Understanding educational and wellbeing implications of learning outside the classroom through cross-national collaboration
Lead Research Organisation:
Plymouth University
Department Name: Institute of Education
Abstract
There is intense and gathering interest in the contribution that learning outside the classroom can make to children's wellbeing, creativity and their motivation for lifelong learning, linked to a concern that a narrow focus on cognitive outcomes may be failing to develop flexible, creative and resilient young people who are willing and able to contribute to society and to cope in a rapidly changing world. A desire to (re)connect children and nature to nurture respect and care for a threatened global environment has also struck a chord in our partner countries. For example, the English Learning Outside the Classroom initiative is supported across party political lines. In Singapore, nature corridors are being created to make it a city in a garden and a new Programme for Active Learning is being implemented to address concerns about how far creativity and entrepreneurial spirit can be fostered by prevalent didactic teaching. 'Friluftsliv', the open air life, has long been valued in Scandinavia; grassroots movements in Denmark are augmenting children's curriculum experience through outdoor learning. However, the complexity of the interactions between mainstream educational goals and national cultural traditions relating to the outdoors is difficult to understand and theorise without close attention to how national policies, processes and people construct different opportunities for learning outside the classroom. Australian academics, such as Stewart and Brookes, have cautioned that generalisation of principles from research studies without due regard for cultural situations is misleading, while US studies of community-based education reposition conceptualisations of the 'outdoors.' Although the research field is strengthening and diversifying, there is a lack of coherence and congruence in how this research builds upon existing knowledge and accounts for cultural factors. The reasons for this include a lack of comparative methodologies, limited opportunities for debate and an absence of cross-national collaboration to learn from different cultural and education systems.
It is time to explore how our various cultural traditions, particularly regarding the outdoors and nature, and our policy contexts are meeting these educational challenges, which are simultaneously highly situated and of global significance. Through the international networking that we are proposing, we would be supported in addressing issues such as: what we currently know about the way in which learning outside the classroom influences children's education and wellbeing; how we can build upon existing international evidence regarding learning outside the classroom and move the research agenda forward; how place, cultural factors and learning outside the classroom interact; the impact on social cohesion that community-based learning outside the classroom might afford; how outdoor contexts for learning interact with pedagogy, curriculum and didaktik. Our collaboration will help to address the associated research and methodological issues.
The countries and scholars have been deliberately selected as network partners to represent a coherent spread of cultural attitudes to the outdoors and range of educational policy frameworks. The core partnership comprises published authors who have ESRC and other externally-funded research project experience and includes practitioners and policy-makers to help realise practical implications of the research. Previous workshops, co-editing international special issues, and a British Educational Research Association 'Meeting of Minds' award have developed working relationships among the core partners; this funding would leverage our existing network to a strong, focused partnership that will produce collaborative papers, establish exchange opportunities for early career researchers, formulate cross-national research programmes and thus have significant impact on policy and practice in our respective countries and beyond.
It is time to explore how our various cultural traditions, particularly regarding the outdoors and nature, and our policy contexts are meeting these educational challenges, which are simultaneously highly situated and of global significance. Through the international networking that we are proposing, we would be supported in addressing issues such as: what we currently know about the way in which learning outside the classroom influences children's education and wellbeing; how we can build upon existing international evidence regarding learning outside the classroom and move the research agenda forward; how place, cultural factors and learning outside the classroom interact; the impact on social cohesion that community-based learning outside the classroom might afford; how outdoor contexts for learning interact with pedagogy, curriculum and didaktik. Our collaboration will help to address the associated research and methodological issues.
The countries and scholars have been deliberately selected as network partners to represent a coherent spread of cultural attitudes to the outdoors and range of educational policy frameworks. The core partnership comprises published authors who have ESRC and other externally-funded research project experience and includes practitioners and policy-makers to help realise practical implications of the research. Previous workshops, co-editing international special issues, and a British Educational Research Association 'Meeting of Minds' award have developed working relationships among the core partners; this funding would leverage our existing network to a strong, focused partnership that will produce collaborative papers, establish exchange opportunities for early career researchers, formulate cross-national research programmes and thus have significant impact on policy and practice in our respective countries and beyond.
