This course aims to provide students with a broad theoretical and practice-based platform with which they can facilitate others’ learning and skill-development within friluftsliv. The course presents different theoretical approaches to skill-development and features a broad variety of learning contexts.  Students are expected to explore different activities and to apply their knowledge in the field of practice, both at individual and group level. The course is considered a specialization and thus a continuation of the subjects taught during the first two years of study. It aims to foster individual skill-development within one or more areas of activity. Students are expected to experiment with different professional approaches to skill development in their own praxis.
Much of the course’s teaching is carried out on single- and multi-day trips, in different natural environments. Students need to bring their own clothing and personal equipment in order to be safe and comfortable for extended periods of time outdoors. Information about which equipment this applies comes at the start of the study.

The student should be able to

Knowledge

• a variety of professional approaches for supporting others’ learning, skill-development, and expertise.
• key theories, issues and methods regarding how to facilitate learning and skill-development in various outdoor activities.
• different approaches to skill development used by professional coaches within activity-oriented outdoor activities.

Skills

• plan, execute and evaluate skill development outdoor activity sessions.
• employ suitable methods and approaches to facilitate skill development in various outdoor activities.
• demonstrate progression and skill-development within one or more areas of activity by applying knowledge acquired through the course.

General qualification

• reflect on how different outdoor activities may lend themselves to specific types of facilitation, in order to increase skill development.
• reflect critically about ethical, moral and value-based challenges regarding skill development in outdoor activities.
• demonstrate knowledge about skill development strategies and methods – both written and oral.
• apply knowledge about learning and skill development with the aim of positively influencing practice within a wide range of outdoor activities.

The course features a variety of teaching methods that range from instructor-led teaching to sessions that the students themselves plan, implement and evaluate. Part of the teaching will take place on trips, where students will gain experience with various approaches to skill acquisition and skill development. Some trips will be led by teachers and others will be undertaken by small groups of students. The course may include field work, day and overnight trips, collaborative learning, lectures and presentations.

Full participation in scheduled outdoor activities 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 classroom sessions.

In special cases, where absence is due to extenuating circumstances, the course coordinator, in discussion with the student, will seek alternative ways of recapturing lost teaching/learning. 

Assessment is done through a portfolio comprising three assignments.

• The first involves creating a personal development plan (PDP) for increasing one’s own skill in a specific outdoor activity.
• The second assignment is a critical reflection that examines the process of assignment one.
• The third assignment considers learning outcomes and goal achievement.

The first assignment is a written assignment. Number two and three will be multimedia presentations. Students will receive one final grade, ranging from A to F.

Please note that tasks delivered in WISEflow will be run through the plagiarism control program Urkund.

2 BOOKS:
Beames, S., & Brown, M. (2016). Adventurous learning: A pedagogy for a changing world. Routledge. 
* You can borrow the book from the Library, here: ORIA

Dewey, J. (1938). Experience and education. Macmillan. 
* You can borrow the book from the Library, here: ORIA


1 FULL AUDIO-BOOK:
Global Well-Being. (2017, 4. mai). Jonathan Livingston Seagull By Richard Bach Timeless Spiritual Classic [Video]. YouTube. https://www.youtube.com/watch?v=ozcsD_3D8Ag
* This video is available here: Click here.

5 CHAPTERS which are available as PDFs through Canvas:
(Cleared through BOLK 30.08.20. / The Library - AGG)

Aristotle. (2000). Book II - Moral virtues: Moral virtues, how it is acquired. In Aristotle, Nicomachean ethics (Book II) (pp 23-36). Cambridge University Press. 

Boud, D., Keogh, R. & Walker, D. (1985). Promoting reflection in learning: A model. In D. Boud, R. Keogh & D. Walker (Eds), Reflection: Turning experience into learning (pp. 18-40). Kogan Page. 

Schmidt, R. A., & Lee, T. D. (2014). Introduction to motor learning and performance: How skills are studied. In R. A. Schmidt & T. D. Lee, Motor learning and performance: From principles to application (5th ed.) (pp 1-15). Human Kinetics.

Vygotsky, L.S. (1978). Interaction between learning and development. In L. S. Vygotsky, Mind in society: The development of higher psychological processes (pp 79-91). Harvard University 

Waters, J. (2017). Affordance theory in outdoor play. In T. Waller, E. Ärlemalm-Hagsèr, E. B. H. Sandseter, L. Lee-Hammond, K. Lekies, & S. Wyver (Eds.), The SAGE Handbook of outdoor play and learning (pp. 40–54). Sage.

2 ELECTRONIC ARTICLS:
Ericsson K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406. 
* This PDF is available throug Canvas.
(OK based on §15 of the Copyright Law)

Hall, L.M. (2003). Timothy Gallwey, meta-states and the inner game. Retrieved from https://www.neurosemantics.com/free-articles/Timothy%20Gallwey%20Meta%20States%20and%20Inner%20Game.pdf
* This PDF is available onlline: Click here to download.