| Effective Term: | 2024/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Journeys in Outdoor and Environmental Education |
| Unit ID: | OEEDU2100 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (OEEDU1004 or OEEDU2300) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 079999 |
| Other Change: | |
| Brief description of the Unit |
In this unit students examine and critique concepts of place, landscape, wilderness and journey from an educational perspective. They explore the relevant theoretical foundations underpinning journey-based learning in outdoor and environmental education and the educational possibilities expeditionary learning offers. Students are exposed to the responsibilities of planning, development and implementation of leadership and teaching on extended journeys. They learn place-based knowledge, along with leadership and facilitation skills, required to facilitate educational experiences for groups during extended journeys.
|
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| Placement Component: No |
| Supplementary Assessment: |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
|
| Learning Outcomes: |
| Knowledge: |
| K1. | Describe and critique the concepts of place, landscape, wilderness and journey in an outdoor education context |
|
| K2. | Analyse the educational benefit of journeys |
|
| K3. | Describe and interpret expeditionary leadership and facilitation techniques in an educational context |
|
| Skills: |
| S1. | Apply place-responsive approaches to the planning and facilitation of an educational journey |
|
| S2. | Plan, develp and implement a safe and sustainable educational expedition experience |
|
| S3. | Demonstrate appropriate leadership and facilitation capablities in an educational expedition context |
|
| Application of knowledge and skills: |
| A1. | Assemble concepts of place, landscape and expedition to increase engagement with the environment and enhance opportunities for learning |
|
| A2. | Collaboratively prepare and facilitate a safe and sustainable educational expeditionary experience within an extended journey (at least 6 continuous days) |
|
| A3. | Reflect on and appraise an educational expedition experience |
|
| Unit Content: |
This course explores the concept of journeys within an Outdoor and Environmental Education context. Particpants practice place-responsive approaches to planning, particpating and leading in outdoor environments on extended journeys.
Topics may include:
1. Place, landscape, wilderness
2. Educational journeys/expeditionary learning
3. Leadership and facilitation in educational expedition contexts |
| Graduate Attributes: |
| The Federation University graduate attributes (GA) are entrenched in the Higher Education Graduate Attributes Policy (LT1228).Federation University Australia graduates develop these graduate attributes through their engagement in explicit learning and teaching and assessment tasks that are embedded in all Federation Courses. Graduate attribute attainment typically follows an incremental development process mapped through Course progression. One or more graduate attributes must be evident in the specified learning outcomes and assessment for each Federation University Australia Unit, and all attributes must be directly assessed in each Course. |
| Graduate attribute and descriptor | Development and acquisition of GAs in the Unit | Learning outcomes
(KSA) | Assessment task
(AT#) | GA 1
Thinkers | Our graduates are curious, reflective and critical. Able to analyse the world in a way that generates valued insights, they are change makers seeking and creating new solutions. | K1, K2, S1, S2, A3 | AT3 | GA 2
Innovators | Our graduates have ideas and are able to realise their dreams. They think and act creatively to achieve and inspire positive change. | K2, S2, S3, A1, A2 | AT1 AT2 | GA 3
Citizens | Our graduates engage in socially and culturally appropriate ways to advance individual, community and global well-being. They are socially and environmentally aware, acting ethically, equitably and compassionately. | K2, K3, S1, S2, S3, A1, A2 | AT1 AT2 AT3 AT4 | GA 4
Communicators | Our graduates create, exchange, impart and convey information, ideas, and concepts effectively. They are respectful, inclusive and empathetic towards their audience, and express thoughts, feelings and information in ways that help others to understand. | K1, S3, A1, A2, A3 | AT1 AT2 AT3 | GA 5
Leaders | Our graduates display and promote positive behaviours, and aspire to make a difference. They act with integrity, are receptive to alternatives and foster sustainable and resilient practices. | K3, S1, S2, S3, A1, A2, A3 | AT1 AT2 AT3 |
|
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K3, S1, S2, S3, A1, A2 | Develop a leadership and teaching plan including routes, logistics, teaching activities, place-based knowledge, learning outcomes and safety management for a journey | Problem centred | 30-50% | | 2. | K2, K3, S1, S2, S3, A1, A2, A3 | Participation in an extended journey, including group leadership and peer-teaching duties in an outdoor setting | Participation – Simulated professional task | 30-50% | | 3. | K1, K2, K3, S1, A1, A2, A3 | Reflective presentation on the outdoor journey experience, which draws upon teaching/leading experiences, key concepts and learning events | Presentation | 10-30% | | 4. | K1, K2, K3, S1, S2, S3, A1, A2, A3 | Participation in a minimum of 6-day journey or expedition style outdoor fieldwork. | Hurdle | S/N |
|