Planned Impact
School-aged pupils will benefit from the activities of this international network which will help to clarify theory and rationales for learning outside the classroom. This form of learning is widely accepted for early years children but pupils in England currently experience marked decline in the opportunities for learning outdoors after the Foundation Stage (Waite, 2010). Other countries report a similar reduction, which is often attributed to the increasing pressure for achievement of performance standards. Research, however, suggests that young people enjoy learning outside the classroom, and that it can have cognitive, social, emotional and behavioural benefits for participants of all ages (Dillon et al. 2005; Rickinson et al., 2004). Learning outside the classroom also appears to engage young people with their learning because they see a purpose for learning beyond academic attainment performance (Passy et al., 2010; Waite & Passy, 2011; Waite, 2011).Through our programme of international, collaborative research that will engage with evidence, pedagogy and theory of learning outside the classroom, we aim to influence teachers' and other practitioners' decisions about learning outside the classroom to the benefit of their pupils.
Teachers in the various countries represented in the partnership and wider network experience different degrees of external pressure through high stakes testing and different curricular and pedagogic traditions. Developing greater clarity about the relationship between these and outcomes associated with learning outside the classroom will help teachers to make decisions about appropriate proportions and forms of outdoor learning.
Learning outside the classroom practitioners are increasingly being employed in some nations to provide outdoor activities to supplement the schooling offered by mainstream practitioners. Market-based outdoor learning introduces further complication to its provision as benefits may compete with profit and the degree of match between activities and their potential benefits needs critical examination. The work of the network will assist learning outside the classroom practitioners, teachers and policy makers to understand how best commercial outdoor learning provision can articulate with mainstream educational practice.
Teacher trainers have the responsibility to equip student teachers with the capacity to provide broad and balanced curricula for their future pupils. The debate and critical commentary arising from our network partnership will help to inform HEIs involved in teacher training to prepare their students to critically appraise learning outside the classroom and better match purposes with provision.
Policy-makers' use of international comparative data has sometimes been criticised for its failure to take sufficient account of the cultural factors that situate it (Alexander et al., 1999). However, some comparative work has focused at a micro level on what happens within classrooms within wider contextual understanding (Tobin, 1999). This international partnership will support us in avoiding generalisations without due attention to cultural, curricular and pedagogic distinctions and hence provide more grounded and theorised recommendations for policy and practice.
The role of local communities in learning outside the classroom is currently under-researched and under-theorised (Seaman & Rheingold, 2010). The work undertaken by the partnership will facilitate greater understanding of how communities can be involved in these activities and the impact this involvement may have on social cohesion.
Invitations will be extended to teachers, student teachers, teacher trainers, learning outside the classroom practitioners and policy makers to network events and policy briefings. Summaries of papers and activities will be posted on the website in addition to developing a coherent body of academic and practitioner publications.
Teachers in the various countries represented in the partnership and wider network experience different degrees of external pressure through high stakes testing and different curricular and pedagogic traditions. Developing greater clarity about the relationship between these and outcomes associated with learning outside the classroom will help teachers to make decisions about appropriate proportions and forms of outdoor learning.
Learning outside the classroom practitioners are increasingly being employed in some nations to provide outdoor activities to supplement the schooling offered by mainstream practitioners. Market-based outdoor learning introduces further complication to its provision as benefits may compete with profit and the degree of match between activities and their potential benefits needs critical examination. The work of the network will assist learning outside the classroom practitioners, teachers and policy makers to understand how best commercial outdoor learning provision can articulate with mainstream educational practice.
Teacher trainers have the responsibility to equip student teachers with the capacity to provide broad and balanced curricula for their future pupils. The debate and critical commentary arising from our network partnership will help to inform HEIs involved in teacher training to prepare their students to critically appraise learning outside the classroom and better match purposes with provision.
