Outline

Overview

Engagement with natural environments in Australia forms a significant part of growing up for many Australians whether in formal educational settings, organised leisure activities or through informal recreational experiences. It is also of interest for a growing number of overseas visitors wishing to experience Australia's unique natural environments. Learning in Outdoor Education examines the nature and significance of the learning that takes place through these experiences. While the unit aims to build knowledge and develop understanding of specific areas of natural significance, its principal focus is the theory and practice surrounding Experiential Education. It does this by examining two different, yet interrelated, modes of learning in and about natural environments through lectures about these places and by experiences in these places. During the course of the unit students will come to know the places they visit through distinctly different learning experiences provided by two field trips. There will be extra costs incurred in the field trips for this unit.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Wayne Cotton, wayne.cotton@sydney.edu.au
Lecturer(s)	Wayne Cotton, wayne.cotton@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Media campaign Group Presentation.	40%	Multiple weeks	Each campaign will run for 20mins total.
Outcomes assessed:
Assignment	Reflective Tasks Blog Posts	60%	Multiple weeks	2500 words
Outcomes assessed:
= group assignment ?

Assessment summary

Media campaign: In your groups you are required to create and deliver a media campaign on a topic related to learning in outdoor education. Your media campaign is designed to raise awareness of current issues in the field and to act as a reliable information source developing knowledge in your area. The idea of this task is to become an ‘expert’ on your topic and to develop your own skills using technology, to creatively film a documentary as the main part of the media campaign (i.e. your own work).
Reflective Tasks: As part of the experiential learning process during the course you are to capture your reflections and key learning moments using blog posts. These blog posts are are to be completed as "Discussions" on the CANVAS site, where you will be able to upload videos, audio recordings, photos, and text.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

Result name	Mark range	Description
High distinction	85 - 100	Work of an exceptional standard.
Distinction	75 - 84	Work of a very high standard.
Credit	65 - 74	Work of a good standard.
Pass	50 - 64	Work of an an acceptable standard.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

As per the faculty guidelines

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity	Learning outcomes

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Africa, J., Logan, A., Mitchell, R., Korpela, K., Allen, D., Tyrväinen, L., Spengler, J. (2014). The natural environments initiative: Illustrative review and workshop statement. Retrieved 13th Feb 2016, from http://www.chgeharvard.org/sites/default/files/resources/Paper-NaturalEnvironmentsInitiative_0.pdf

Barad, K. (2003). Posthumanist Performativity: Toward an Understanding of How Matter Comes to Matter 28(3), 801-831.

Barad, K. (2007). Meeting the Universe Halfway [electronic resource]: Quantum Physics and the Entanglement of Matter and Meaning. Durham: Duke University Press.

Beard, C., Wilson, J. P., & Beard, C. (2006). Experiential learning: a best practice handbook for educators and trainers: London; Philadelphia: Kogan Page.

Coutts, C., Forkink, A., & Weiner, J. (2014). The portrayal of natural environment in the
evolution of the ecological public health paradigm. International Journal of Environmental Research and Public Health, 11(1), 1005-1019.

Detraz, N., (2017). Gender and the Environment. Polity Press, Cambridge UK.

Ewert, A. W., Mitten, D. S., & Overholt, J. R. (2014). Natural Environments and Human Health. Oxfordshire United Kingdom: CABI.

Fien, J., & Ferreira, J. A. (1997). Environmental education in Australia — A review. International Research in Geographical and Environmental Education, 6(3), 234-239.

Foley, R., & Kistemann, T. (2015). Blue space geographies: Enabling health in place. Health and Place, 35, 157-165.

Gibbs, L. M. (2009). Water Places: Cultural, Social and More-Than-Human Geographies of Nature. Scottish Geographical Journal, 125(3/4), 361-369.

Gibbs, L. M. (2010). "A beautiful soaking rain": environmental value and water beyond Eurocentrism. Environment and Planning: Society & Space, 28(2), 363-378.

Gray, T., & Martin, P. (2012). The role and place of outdoor education in the Australian National Curriculum. Australian Journal of Outdoor Education, 16(1), 39-50.

Green, D., & Minchin, L. (2014). Living on climate-changed Country: Indigenous health, well-being and climate change in remote Australian communities. EcoHealth, 11(2), 263-272.

Greenaway, R. (2007). Outdoor education research A~Z. Retrieved 12th Feb, 2016, from http://reviewing.co.uk/research/links.htm

Greenaway, R. (2002) The art of reviewing. Journal of the Institute of Training and Occupational Learning, 3(1), 47-53.

Hill, A. (2013). The place of experience and the experience of place: Intersections between sustainability education and outdoor learning. Australian Journal of Environmental Education, 29(1), 18-32.

Keniger, L. E., Gaston, K. J., Irvine, K. N., & Fuller, R. A. (2013). What are the Benefits of Interacting with Nature? International Journal of Environmental Research and Public Health, 10(3), 913-935.

