Griffiths2007TheLear ningShared

The Learning Journey A web based educational outcomes measurement tool. 18 months later…: 

The Learning Journey A web based educational outcomes measurement tool. 18 months later… Amma Griffiths Acknowledge: James Neill Dr. Lorraine Smith http://www.oeg.net.au/research

ACA Conference: 

ACA Conference OEG Educational Framework The development of ‘The Learning Journey’ as a measurement tool. Inform quality of program design Critically improve teaching practice

The Learning Journey Context: 

The Learning Journey Context We aim to engage with: Our schools as educational partners. Student experiences and learning Self reflection and deepened learning Links with classroom Societal issues pertinent to students. The outdoor education profession.

Learning Journey Framework: 

Learning Journey Framework OEG Vision, Mission and Values Educational context Educational Framework (Version 3) Web Based Tool Measurement of Student Outcomes Learning process Reports Professional Development – OEG and School staff

Measuring the Educational Framework: 

Measuring the Educational Framework List of factors / competencies – based on program objectives Definitions written Generate many possible questions per factor Revise/vote on each question

Pilot Survey: 

Pilot Survey Conducted pilot study & evaluated # of factors and each question 789 students included Year 7 – TAFE -Outdoor Recreation.

OEG Educational Framework Changes (Version 2 to 3): 

OEG Educational Framework Changes (Version 2 to 3) EF is based on domains of Core Values; Self; Others; Environment competencies / factors. Core Curriculum – Respect & Responsibility. Self identity & spirituality combined. Physical well being added.

cont. OEG Educational Framework Changes: 

cont. OEG Educational Framework Changes Team work combined with group problem solving Leading a group changed to Leadership Environmental appreciation reworded connection Most definitions simplified

ACCEPTING CHALLENGE: 

ACCEPTING CHALLENGE OLD Definition The extent to which an individual seeks out challenge, uses sustained effort in the face of challenge, and is willing to go beyond comfort zones for personal growth.

ACCEPTING CHALLENGE: 

ACCEPTING CHALLENGE NEW Definition A person seeks out, has a go, thrives and benefits from taking on challenges.

Educational Framework 2007Core Curriculum: 

Educational Framework 2007 Core Curriculum Respect & Responsibility for Self Respect & Responsibility for Others Respect & Responsibility for the Environment

SELF: 

SELF Accepting challenge Emotional resilience Goal setting Spirituality Physical Well-Being

OTHERS: 

OTHERS Conflict Resolution Community action Followership Group problem solving Leadership

NATURAL WORLD: 

NATURAL WORLD Environmental connection Environmental understanding Environmental action

Development of Measurement Items: 

Development of Measurement Items Pilot study analysis of student answers Use refined questions for research and practice 4 questions to measure each factor / competency

The Learning Journey: 

The Learning Journey Attain 3 components of information: Pre – Program reflection Post Program reflection Open ended questions

Effect Sizes for Psychological & Adventure-based Interventions: 

Effect Sizes for Psychological & Adventure-based Interventions

Slide18: 

15% no change 65% positive change 20% negative change No change Psychological Effects of Adventure Education Hattie et al 1997

Outdoor Education Research Summary: 

Outdoor Education Research Summary Research on 10,000 OE students has found 3 to 4 out of 5 improve in personal & social skills.

Camp with School Students Research Summary: 

Camp with School Students Research Summary ES of .2 can be translated as an 8% improvement. (Camp all) Or that out of a group of 5 school students: ~3 will be +vely affected ~1 won’t change ~1 will be -vely affected

OEG Research Summary: 

OEG Research Summary A conservative estimate is that overall OEG effects are .1 to .4, pending further study.

Effect Size: 

Effect Size Environmental Connection Leadership Accepting Challenge

Themes Beyond the Framework: 

Themes Beyond the Framework Year 7 example Friendship Friendship was a concept highlighted by the students as an important personal and social aspect of the experience.