Policy-makers' use of international comparative data has sometimes been criticised for its failure to take sufficient account of the cultural factors that situate it (Alexander et al., 1999). However, some comparative work has focused at a micro level on what happens within classrooms within wider contextual understanding (Tobin, 1999). This international partnership will support us in avoiding generalisations without due attention to cultural, curricular and pedagogic distinctions and hence provide more grounded and theorised recommendations for policy and practice.
The role of local communities in learning outside the classroom is currently under-researched and under-theorised (Seaman & Rheingold, 2010). The work undertaken by the partnership will facilitate greater understanding of how communities can be involved in these activities and the impact this involvement may have on social cohesion.
Invitations will be extended to teachers, student teachers, teacher trainers, learning outside the classroom practitioners and policy makers to network events and policy briefings. Summaries of papers and activities will be posted on the website in addition to developing a coherent body of academic and practitioner publications.
Organisations
- Plymouth University (Lead Research Organisation)
- University of Copenhagen (Collaboration, Project Partner)
- University of Girona (Collaboration)
- Centre for School and Outdoor Education (Collaboration)
- Kintauden Koulu (Collaboration)
- Ecole Publique Elémentaire de Lascelle (Collaboration)
- University of Bologna (Collaboration)
- University College Leuven-Limburg (Collaboration)
- Alt Ter Environmental Education Centre (Collaboration)
- Research Councils UK (RCUK) (Collaboration)
- Parks and Wildlife Finland (Collaboration)
- University College of Southeast Norway (Collaboration)
- Nanyang Technological University (Project Partner)
- La Trobe University (Project Partner)
Publications
Bentsen P
(2013)
Green Space as Classroom: Outdoor School Teachers' Use, Preferences and Ecostrategies
in Landscape Research
Passy R
(2019)
Integrating outdoor learning into the curriculum: an exploration in four nations
in Curriculum Perspectives
Stewart A
(2014)
Rhizocurrere : a Deleuzo-Guattarian approach to curriculum autobiography
in International Journal of Qualitative Studies in Education
Description | Update March 2018: the most significant ongoing achievement of this Award have been the continuing relationships forged during its implementation that have led to continued collaboration first, in research dissemination through publications. We have added a number of publications in this update, and have (at present) one invited article by Passy, Bentsen, Ho and Gray planned for Curriculum Perspectives in 2018. Secondly, we have continued to collaborate and meet at different conferences on the international stage, most recently at Existing evidence about the effects of Udeskole - an international perspective, Skovskolen, Department Of Geoscience And Natural Management, University of Copenhagen, Denmark In Partnership With The University Of Stavanger, Norway, 7-9 March 2018. Peter Bentsen and Erik Mygind were members of the organising team, and Sue Waite was a keynote speaker. Thirdly, the Principal Investigator Sue Waite has continued to work closely with colleagues in the Nordic countries to disseminate research knowledge from joint and nationally-based research projects, and has been appointed Visiting Associate Professor at Jonkoping University, Sweden (2017-2020). Fourth, workshops with international postgraduate students have continued in Denmark run by Erik Mygind, Simon Beames and Ulrich Dettweiler in 2015, 2016, 2017, 2018. Finally through these different types of academic and public engagement, we have widened our network of colleagues and submitted two successful Erasmus+ bids that will further our research in the next three years. This international partnership network award allowed us to meet colleagues from three other countries, Australia, Denmark and Singapore, to enhance our mutual understanding of outdoor learning. Learning outside the classroom in natural environments has a number of evidenced benefits for children and society. Children from poorer backgrounds have less access to nature, yet: • students perform better in reading, mathematics, science and, social studies and show greater motivation for studying science when they have opportunities to learn outside the classroom • personal, practical and social skill development is associated with learning outside • school subjects are enriched and students more motivated to learn by outdoor experiences • natural environments promote physical and mental health • exposure to nature leads to greater awareness and care for the environment. Universal access to these benefits for children is therefore an important societal aim. In some cultures (such as Denmark), time spent outside in childhood is relatively frequent through families, but schools across the four project nations generally represent a common context in which access to nature for children