Kingsley, J., Townsend, M., Henderson-Wilson, C., & Bolam, B. (2013). Developing an exploratory framework linking Australian Aboriginal peoples’ connection to Country and concepts of wellbeing. International Journal of Environmental Research and Public Health, 10, 678-698.

Loeffler, T. A. (2004). A picture is worth... Capturing Meaning and Facilitating Connections: Using Outdoor Education Students' Photographs. Australian Journal of Outdoor Education, 8(2), 56-63.

Louv, R. (2005). Last child in the woods: saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books of Chapel Hill.

Maller, C. J. (2009). Promoting children's mental, emotional and social health through contact with nature: a model. Health Education, 109(6), 522-543.

Maller, C. J., Henderson-Wilson, C., & Townsend, M. (2009). Rediscovering Nature in Everyday Settings: Or How to Create Healthy Environments and Healthy People. EcoHealth, 6(4), 553-556.

Malone, K. (2015). Theorizing a child-dog encounter in the slums of La Paz using posthumanistic approaches in order to disrupt universalisms in current 'child in nature' debates. Children's Geographies, 14(4), 390-407.

Malone, K. (2016). Posthumanist Approaches to Theorising Children's Human-Nature Relations. In K. Nairn, P. Kraftl, & T. Skelton (Eds.), Space, Place, and Environment: Geographies of Children and Young People (Vol. 3). Singapore: Springer.

McKenzie, M. D. (2000). How are adventure education program outcomes achieved? A review of the literature. Australian Journal of Outdoor Education, 5(1), 19-28.

McKnight, A. (2015). Mingadhuga Mingayung: Respecting Country through Mother Mountain’s stories to share her cultural voice in Western academic structures. Educational Philosophy and Theory, 47(3), 276-290.

McKnight, A. (2016). Preservice teachers’ learning with Yuin Country: becoming respectful teachers in Aboriginal education. Asia Pacific Journal of Teacher Education, 44(2), 110-124.

Neill, J. (2012) Wilderdom. Retrieved 10 Feb 2016 fromhttp://wilderdom.com/

Nichols, G. (2000). Risk and adventure education. Journal of Risk Research, 3(2), 121-134.Preston, L. (2012). Changing green subjectivities in outdoor and environmental education: A qualitative study. Discourse, 33(2), 235-249.

Rautio, P. (2013). Being nature: interspecies articulation as a species-specific practice of relating to environment. Environmental Education Research, 19(4), 445-457. Reynolds, M. (2009). Wild frontiers-reflections on experiential learning. Management Learning, 40(4), 387-392.

Rose, D. B. (1996). Nourishing terrains: Australian Aboriginal views of landscape and wilderness, Available from http://www.ahc.gov.au/publications/generalpubs/nourishing/#pdf

Shava, S. (2014). The representation of Indigenous knowledges. In R. B. Stevenson, M. Brody, J. Dillon, & A. E. J. Wals (Eds.), International Handbook of Research on Environmental Education. Oxon UK: Routledge.

Sveiby, K. E., & Skuthorpe, T. (2006). Treading Lightly. Allen & Unwin, Crows Nest, Australia.

Ward Thompson, C., & Aspinall, P. A. (2011). Natural Environments and their Impact on Activity, Health, and Quality of Life. Applied Psychology: Health and Well#Being, 3(3), 230-260.

Zink, R. (2007). Can We Move beyond "Indigenous Good, Non-Indigenous Bad" in Thinking about People and the Environment? Australian Journal of Outdoor Education, 11(2), 3-9.

Zink, R., & Burrows, L. (2008). "Is What You See What You Get?" The Production of Knowledge in-between the Indoors and the Outdoors in Outdoor Education. Physical Education and Sport Pedagogy, 13(3), 251-265.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. discuss the prominent learning theories related to experiential education
LO2. relate to the learning theories by reflecting on personal experiences
LO3. plan for the implementation of experiential learning theories in your future profession
LO4. display an understanding of the environments and ecosystems visited during the field trips.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.4.1		(Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

All written assessments are completed in a Blog format.

Additional information

Please pay the course Levy here

Additional costs

A $150 excursion levy which covers the cost of the Royal National Park and Blue Mountains trips (including accommodation) needs to be paid by before the first Field Trip. This levy can be paid online here: https://sydney.onestopsecure.com/OneStopWeb/aspx/tranform.aspx?TRAN-TYPE=934 An receipt will be sent to your University email.This receipt is your ticket for the coach rides and cabin accommodation in the Blue Mountains.

Site visit guidelines

Specific information about the field trips will be available on the Canvas site.

Work, health and safety

Students must complete and submit a Fieldwork Acknowledge Form prior to any field work being conducted. This form is available on the the Canvas site.

All staff and students must carry a raincoat, food and water on all of the field trips. Appropriate footwear must also be worn.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDUH4052: Learning in Outdoor Education

Intensive June - July, 2022 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect