Professional Practice and Experiential Learning (P02268)

? Credit Points : 20 ? SCQF Level : 11 ? Acronym : EDU-P-P02268

The notion of students being responsible for their own learning has real significance in outdoor and experiential learning, and offers considerable potential to contextualise knowledge from other disciplines. Experience-based methods of learning require teachers and leaders to apply appropriate strategies to facilitate learning. Implicit is the acceptance that the teacher/facilitator understands the characteristics of learners and the implications for learning and teaching, and also acknowledges that what is taught is not necessarily what is learned. Understanding a range of educational theory will allow teachers/facilitators to both understand the educational philosophy most commonly applied to their work and also to critique it in relation to other approaches. Such an approach is in accord with the development of outdoor and experiential learning, in both of which there is a growing philosophical foundation. Consequently this course will provide those working within this changing professional context with an overview of relevant aims, philosophies and practice. A broad perspective will allow consideration of the wide range of approaches to outdoor and experiential learning. Throughout there will be a focus on the importance of reflection on the issues arising from the course.

Entry Requirements

? Pre-requisites : No prior requirements.

? Costs : No additional charge

Subject Areas

Home subject area

Education, (The Moray House School of Education, Schedule C)

Delivery Information

? Normal year taken : Postgraduate

? Delivery Period : Full Year (Blocks 1-4)

? Contact Teaching Time : 2 hour(s) 30 minutes per week for 10 weeks

First Class Information

Date	Start	End	Room	Area	Additional Information
10/09/2007	09:00	:

Summary of Intended Learning Outcomes

On completion of the course students will:
1. understand aspects of the development of the field and some of the educational and philosophical ideas which have shaped its progress;
2. be aware of ontological and epistemological assumptions underlying practice in the field and in particular of experiential learning;
3. understand the processes involved in designing, implementing and evaluating appropriate, productive outdoor sessions with due regard to the prevailing conditions and target group, and in particular the factors that affect learning, the significance of individual differences between learners and the impact on their learning;
4. understand the implications of these assumptions so that the student can offer an analytical but formative view on the theory, practice and research in the field;
5. understand aspects of the legal rights and responsibilities of outdoor and experiential educators (Health and Safety legislation, access to land and water etc);
6. be able to use evaluation strategies and techniques available with particular reference to outdoor risk management (safety auditing);
7. be aware of the wide range of providers (curricular, charitable, commercial) their particular characteristics, and of recent curricular and non-curricular developments in provision;
8. be able to analyse research materials (publications, case studies, etc) which investigate the impact of experiential learning processes on physical, emotional, aesthetic and personal and social development.