and building new cultural attitudes towards nature in order to gain these benefits could be addressed in an equitable way. In all four countries in our partnership, we looked at the policies and practice of outdoor learning to identify the opportunities and challenges to support increased levels of outdoor learning. In Denmark and England, we were leading similar large scale projects (TEACHOUT, with an associated continuing professional development programme http://teachout.ku.dk/om-projektet/beskrivelse/description.pdf and Natural Connections https://naturalconnectionsblog.wordpress.com/ ) that were researching and delivering programmes to increase the numbers of children benefiting from outdoor learning. In Singapore, the Ministry of Education was already supporting expansion of opportunities to learn outdoors in line with their recognition that academic achievement was not the only aim for education. Partners here developed a project to explore the motivations that led people to provide those opportunities; the majority of which were through community organisations. The Australian partners particularly supported our thinking about ways of teaching and learning environmentally sound outdoor learning. Our conclusions are that we need to be careful about apolitical and decontextualized claims for outdoor learning whereby all forms are seen as a panacea for all societal problems. Purpose, place, people, and pedagogy must be foregrounded in research and practice of outdoor learning to develop more nuanced use of diverse forms in order to achieve specific outcomes for children and young people in the most cost effective ways. Thinking about what we want to achieve by taking learning outside the classroom helps us to choose places and pedagogy more wisely. We have developed a framework for comparing different forms of outdoor learning both within and across cultures, and the Lessons from Near and Far conference in July 2015 included a wide range of international cultural perspectives and opened a wider conversation about pathways to the benefits of outdoor learning through different theory and practices. These tools will impact upon ways in which outdoor learning is understood internationally and inform our countries' policy and practice development. |
Exploitation Route | Update March 2018: The outdoor and experiential learning research network (Oelresnet) has become part of a national collaborative network of outdoor learning practitioners, policy-makers and researchers that has the aim of research collation, analysis, and dissemination. We have a number of international members, including members of this project, and we anticipate that the Oelresnet website will be integrated with the work undertaken in our two successful Erasmus+ projects that end in 2020. We continue to work with practitioners and policy makers through the outdoor and experiential learning research network (over 200 members) in England, and through our respective national and international networks. We hope that this collaboration will continue to inform policy and practice both within our nations and beyond. |
Sectors | Education Environment Healthcare Leisure Activities including Sports Recreation and Tourism Government Democracy and Justice |
Description | Update in March 2018: Sue Waite was invited as a consultant to Outdoor Victoria, Australia to advise on embedding outdoor learning in schools (May-June 2017). This involved six keynotes, workshops and advisory sessions to policymakers and practitioners Findings from our collaboration within this international partnership network are being taken forward by Natural England as part of DEFRA's 25 year strategy for the environment in recommending the roll out of the Natural Connections project nationwide. Elements of the Student Outcomes and Natural Schooling report from the conference have been included in the Outdoor Education Advisors' Panel guidelines for schools. This report from the Lessons from Near and Far conference which highlighted partners' national responses to improving the policy/research interface has informed a response by the Council for Learning Outside the Classroom to the Education select committee's 'The Purpose of Education' consultation. It has also contributed more generally to the Natural England Strategic Research groups for Learning in Natural Environments and Outdoors for All through Waite's membership on these groups. Bentsen and Mygind have been pivotal in major policy and practice developments regarding outdoor learning in Denmark, including a seminar series about udeskole (four seminars a year aimed at teachers), created a homepage at the Ministry of Education's learning portal about udeskole (aimed at teachers), had a demonstration project (for the development of udeskole) with schools, created a row of short articles /extension papers aimed at teachers and schools, in the process of publishing a text book about udeskole, subjects and pedagogy (will be published 2017) aimed at teachers and teacher educators, in the process of creating an E-learning course aimed at teachers, held two