Here’s more recent and relevant evidence and reports, policy agenda developments, large scale delivery sector initiatives, resources and news items issued by the partnership of Natural England, The Council for Learning Outside the Classroom and Historic England on behalf of and for the Strategic Research Groups. This supports the Strategic Research Groups for Learning in Natural Environments and Outdoors for All to develop better coherence and collaboration in research and to improve links between research, policy and practice in these areas.
Editor Clara Vasconcelos – book
This book presents research in Geoscience Education focusing on indoor and outdoor environments in which teaching geoscience gains particular relevance, significance and contextualization. The research areas that are presented throughout the thirteen chapters cover a wide variety of subjects ranging from educational resources and fieldwork to science models. Chapters discuss specific geoscience topics such as earthquakes, rocks, fossils and minerals. Other chapters present a more interdisciplinary approach addressing topics that aren’t usually examined, such as geomedicine and geoethics, with a specific focus on sustainable development and their alignment with the school curricula.
Investigation of the Interaction between Ethnic Identity and Relationship to Nature
D Sebree Jr – Dissertation 2016
Dialogue concerning African-American perceptions of connectedness to nature has not been addressed in environmental discourse. The current study sought to explore this phenomenon as a means to promote health and address this disparity.
Trusting the Journey Embracing the Unpredictable and Difficult to Measure Nature of Wilderness Educational Expeditions
M Asfeldt, S Beames – Journal of Experiential Education, 2016
Outdoor adventure education (OAE) research has long aimed to explain and understand the inner workings of its programs. However, many questions remain, and the search for sharper methodological tools with which to deepen our understanding of OAE continues. This article is a collaborative autoethnographic investigation of the unpredictable and difficult to measure nature of wilderness educational expeditions (WEEs). The findings indicate that conventional approaches to WEE research are limited in their capacity to fully understand and explain the inner workings of WEEs. We argue that practitioners need to “trust the journey” to elicit learning that comes from responding to encounters with people and place. Furthermore, we suggest that quests for a sequenced “journey recipe” are unrealistic and do not honor the philosophical and pedagogical foundations of OAE.
The Dialectical Utility of Heuristic Processing in Outdoor Adventure Education
CAB Zajchowski, MTJ Brownlee, NN Furman – Journal of Outdoor Recreation, 2016
Heuristics—cognitive shortcuts used in decision-making events—have been paradoxically praised for their contribution to decision-making efficiency and prosecuted for their contribution to decision-making error. Recent research in outdoor adventure education (OAE) using the heuristic concept to diagnose field based decision-making errors has ignored this duality, focusing solely on the negative potential of heuristic processing. Using a dialectical method, the authors interrogate the dominant, negativistic interpretation of heuristic processing as well as illustrate the common uses of heuristics in risk management curricula within outdoor pursuits. In the resulting synthesis, the authors show that a symptom-prescription view of heuristic duality can reclaim the utility of heuristics as decision-making aids.
A case study on experiential learning and character development at one preparatory military academy
NL Wade – Dissertation 2016
A qualitative case study over a seven-month period gave voice to 26 cadets, in an otherwise compliant based-environment, on how they learned about their character development during their outdoor experiential learning program. Data revealed how the instructor, the program design, and the setting were factors that influenced cadets to transfer character learning to their inner lives.
Archaeology Fairs and Community-Based Approaches to Heritage Education
B Thomas, MA Langlitz – Advances in Archaeological Practice, 2016
In this article, the authors discuss how the Archaeological Institute of America (AIA) fair model was developed through feedback cycles that include evaluation, data analysis, reflection, and trial and error; how it evolved; and how it is spreading to other groups around the world. This growth in popularity and implementation presents us with unique opportunities to collect and reflect upon data essential to conducting archaeological outreach around the globe.
Heritage in action,
Silverman et al – book
In this textbook we see heritage in action in indigenous and vernacular communities, in urban development and regeneration schemes, in expressions of community, in acts of nostalgia and memorialization and counteracts of forgetting, in museums and other spaces of representation, in tourism, in the offices of those making public policy, and in the politics of identity and claims toward cultural property.
Co-creating intangible cultural heritage by crowd-mapping: The case of mappi [na]
G Concilio, I Vitellio – Research and Technologies for Society and Industry leveraging a better tomorrow. 2016
This article explores the potentials of crowd mapping as a co-creation process of Intangible Cultural Heritage (ICH). It starts from describing the concept and the relevance of the ICH concept; in the second part it explores crowd mapping as a potential environment supporting and facilitating ICH co-creation. The experience of mappi[na] is later described to show how these environments can work: some examples of ICH co-productions dynamics are reported and analysed. Finally some conclusions are driven and some research paths identified.