Experiential learning (5cr)

Evaluation scale

0-5

Objective

Students
- are familiar with the theoretical framework of experiential and activity-based pedagogy in adventure education
- recognize nature and environmental education as part of experiential learning and adventure education
- are familiar with and gain basic experience of planning and implementing adventure-based activities
- are aware of the importance of safe learning environments as well as psychological, social and physical safety in learning

Content

Students understand the basic theoretical framework of experiential learning. The course focuses on the foundation, essential concepts and practical applications of activity-based learning, experiential pedagogy and adventure education. Students acquire basic understanding of educational processes and reflection in experiential learning.

Teaching methods

This course contains contact learning on campus and Ylläs field expedition in September, and independent studying.

Assessment criteria, satisfactory (1)

1 satisfactory

Written assignment
- random thoughts, superficial
- the written assignment has deficiencies on all four elements: description of experiences, use of references, lacks analytical link between theory and practice, unable to follow instructions for written task
Practical skills and knowledge
- shows poor motivation and attitude
- the student has severe challenges to complete given tasks without a lot of support
- absence has severe negative effects on learning
- the student cannot complete given tasks
- students behavior has a significant distractive effect on group performance
Student has good command of 40-54% of the content and learning outcomes


2 satisfactory

Written assignment
- random thoughts, superficial
- the task has deficiencies on all four elements: description of experiences, use of references, lacks analytical link between theory and practice, unable to follow instructions for written
Practical skills and knowledge
- the student needs a lot of support
- absence has negative effect on learning
- the given tasks are uncompleted or need a lot of support to complete
- student behavior is unsupportive for the group performance
Student has good command of 55-64% of the content and learning outcomes

Assessment criteria, good (3)

3 good

Written assignment
- analytical and logical
- demonstrates good discussion between theoretical and practical knowledge
- the use of references is incomplete or lacks the connection to practice
Practical skills and knowledge
- the student is able to work independently
- the student improves skills and knowledge
- the student performs well as a group member, but is not able to promote group performance
Student has good command of 65-74% of the content and learning outcomes


4 good

Written assignments
- analytical and logical
- shows very good discussion between theoretical and practical knowledge
- errors related to the use of references are not fundamental by nature
Practical skills and knowledge
- the student is able to work independently
- promotes the group performance or performs as a good example for the group
Student has good command of 75-89% of the content and learning outcomes

Assessment criteria, excellent (5)

5 excellent

Written assignment
- analytical and logical
- shows excellent discussion between theoretical and practical knowledge
- use of references is relevant and the link between theory and practice is strong
Practical skills and knowledge
- the student is able to work independently
- promotes the group performance in an excellent way
- performs as a good example for the group
Student has good command of 90-100% of the content and learning outcomes

Assessment criteria, approved/failed

0 Fail
- Student can not demonstrate a good command of the minimum level of the learning outcomes
- In case an relevant part of the given task is missing, the task will be returned to student for completion.
- Student has good command of 0-39% of the content and learning outcomes

Further information

Themes covered:
- Safety skills: safe learning environment in practice
- Social skills: Basic theory of adventure education and experience, Experiential learning, Experiential education/outdoor education/adventure education, Development of individual / development of group, Adventure and outdoor educator’s competences: safety, social, technical and environmental, Learning cycle introduction, Introduction to adventure educational process and transfer, Levels of safety (comfort, flexibility, growth, danger), Basics of reflection
- Group phenomenon: Introduction to group process, Forming tent groups theory and practice
- Environmental skills: Nature and culture in Lapland,

Ylläs expedition:
During the field trip, nature and wilderness setting is the learning environment. Students will sleep in hostel, wilderness cabins and tents as well as cook meals together with camping stoves. Students will bike, hike and travel with backpack in autumn weather.?Experiences are reflected by lecturers, small groups and individually. Humak provides the transportation and accommodation on the Ylläs expedition.

Gear:
Student is responsible for having suitable personal equipment, such as: hiking boots, clothing, sleeping bag and mattress, backpack

Prerequisite:
Students have to possess sufficient mental and physical health and functional capacity. Students have to be able to function in various social situations and multicultural groups and to participate in multiday expeditions including several activities, such as hiking, biking and camping. Students have to act in a responsible way and promote safety.