national conferences, disseminated through twitter accounts, LinkedIn and institutional homepages, had several meetings with the ministry of education and the ministry of environment and presented on Danish national radio (documentary / feature programme) and are actively influencing practice in other countries, such as Spain. Colleagues in Singapore have secured entitlement to outdoor education throughout schooling as part of the Ministry of Education policy and practice in schools. A Singapore delegation visited Denmark to learn from their project TEACHOUT. Stewart and Gough's work has been recognised as seminal in place-sensitive environmental education and is informing the development of practice internationally. Waite has been invited to present a keynote at Outdoor Victoria's Education Conference and a 1 day research symposium prior to the 2 day State Conference. She has also been invited to support development of outdoor learning policy and practice through a one week residency in May 2017. |
First Year Of Impact | 2014 |
Sector | Education,Environment,Leisure Activities, including Sports, Recreation and Tourism |
Impact Types | Cultural Societal Policy & public services |
Description | Invited member of Research group of the International School Grounds Alliance (Waite) |
Geographic Reach | Multiple continents/international |
Policy Influence Type | Membership of a guideline committee |
Description | Go Outside and Learn ERASMUS+ bid |
Organisation | University College Leuven-Limburg |
Country | Belgium |
Sector | Academic/University |
PI Contribution | This bid was successful in 2017 |
Collaborator Contribution | This collaboration was formed through participants meeting at project-based conferences/seminars and elsewhere. Rowena Passy played a significant part in writing the bid, and is leading the evaluation element of the three-year project. |
Impact | PEOTI bid Successful GOAL bid; based in education |
Start Year | 2013 |
Description | Go Outside and Learn ERASMUS+ bid |
Organisation | University College of Southeast Norway |
Department | Faculty of Humanities, Sports and Education Science |
Country | Norway |
Sector | Academic/University |
PI Contribution | This bid was successful in 2017 |
Collaborator Contribution | This collaboration was formed through participants meeting at project-based conferences/seminars and elsewhere. Rowena Passy played a significant part in writing the bid, and is leading the evaluation element of the three-year project. |
Impact | PEOTI bid Successful GOAL bid; based in education |
Start Year | 2013 |
Description | Go Outside and Learn ERASMUS+ bid |
Organisation | University of Bologna |
Country | Italy |
Sector | Academic/University |
PI Contribution | This bid was successful in 2017 |
Collaborator Contribution | This collaboration was formed through participants meeting at project-based conferences/seminars and elsewhere. Rowena Passy played a significant part in writing the bid, and is leading the evaluation element of the three-year project. |
Impact | PEOTI bid Successful GOAL bid; based in education |
Start Year | 2013 |
Description | Nurturing affinity to nature through outdoor learning in special places |
Organisation | Alt Ter Environmental Education Centre |
Country | Spain |
Sector | Charity/Non Profit |
PI Contribution | Sue Waite played a significant part in writing the bid with partners met at conferences/seminars run by this project and elsewhere. |
Collaborator Contribution | All partners contributed to writing the bid |
Impact | Successful three-year Erasmus+ bid |
Start Year | 2016 |
Description | Nurturing affinity to nature through outdoor learning in special places |
Organisation | Centre for School and Outdoor Education |
Country | Slovenia |
Sector | Academic/University |
PI Contribution | Sue Waite played a significant part in writing the bid with partners met at conferences/seminars run by this project and elsewhere. |
Collaborator Contribution | All partners contributed to writing the bid |
Impact | Successful three-year Erasmus+ bid |
Start Year | 2016 |
Description | Nurturing affinity to nature through outdoor learning in special places |
Organisation | Ecole Publique Elémentaire de Lascelle |
Country | France |
Sector | Academic/University |
PI Contribution | Sue Waite played a significant part in writing the bid with partners met at conferences/seminars run by this project and elsewhere. |
Collaborator Contribution | All partners contributed to writing the bid |
Impact | Successful three-year Erasmus+ bid |
Start Year | 2016 |
Description | Nurturing affinity to nature through outdoor learning in special places |
Organisation | Kintauden Koulu |
Country | Finland |
Sector | Academic/University |
PI Contribution | Sue Waite played a significant part in writing the bid with partners met at conferences/seminars run by this project and elsewhere. |
Collaborator Contribution | All partners contributed to writing the bid |
Impact | Successful three-year Erasmus+ bid |
Start Year | 2016 |
Description | Nurturing affinity to nature through outdoor learning in special places |