Friendship: 

Friendship Time to experience through activities and challenges;  Achievement together and sharing the experiences;  Social interaction different from the school environment, allowing friendships to blossom more quickly and easier;  Attaining different perspectives of others;  Acceptance of others;  Trust developed;  New students in particular highlighted the benefit from social interaction;  Motivation and support of friends during different experiences; and

Friendship: 

Friendship  Tolerance and understanding of others. Alicia - “The hike was great because it really brought our group together. I was in a group with most of my friends but it brought us together a lot more than just sticking around at school.” Andra - “Most of all I loved how I learned to trust more people and no one blamed anyone if we did something wrong.” Eren - “The program was really good for me as a new student I made so many new friends and had a chance to talk to every one.”

Relationship with Self and Others: 

Relationship with Self and Others Relationships were identified and viewed differently from the concept of friendship.  Communicating with and understanding new people due to the long time spent together;  Positive encounters with other groups and students;  Getting to know their own and others characteristics;  Reaching a greater understanding of their own self-concept;  Establishing strong bonds to others, even though they were not close friends;

Relationship with Self and Others: 

Relationship with Self and Others  Learning new things about people; and  A deeper understanding of other people, learning not to judge people superficially. Claire - “I learnt not to judge people on the way they look and I learnt a lot more about people.” Claudia - “It really gave me a chance to have conversations with people I have never talked to before, and I was actually surprised how nice everyone was.” Madison - “This camp has been a great experience for me because I am a new person at the school I have found of about a lot of new people and made lots more friends.”

Teacher and OEG Staff Relationship: 

Teacher and OEG Staff Relationship Some students identified the student-teacher-interaction outside the normal classroom setting as important and recognised staff and teachers as positive role models.

Outdoor Environment & Activities: 

Outdoor Environment & Activities The outdoor environment and the adventure activities were important aspects of the experience. The main points the students articulated were centred on:  Simple living  A sense of achievement when students ‘survived’ outdoor challenges  An intensive learning experience due to opportunity to focus on specific aspects  Learning to do it yourself: entertaining oneself;  Outdoor fitness appreciation (enjoying canoeing, rope course, navigating, and camping);

Outdoor Environment & Activities: 

Outdoor Environment & Activities  Learning from experience – gaining self confidence through outdoor challenges;  Being challenged by activities, insects, cold, (missing) facilities  Feeling of independence, especially at solo time; and  Accepting and dealing with responsibility (cooking meals, setting up tents).

Teamwork: 

Teamwork  Enjoyment from working as a team, sharing challenging experiences with others;  Success as a team was more valuable when individual students cooperate and work together;  The distribution of tasks accordingly to individual abilities;  A feeling of independence;  The strengthening of interpersonal bonds;  The ability to achieve more as a team which can’t be achieved individually; and  Trust and support built through teamwork.

Main Learning – Challenges or Solutions: 

Main Learning – Challenges or Solutions Teacher Administration Guide School curriculum expectation Context for the students Information Technology – creation of a web tool IT in schools

Main Learning – Challenges or Solutions: 

Main Learning – Challenges or Solutions Numerical data interpretation Assumptions Expectations – what does success look like? Pre / post and follow up Longitudinal study

Learning Journey Reports: 

Learning Journey Reports Audience Form Teacher Welfare Coordinator’s English Class Peers School Board

Analysis into the Future: 

Analysis into the Future More data: Days on program Year Level Sequential program Hard Top / Journey Style Gender Philosophy of Camp

Program Design: 

Program Design Course Report – OEG staff Learning Journey - Students Teacher Feedback – School Staff What does it mean for next year?

Teaching Practice: 

Teaching Practice Essential Teaching Document Professional Development Performance Appraisal On the Job Support Redesign “Training” The fine balance

Success and Challenge?: 

Success and Challenge? Grants and funding Partnerships – expert knowledge Long term investment Tool limitations & ability. Quality Assurance IT - creation Time and resources Training and implementation Risk taking and uncertainty

OEG Research Webpage: 

OEG Research Webpage http://www.oeg.net.au/research Email: research@oeg.vic.edu.au