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  • DOING REVIEWING ~ reviewing article by Roger Greenaway
    that both believe first and foremost in the importance of the quality of the experience Both are likely to see themselves as educators who wish to provide rich and meaningful experiences to complement or compensate for other kinds of educational experience It is likely that both value doing and experiencing as the most vital elements in the kind of education which they provide Different experiences For many young people the outdoor environment and outdoor activities are different It is mainly because the experience of the outdoors is so different for many young people that it has such impact Providers of outdoor experiences frequently go to great lengths to make things as different as possible plenty of fresh air staying away from civilisation walking in the dark camping in strange places etc Even working in groups is a new and different experience for many young people The reluctant reviewer may think that sitting around talking especially if it is indoors is not particularly different adventurous or stimulating The reluctant reviewer is likely to favour maximising the time spent doing adventurous things outdoors believing that the more adventurous the programme the more impact it is likely to have The enthusiastic reviewer is likely to hold much the same beliefs but is more likely to be in touch with what is going on and will be better placed to adjust and adapt the programme to suit the needs and interests of the learners Action packed programmes Having an action packed programme is probably the first mistake if the purpose is to provide adventure education rather than simply to provide adventure According to John Dewey Experience plus Reflection equals Education 4 It follows from this that experience without reflection does not equal education Equally reflection without experience would not equal education The challenge is to get the balance and relationship right between experience and reflection if education is to be the outcome An overdose of active experience in the outdoors is not in my view an improvement on the underdose of active experience in the 15 000 hours that young people spend at school When working in the outdoors and relatively free of timetable constraints it should be much easier to get the balance right between experience and reflection such that young people have a taste of learning through adventurous experience and do not simply experience adventure Reviewing sequences Starting with a programme of activities and then fitting reviewing around the activities is not a promising start for designing a programme of adventure education Why not start with a programme of reviewing and fit the activities around the review programme Just as there are natural sequences of activities say from icebreakers through to independent expeditions so there are natural sequences for reviewing One such sequence is described by Nadler and Luckner in their processing curriculum which they describe as the thread that binds and weaves together diverse adventure activities with participants emotional experiences 5 This sequence starts with trust building and awareness raising moves

    Original URL path: http://www.reviewing.co.uk/outdoor/doingrev.htm (2016-02-10)
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  • Outdoor Management Development: Reviewing and Debriefing Tools
    Development including the nine stories REVIEW DISCUSSIONS Techniques for improving the quality of discussions Revolver provides a useful format for seeing both more sides of an issue FEEDBACK EXERCISES Various feedback exercises are described The Warm Seat not the Hot Seat can be particularly useful for aiding transfer of learning EVALUATION METHODS Several methods for improving end of course evaluation TRAINING WORKSHOPS examples from a larger menu Reviewing Skills and Tools for Outdoor Trainers Reviewing Outdoors Tools for reviewing in OMD How to transfer learning and give your training lasting impact SIMULATION vs STIMULATION An article that compares indoor simulations of outdoor activities such as Desert Survival with outdoor simulations of indoor work related activities Phil Donnison s OMD research pages Index to extracts from Phil Donnison s PhD Images of Outdoor Management Development A Synthesis of the Literature and Participants Experiences on Outdoor Courses James Neill s OMD research pages About Outdoor Adventure Training for Corporate Management Development is a FAQ style introduction including an annotated list of research studies Roger Greenaway s OMD research pages Index to extracts from my PhD thesis about Outdoor Management Development Bill Krouwel s articles and books about OMD Outdoor Development Addressing Multiple

    Original URL path: http://www.reviewing.co.uk/outdoor/omdindex.htm (2016-02-10)
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  • Reviewing and Debriefing Tools in Outdoor Management Development
    have greatest impact and value in outdoor management development I do not choose to avoid or discourage simulations because of this discovery but I do strongly emphasise the importance of helping managers to maximise their learning from undesigned experiences and from simulations that do not turn out as expected WHAT HAPPENS TO REVIEWING ON SHORTER COURSES Given the continuing trend towards ever shorter Outdoor Management Development courses the search is on for finding ways of maximising learning in the shortest possible time On the other hand we know that development takes time In fact ethical questions arise if too much development happens in too short a time Taking these points together implies that reviewing some time after the outdoor experiences may be necessary and desirable My discovery of the importance of such follow up was almost accidental FOLLOW UP FOCUS ON PLANS OR EXPERIENCES The idea of using follow up meetings as a progress check on action plans is an idea that is well established My own follow up meetings in the course of my research involved asking managers to tell me about the experiences during their outdoor course which they felt had most affected their learning and development Most happened to mention that this process of reviewing the experience again 4 6 weeks later resulted in further learning and development even though that was not the purpose of my interviews RE REVIEWING This happy accident further reinforced my belief in the value of re reviewing experience in the sense of getting back into the experience rather than simply reviewing the plans arising from it Another month or so after the experience the same valued experiences when dipped into again produced further valued learning and development 101 METHODS There must be 101 good ways to conduct such interviews whether face

    Original URL path: http://www.reviewing.co.uk/outdoor/omdqanda.htm (2016-02-10)
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  • Tools for Reviewing in Outdoor Management Development
    learning See the Workshop Description TOOLS FOR REVIEWING in Outdoor Management Development OBJECTIVES By the end of the workshop you will have A bigger toolkit of reviewing methods The know how to choose use and adapt these methods for each new situation More confidence to be creative and experimental in reviewing A personal action plan for further developing your reviewing skills STYLE The workshop will be practical and participatory supported by short inputs and detailed handouts You will also be encouraged to share and reflect on your own experiences of reviewing and to learn from each others successes INTRODUCTION a swapshop of favourite methods and models for reviewing learning vs development outdoors for action and adventure indoors for learning THE GROUP DIMENSION reviewing for group development reviewing for team development reviewing for interpersonal skills reviewing for social development COMMUNICATING ON ALL CYLINDERS opening the throttle the limitations of verbal methods the possibilities of more active and creative approaches to reviewing REVIEWING PROJECTS AND EXERCISES keeping to the script speed and search techniques what is the group learning what are individuals learning transfer of learning and links to work REVIEWING WITH SENIOR MANAGERS what do they really want more sophisticated or

    Original URL path: http://www.reviewing.co.uk/outdoor/omdxcl.htm (2016-02-10)
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  • In Search of Respectable Adventure ~ by Roger Greenaway
    But how do you know What do you do to increase the chances that these kinds of experiences are enjoyed during a mountain trip or any other kind of outdoor adventure What can you do to check whether some or all participants actually are experiencing what you hope they are experiencing If it should happen that the outdoor adventure did not provide the broad range of experiences you hoped it would what can you do to adjust the balance and extend the range of experiences Perhaps you could use a review session to to check what each individual was experiencing to reinforce or enhance those experiences to create those experiences that are weak or missing How could you do this successfully Some answers can be found in the articles and publications listed below 4 But it would be wrong to focus entirely on the reviewing skills that can enhance the quality and effectiveness of adventure based programmes Design skills are equally important Design should also be based on a suitable theory of development if the main purpose of the course is a developmental one The above list of needs can provide a useful design template but my own preference is to make creative use of a definition of personal growth from Giges and Rosenfeld 5 Personal growth can be viewed as making new connections in any of several directions upward to achieve one s full potential outward to make contact and encounter others inward to increase our awareness of who we are and what we want need sense feel think and do and downward to touch earth to be grounded and to connect This definition has a definite shape to it with its mention of growth in four directions upward outward inward and downward We may each choose to balance these four directions in different ways but in order to illustrate how this definition can be used as a design tool I have provided three examples for each direction upward To encourage upward growth ask each person to think of barriers or difficulties they may encounter What will be hard for you on this journey Discuss as a group how each individual can overcome or cope with these difficulties This should generate ideas and support for greater achievement Ask each individual to come up with an idea for an extra challenge or responsibility they might take on during the journey This creates individual targets and more opportunities for achievement Make the journey a self designed independent one with necessary safety arrangements inward If the weather is not too foul why not harness the opportunities for reflection that the outdoors can provide In contrast to the sociability of the outward exercises individuals can be encouraged to spend time on their own A set of reflective questions supplemented by additional questions from others in the group can help individuals to focus their thoughts These may be about the course so far about the course objectives or about their plans for the future

    Original URL path: http://www.reviewing.co.uk/outdoor/respctad.htm (2016-02-10)
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  • Quality in Adventurous Activities: An Explanation of Accreditation Badges by Brian Ogden, Chair AAIAC.
    supporting the system 670 000 per year AALA was formerly administered by the DCSF but is now under the Health Safety Executive The licence may not cover all the activities taking place because some including newer ones are not included within the scope of licensing Accordingly if a provider does not cater for young people under the age of 19 or undertakes activities that lie outside the scope of licensing there need be no accreditation to assure users and customers that practices have been inspected and or conform to standards of safety recognised as acceptable good practice by the industry It is estimated that about 75 of all adventurous activity provision lies beyond the remit and scope of licensing In reality therefore there is little short of finance that stops you or I setting up an adventure activity business with no check on safety credentials experience qualifications expertise or equipment Let it be said immediately that there is no evidence of hoards of unscrupulous operators entering the industry but not all operators are necessarily aware or sure of all that can be done to ensure their own commercial success or the safety and well being aspects of their customers and users A dventuremark R In 2005 the then DfES now DCSF commissioned the Adventure Activities Industry Advisory Committee AAIAC to research and develop a parallel system of accreditation which could sit alongside licensing to cover activities which lay outside its scope and also providers of activities for people over 19 AAIAC has developed that parallel system using expert consultants and taking much of its methodology from the licensing system It launched it as Adventuremark R in 2009 Adventuremark R is a system accrediting the safety aspects of adventure provision looks at the way practices and procedures are carried out and uses a similar inspection regime Staff qualifications emergency procedures briefings and developments standard locations used as well as the quality of equipment etc are all part of the inspection accreditation regime Adventuremark R can be gained by a provider making application to cover any adventurous activity provided for any age group and anywhere in the U K It is not restricted to under 19s unlike licensing and covers England Wales Scotland and Northern Ireland and centres abroad if the badge holder operates from the U K LOtC Learning Outside the Classroom Quality Badges During the research and development phase of Adventuremark R the government in England via the DCSF has been pursuing a curriculum initiative called Learning Outside the Classroom LOtC This is designed to stimulate and extend learning and teaching methods using anything from the school grounds local area and wider educational visits as we know them It can apply across any subject area and has been seen to pay handsome dividends in terms of pupil progress After all history or geography do not take place in classrooms literature is normally about happenings outside them mathematical understanding develops much more extensively if it is applied to the real world

    Original URL path: http://www.reviewing.co.uk/outdoor/adventure-activities-aaiac.htm (2016-02-10)
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  • Expose youth to risks, says Duke
    few admittedly very tragic accidents in the mountains and we look to banning them from young people s experience Are we thinking of banning cars The Duke was the principal speaker at a conference entitled The Question of Balance which took its name from a book he published in 1982 It discusses the extent to which young people should be put at risk in a healthy society He challenged people to be more adventurous and realistic about risks There is more danger in not exposing people to risk than in exposing them he said The downside for society is far greater if it is totally safe than if it has risk The Duke of Edinburgh who founded an award scheme for young people which entails community work physical fitness and orienteering said adults had a duty to help young people practise managing risks Living is and will always be a risky business It is society that is at risk if we do not get the balance right he said We know that creating a group to look at risks involves the high possibility it will find those risks The keynote speech by the Duke was supported by Ian Lewis chairman

    Original URL path: http://www.reviewing.co.uk/outdoor/risk.htm (2016-02-10)
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  • OTHER WAYS OF LEARNING in outdoor adventure education and experiential learning practice
    and a weakness Our great expectations of what outdoor education can achieve and of how much individuals can learn grow and develop in the outdoors are the kinds of positive beliefs that help to make outdoor education work On the other hand we can claim so much that we are vulnerable to criticism that the benefits of outdoor education are overstated The incredibly broad agenda of outdoor educators is shared by many others This gives outdoor education a high score for relevance but a low score for uniqueness For example download for more A passion for experiences that enhance growth Dewey believed that Everything depends on the quality of experience which is had every experience lives on in further experiences DEWEY 1938 He recognised that not all experiences are equally educative and that some experiences enhance future growth while others can have the opposite effect So how do we recognise a growth enhancing experience This question can be the start of a whole new journey download for more A confusion of language So it is ironic to find that outdoor adventure education textbooks published in North America appear to be taking experiential learning theory back into the didactic paradigm Recent terminology in North American adventure education literature presents learning from experience as if it is a highly organised industrial process Instead of the didactic pouring of knowledge into the passive student the educator is now busy programming the experience delivering the experience frontloading the experience framing the experience funnelling the experience and processing the experience Even allowing for some mistranslation from American English to British English the pattern is clear this new industrialised lexicon of experiential education delivering loading funnelling etc is reversing the direction of change download for more A rough spectrum from design to adventure The designed end of the above spectrum happens to be illustrated with examples from North America and the open end of the spectrum with European British examples Perhaps there are significant American British or American European differences here But any such generalisation would ignore all the American theorists listed above who have done so much to develop experiential learning theory throughout this rough spectrum download for more What s missing from models The rough spectrum outlined above could form part of a more elaborate more inclusive more diverse and more complete picture of outdoor adventure education This would create a map on which we could differentiate between one approach and another What such a composite map would call into question is whether we have any single theory or model that is so universal that it is equally relevant throughout all forms of outdoor adventure education This is a question worth asking because so many models are used as if they are universal download for more A view into the future In the world of outdoor adventure education it is especially important to appreciate the core belief that outdoor adventure can arouse stimulate enliven draw out potential and provide a broader view of self

    Original URL path: http://www.reviewing.co.uk/outdoor/other-ways-of-learning.htm (2016-02-10)
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web-archive-uk.com, 2016-10-24