Organisation | Parks and Wildlife Finland |
Country | Finland |
Sector | Public |
PI Contribution | Sue Waite played a significant part in writing the bid with partners met at conferences/seminars run by this project and elsewhere. |
Collaborator Contribution | All partners contributed to writing the bid |
Impact | Successful three-year Erasmus+ bid |
Start Year | 2016 |
Description | Nurturing affinity to nature through outdoor learning in special places |
Organisation | University of Girona |
Country | Spain |
Sector | Academic/University |
PI Contribution | Sue Waite played a significant part in writing the bid with partners met at conferences/seminars run by this project and elsewhere. |
Collaborator Contribution | All partners contributed to writing the bid |
Impact | Successful three-year Erasmus+ bid |
Start Year | 2016 |
Description | PEOTI: PAN EUROPEAN OUTDOOR TEACHING INITIATIVE |
Organisation | Research Councils UK (RCUK) |
Department | Universities of Bologna, VIA, Denmark, Edinburgh & Munich Technical |
Country | United Kingdom |
Sector | Academic/University |
PI Contribution | A group of 7 international institutions convened to develop an EU HORIZON 2020 bid regarding the teaching of outdoor learning at HE contributed ideas for the development of an ERASMUS + bid |
Collaborator Contribution | Munich led the bid |
Impact | workshop meeting in Italy 2013 unsuccessful bid Revision of bid in progress Decision not to proceed |
Start Year | 2013 |
Description | Teachout |
Organisation | University of Copenhagen |
Country | Denmark |
Sector | Academic/University |
PI Contribution | Contributed in initial partnership meeting in Denmark to ideas for areas of research |
Collaborator Contribution | Proposed and achieved funding for first a research project funded by TrygFund and then a delivery project that mirrors Natural Connections tyhat we already had funded by Natural England, Defra and English Heritage Peer reviewed our parallel proposal for research to ESRC which unfortunately was unsuccessful |
Impact | Bid to RCUK unsuccessful |
Start Year | 2010 |
Description | Appointment to Visiting Associate Professor |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Postgraduate students |
Results and Impact | Sue Waite has been appointed Visiting Associate Professor at Jonkoping University, Sweden. The appointment last from 2017-2020. |
Year(s) Of Engagement Activity | 2017,2018 |
Description | Attendance at and engagement with the Biodiversity festival 13 July 2014 , Vivocity, Singapore |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | Yes |
Geographic Reach | International |
Primary Audience | Public/other audiences |
Results and Impact | Our activity was limited to talking to the public and standholders Limited impact from our input ( young people who had heard talks were keen to follow up with questions about how they could implement outdoor learning) but mainly contributed to our greater understanding of the cultural context for outdoor learning in Singapore. One network member runs a out of school club for eco awareness. Also opportunities for greater discussion with colleague from University of Malaysia and the impacts there of her citizen science project. |
Year(s) Of Engagement Activity | 2014 |
Description | Consultancy |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Policymakers/politicians |
Results and Impact | Waite was invited as a consultant to Outdoor Victoria, Australia to advise on embedding outdoor learning in schools. She gave 6 keynotes, workshops , advisory sessions in Victoria and Queensland, May/June 2017 |
Year(s) Of Engagement Activity | 2017 |
Description | International conference: Existing evidence about the effects of Udeskole - an international perspective |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | An 3-day international conference jointly organised by Skovskolen, Department Of Geoscience And Natural Management, University of Copenhagen, Denmark In Partnership With The University Of Stavanger, Norway (Bentsen and Mygind were involved; Waite a keynote speaker). The conference provided stimulation for thought and discussion. |
Year(s) Of Engagement Activity | 2018 |
Description | International context speech for Launch of Natural Connections final report |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Policymakers/politicians |
Results and Impact | Audience included DEFRA representatives and influenced their 25 year strategy development in looking to international good practice for benchmarking |
Year(s) Of Engagement Activity | 2016 |
Description | International udeskole PhD course in Denmark |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Postgraduate students |
Results and Impact | Approximately 12 international students attended the course for postgraduate students. The course stimulated ideas and discussion. |
Year(s) Of Engagement Activity | 2015,2016,2017,2018 |
Description | Keynote address: Council for Learning Outside the Classroom annual conference , Derby |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Professional Practitioners |
