The course is an introduction to practices of Norwegian friluftsliv in various 'natural' landscapes. Through single- and multi-day trips, students will experience aspects of traditional and contemporary friluftsliv. The course builds on EXFLL1: Philosophy and Practice and offers students opportunities to learn directly from journeys in forests and in alpine terrain. The learning is organized around the concepts of experiential learning, nature and landscape, and the following skills: navigation and orienteering, emergency procedures, leadership and expedition planning. Students will write individual journals reflecting on their learning.

Students shall:

• be able to discuss their explorations and experiences of different traditions of friluftsliv and their cultural and educational meanings
• be able to demonstrate their knowledge and understanding of nature as a resource (e.g. mushrooms, mussels, berries, fish, lumber, etc.) to fulfill human needs and as bearers of symbolic meanings and environmental significance
• be able to use basic skills related to journeying through, living within and exploring different 'natural' landscapes
• be able to demonstrate understanding of group management, leadership and guidance
• be able to demonstrate competence in navigation/orienteering and emergency procedures
• be able to demonstrate an enhanced self-awareness and enhanced ability to reflect on their own skills and personal attributes related to experiential learning, the demands required by group dynamics, natural landscapes and friluftsliv practice 
• be able to demonstrate reflexive understanding of nature and friluftsliv as practice, phenomenon and concept

Each student is responsible for ensuring they have the personal equipment needed /high quality rain/wind proof jacket and overtrousers, warm clothing, long johns and undershirts, backpack, suitable boots, etc.). Only group equipment (i.e. tents) and technical equipment is provided by NIH. A detailed list will be made available when you are accepted to the course.

Full participation in scheduled outdoor activities in this course is mandatory. To be considered to have completed the course, students must also attend and participate fully in at least 80% of lectures and other class sessions.

Each student must submit a thre-part journal of self-reflection on: their experiences of learning during the exchange programme; experiential learning theory; and literature relevant to the course. In total, the journal should not exceed a maximum of 6000 words, exclusive table of content, reference list and attachments. All sources must be accurately cited and referenced using the APA format 5th edition (cf. www.nih.no). The dates for handing in each part of the journal will be provided at the beginning of the course. The report is graded A-F.

All journals must be submitted in paper and via Fronter and will be run through Ephorus for plagiarism control.

CORE LITERATURE:

DIGITAL COMPENDIUM:
Enoksen, E. (Ed.). (2015). Experiential learning in 'Natural' Landscapes: Fall 2015. (Digital compendium). Oslo: Norges idrettshøgskole.
You will find the PDF in Fronter.

The Reference list for the Digital Compendium, in APA-standard:
Austad, I. & Hauge, L. (2008). The ‘Fjordscape’ of Inner Sogn, Western Norway. In: M. Jones & K.R. Olwig (Eds.), Nordic landscapes: Region and belonging on the Northern Edge of Europe. (pp. 372-400). Minneapolis: University of Minnesota Press.
Subject: Nature and Landscape

Bartlett, S., Burton, D. & Peim, N. (2001).  The Nature of education. In: S Bartlett, D. Burton & N. Peim, Introduction to education studies. (pp. 1-17). London: Paul Chapman Publishing.
Subject: Experience, education, leisure. 

Bonnett, M. (2004) Notions of nature. In: M. Bonnett , Retrieving nature: Education for a post-humanist age. (pp. 26-41).  Oxford: Blackwell Publishing.
Subject: Nature and Landscape

Jenkins, J.M. & Pigram, J. J. (2006). Outdoor recreation. In: C. Rojek, S. M. Shaw & A. J. Veal (Eds.), A handbook of leisure studies. (pp. 363-374). New York: Palgrave Macmillan. 
Subject: Experience, education, leisure. 

Kolb, D. A. (1984). The process of experiential learning.  In: D. A. Kolb, Experiential learning: Experience as the source of learning and development. (pp. 20-38). Englewood Cliffs, N.J.: Prentice Hall.
Subject: Experience, education, leisure.

Martin, B. (2012). Virtual adventures: New frontiers in adventure education. In: B. Martin & M. Wagstaff (Eds.), Controversial issues in adventure programming. (pp. 289-294). Champaign, Ill.: Human Kinetics.
Subject: Contemporary issues in outdoor learning

Miner, T.  (2012). Electronic boogeyman: Technology and the wilderness . In: B. Martin & M. Wagstaff (Eds.), Controversial issues in adventure programming. (pp. 156-161). Champaign, Ill.: Human Kinetics.
Subject: Contemporary issues in outdoor learning

Priest, S. & Gass, M.A. (1997). Group development and dynamics. In: S. Priest & M.A. Gass, Effective leadership in adventure programming. (pp. 61-71).  Champaign, Ill.: Human Kinetics.
Subject: Communication, group process, trip planning

Priest, S. & Gass, M.A. (1997). Trip planning. In: S. Priest & M.A. Gass,  Effective leadership in adventure programming (pp. 109-119).  Champaign, Ill.: Human Kinetics.
Subject: Communication, group process, trip planning

Roberts, K. (1999). The growth of leisure. In: K. Roberts, Leisure in contemporary society. (pp. 26-27). Oxon: CABI Publishing.
Subject: Experience, education, leisure.  

Priest, S. & Gass, M.A. (1997). Effective communication. In: S. Priest & M.A. Gass, Effective leadership in adventure programming. (pp. 247-254).  Champaign, Ill.: Human Kinetics.
Subject: Communication, group process, trip planning

Roberts, K. (1999). The growth of leisure. In: K. Roberts, Leisure in contemporary society. (pp. 35-52). Oxon: CABI Publishing.
Subject: Experience, education, leisure. 

Roberts, J. (2012). Introduction: The River of experience. In: J. Roberts, Beyond learning by doing: Theoretical currents in experiential education. (pp. 1-11).  New York: Routledge.
Subject: Experience, education, leisure. 

Shellman, A., Hill, E. & Ramsing, R. (2012). Keeping the outdoors in outdoor education: The conundrum of online education.  In: B. Martin & M. Wagstaff (Eds.), Controversial issues in adventure programming. (pp. 295-300). Champaign, Ill.: Human Kinetics.
Subject: Contemporary issues in outdoor learning

Welser, H. T.  (2012). The growth of technology and the end of wilderness experience. In: B. Martin & M. Wagstaff (Eds.), Controversial issues in adventure programming. (pp. 147-155). Champaign, Ill.: Human Kinetics.
Subject: Contemporary issues in outdoor learning


ONLINE RESOURCES:
Environmental Directorates in Norway. (2014). Outdoor recreation. Retrieved 10th of August 2015 from: http://www.environment.no/Topics/Outdoor-recreation/
Available online: Click here to download.

Giftinformasjonen. (2012). Poisonous and edible mushrooms: An introduction to mushrooms in Norway. Retrieved 10th of August 2015 from: http://www.soppognyttevekster.no/media/Kurs%20fremmedspråklige/Soppkurs_Fremmedspråklige_Heftet_Engelsk_Aug20 2.pdf
Available online: Click here to download.
Subject: Mushroom collecting practice. 
NB: Not for use before the lecture and practical session in August.