| Effective Term: | 2026/05 |
| 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: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| 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 | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Describe and critique the concepts of place, landscape, wilderness and journey in an outdoor education context |
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| K2. | Analyse the educational benefit of journeys |
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| K3. | Describe and interpret expeditionary leadership and facilitation techniques in an educational context |
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| Skills: |
| S1. | Apply place-responsive approaches to the planning and facilitation of an educational journey |
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| S2. | Plan, develop and implement a safe and sustainable educational expedition experience |
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| S3. | Demonstrate appropriate leadership and facilitation capablities in an educational expedition context |
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| Application of knowledge and skills: |
| A1. | Assemble concepts of place, landscape and expedition to increase engagement with the environment and enhance opportunities for learning |
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| A2. | Collaboratively prepare and facilitate a safe and sustainable educational expeditionary experience within an extended journey (at least 6 continuous days) |
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| A3. | Reflect on and appraise an educational expedition experience |
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| Unit Content: |
This unit explores the concept of journeys within an Outdoor and Environmental Education context. Participants practice place-responsive approaches to planning, participating 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: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S1, S2, S3, A1, A2 | Develop a program plan including rationale, learning objectives, logistics, routes, learning experiences, place-based knowledge and safety management for a journey. | Problem centred | 40-60% | | 2. | K3, S1, S2, S3, A1, A2, A3 | Participation in an extended journey, including conducting an experiential inquiry. | Participation – Simulated professional task | 40-60% |
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