Results and Impact | Waite presented a framework of purpose, place, pedagogy and people to the delegates |
Year(s) Of Engagement Activity | 2014 |
Description | Keynote address: Forest School Association conference (Shropshire) |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Waite gave talk to delegates about Forest School's position in relation to wider field of outdoor learning |
Year(s) Of Engagement Activity | 2015 |
Description | Keynote address: Wild Tribe conference, Sturts, Cornwall |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Schools |
Results and Impact | Talk to teachers and other staff involved in teaching outdoors |
Year(s) Of Engagement Activity | 2015 |
Description | Keynote talk: Natural Connections Cornwall hub conference, Eden Project |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Schools |
Results and Impact | Waite gave talk to encourage partcipation and greater connectivity between schools as part of the Natural Connections project, working with over 130 schools across the southwest to embed the use of curricular learning in natural environments |
Year(s) Of Engagement Activity | 2014 |
Description | Public talk at Raffles Institute, Singapore, 11 July 2014 by two members of the ESRC International Partnership network |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Audience was practitioners and policy makers in Singapore, stimulated discussion about challenges for Singapore in increasing outdoor learning opportunities invitation by editor attending to contribute an article for magazine City Green to reach wider audience in Singapore Member of parliament expressed wish to develop more outdoor learning |
Year(s) Of Engagement Activity | 2014 |
Description | Question panel: Headteachers conference, Newquay Cornwall |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Schools |
Results and Impact | Waite member of a panel to answer questions about the use of outdoor learning within schools |
Year(s) Of Engagement Activity | 2014 |
Description | Question panel: Project Wild Thing film showing, Kingsbridge |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Public/other audiences |
Results and Impact | Waite was member of question panel following screening of Project Wild Thing, chaired by Jonathan Dimbleby |
Year(s) Of Engagement Activity | 2015 |
Description | Radio interview: why crosscultural collaboration helps improve practice (Singapore) |
Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Public/other audiences |
Results and Impact | Ho & Waite talked about the collaboration and what insights about outdoor learning this had yielded |
Year(s) Of Engagement Activity | 2014 |
Description | Radio interviews: Launch of Camping and Caravanning survey findings, London for regional radio stations |
Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Public/other audiences |
Results and Impact | Held a number of radio interviews with regional radio stations to discuss the educational benefits from camping and caravanning. |
Year(s) Of Engagement Activity | 2015 |
Description | Seminar outdoor and experiential learning research network ( Plymouth University) by Pleasants (La Trobe, Australia) |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Professional Practitioners |
Results and Impact | Stimulated debate about ways in which outdoor education is understood |
Year(s) Of Engagement Activity | 2013 |
Description | Seminar to Outdoor and experiential learning research network (Plymouth University) by Bentsen |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Professional Practitioners |
Results and Impact | Bentsen presented about Danish udeskole stimulating lively discussion in a mixed audience of practitioners, teachers and academics |
Year(s) Of Engagement Activity | 2012 |
Description | Talk, Early Years Network UK : Why does connecting with Nature matter in early years? |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Professional Practitioners |
Results and Impact | Conference with workshops for early years practitioners |
Year(s) Of Engagement Activity | 2013 |
Description | Talk: Tauranga kindergarten cluster, North Island, New Zealand |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Invited presentation to a group of early years educators in a region of New Zealand |
Year(s) Of Engagement Activity | 2013 |
Description | Talks: English and Australian perspectives on outdoor learning, Raffles Institute, Singapore |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Stewart and Waite presented their perspectives on the possibilities for outdoor learning from English and Australian perspectives and encouraged debate about their application to the Singaporean context. |
Year(s) Of Engagement Activity | 2014 |
Description | Workshop: British Heart Foundation National Centre for physical activity and health conference, Gaydon |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Professional Practitioners |
Results and Impact | Waite led workshop about Natural Connections as a model for schools' involvement in public health promotion |
Year(s) Of Engagement Activity | 2014 |