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