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Frames and Stories

Wednesday, May 7, 2014

We are surrounded by frames. When we hear the word ‘nature’, subconsciously a bundle of different memories, emotions and values are activated. Such associations, often leading to strong narratives under the surface of our awareness, are called ‘frames’.

Mapping Science

Wednesday, May 7, 2014

One element for delivering successful outdoor science is connecting teaching to big science issues. Bringing understanding of these big issues is a challenge, especially when they seem invisible to the learner. We have been searching for the links between science, sustainability, and real world learning. In our discussions and research words such as interconnections and context were often highlighted as difficult issues to tackle in outdoor learning. Ten Science Mind Maps were therefore developed as teaching aids to try to address this problem.

Beyond the Classroom: embedding outdoor learning into curriculum

Monday, January 20, 2014

Beyond the Classroom: embedding outdoor learning into curriculum - great opportunity for outdoor providers in the UK to learn how to embed outdoor learning into the new curriculum.

Exploring Values

Monday, November 11, 2013

Working Group 4 is exploring how outdoor science can support green careers. We are researching which values and competences will help young people play an active role in the green economy. For us the green economy means all jobs, not just those traditionally seen as being green.

The world of green career competences

Monday, November 11, 2013

We have been working on finding the best fitting model for green competences that can be developed through outdoor learning. This model needs to show clear links between values and competences, provide clear guidance to students about competence groups they will need to develop in order to participate in a green economy, and be a guide for teachers wanting to support values and competence development through outdoor learning.

Values and Frames in Outdoor Learning

Monday, November 11, 2013

Sir David Attenborough wisely points out that “No one will protect what they don’t care about; and no one will care about what they have never experienced”. We find ourselves at a point in time where the natural world is in dire need of our positive attention, yet where we are increasingly disconnected as a species from nature upon which we ultimately rely for our existence.

Balance – An Example for Using Frames in Real World Learning

Wednesday, November 13, 2013

What are frames? Frames like ‘balance’ are strong images. By triggering sets of associations they consolidate neural pathways. They help to structure complex relationships, and to strengthen values over the long term. We are surrounded by frames. Some are universal, others result from our culture, and some of them are imposed upon us by the marketing industry. We need frames for orientation – but they can also be subject to manipulation. Using frames in a sense of learning for sustainability means using them responsibly and always in a transparent way.

How do we learn outdoors?

Wednesday, May 29, 2013

Working Group 3 is reviewing a range of approaches to Real World Learning and outdoor science with a focus on linking learning to behavioural change promoting action for sustainability.

Big Science Issues

Wednesday, May 29, 2013

Our Working Group 2 is exploring the big issues that underpin sustainability. They have identified nine big issues including biodiversity, climate change, ocean acidification and freshwater use.

What are green careers?

Thursday, May 30, 2013

Working Group 4 is exploring how outdoor science can support green careers. We are researching which competencies and values will help young people play and active role in the green economy. For us the green economy means all jobs, not just those traditionally seen as being green.

Outdoor Education Training

Wednesday, April 17, 2013

The Council for Learning Outside the Classroom has announced its programme of training courses for 2013/14.

What should the Network explore?

Wednesday, June 20, 2012

The UK Real World Learning Network partners have produced a baseline report investigating the focus of the Working Groups.

Exploring Science Outside

Sunday, December 1, 2013

We are exploring how outdoor science and real world learning can help learners understand the fundamental concepts of science and sustainable development, and demonstrate practical methods of teaching and learning based on the outdoor classroom. We are developing guidance notes to support high quality outdoor learning.

Science in the Natural World

Wednesday, May 7, 2014

This might appear to be a strange title, after all doesn’t all science take place ‘in the natural world?’ Where else could it be taking place? When we examine science more closely we might start to wonder; it is often be divorced from the natural world leading to results which cause more harm than good. What would science in the natural world look like?

Science in the Natural World

Thursday, September 18, 2014

Frames and Stories

Thursday, September 18, 2014

Mapping Science

Thursday, September 18, 2014

Beyond the Classroom: embedding outdoor learning into curriculum

Thursday, September 18, 2014

Beyond the Classroom: embedding outdoor learning into curriculum - great opportunity for outdoor providers in the UK to learn how to embed outdoor learning into the new curriculum.

Exploring Values

Thursday, September 18, 2014

The world of green career competences

Thursday, September 18, 2014

Values and Frames in Outdoor Learning

Thursday, September 18, 2014

Balance – An Example for Using Frames in Real World Learning

Thursday, September 18, 2014

How do we learn outdoors?

Thursday, September 18, 2014

Working Group 3 is reviewing a range of approaches to Real World Learning and outdoor science with a focus on linking learning to behavioural change promoting action for sustainability.

Big Science Issues

Thursday, September 18, 2014

Our Working Group 2 is exploring the big issues that underpin sustainability. They have identified nine big issues including biodiversity, climate change, ocean acidification and freshwater use.