| Effective Term: | 2024/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Education Outdoors |
| Unit ID: | OEEDU4500 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 079999 |
| Other Change: | |
| Brief description of the Unit |
| Through a professional research project, this unit is designed to develop knowledge and skills to undertake action research. They will draw upon their skills in planning, teaching and evaluating outdoor activities to develop an outdoor learning and teaching activity based on the reading of contemporary theory. As part of this, students explore how curriculum and other outcomes can be delivered in a range of outdoor settings. Students will gather data based on their outdoor learning and teaching activity; they then utilise research methods to analyse their data and make recommendations for future practice. Students draw upon a range of verbal and non-verbal communication styles to communicate their research processes, findings and recommendations. |
| 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 | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Critique the use of outdoor experiences to in various contexts based on contemporary theoretical models |
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| K2. | Identify the most appropriate pedagogies to achieve learning outcomes |
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| K3. | Understand the elements of planning outdoor activities
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| K4. | Understand research process and their use in practitioner lead research projects |
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| Skills: |
| S1. | Evaluate safety and risk management in outdoor activities
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| S2. | Demonstrate strong capacity to teach outdoor skills in particular activities |
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| S3. | Improve program planning skills
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| S4. | Demonstrate highly developed formal and informal communication skills |
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| Application of knowledge and skills: |
| A1. | Evaluate the organisation, implementation and impact of an outdoor experience
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| A2. | Analyse the effectiveness of various pedagogies in the delivery of outdoor programs |
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| A3. | Apply safety and risk management principles to outdoor teaching and learning
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| A4. | Critically reflect on, and make recommendations for future professional practice |
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| Unit Content: |
Topics may include:
1. Teaching and facilitating outdoor experiences
2. Activity specific teaching and learning processes
3. Linking outdoor activities with the curriculum
4. Safety management in the outdoors
5. Models of practitioner-driven research projects
6. Academic communication skills
7. Research questions, methods and methodologies |
| 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. | K4, S1, A4 | AT1 | 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, S3, A4 | AT1 | 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. | S4 | AT3 | 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, S4 | 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. | S2 | AT2 |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, S1, S3, S4, A2, A3 | Students develop a proposal for a practitioner-driven action-research project that draws upon contemporary theory. The proposal reviews the current literature, proposes an action phase, and outlines data collection metrics. | Research proposal | 30-40% | | 2. | K2, K4, S2, S4, A1, A2, A4 | Students undertake outdoor learning and teaching based on their proposal. They gather evidence to help them critically analyse their outdoor teaching and learning using research methods. Students analyse their data to reflect on their teaching practice and consider areas for further improvement. | Outdoor teaching reflection and analysis | 30 - 40% | | 3. | K1, K4, S4, A1, A2, A4 | Students communicate their research process through a presentation. The present both the research processes used and the key findings along with a significant discussion of the future implications of their research. | Presentation | 30 - 40% |
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