Overview of courses taught in English 2019-2020
EXFLL2 Experiential Learning in 'Natural' Landscapes  (10 ECTS) 
Course facts
Course codeEXFLL2
Course titleExperiential Learning in 'Natural' Landscapes
Course languageEnglish
Academic responsibleElisabeth Kjeldahl Nilsson
Teaching semesterFall

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.


Learning outcome

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, 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
Course organization

The course is organized around three or four multi-day journeys in different landscapes, e.g. hiking in woods and alpine mountains. The preparation, planning, participation and reflection work are all equal fields of study. Part of the preparation might involve (individual) training in basic/technical skills; e.g. connected to navigation, etc. Groups of students will be responsible for the planning and preparing food, equipment, travel logistics, navigation, etc., for cleaning of the gear, etc., and for self-evaluation. All scheduled outdoor activities are mandatory.

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 (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 via WISEflow and will be run through Urkund for plagiarism control.


Core material


1 DIGITAL COMPENDIUM - through Canvas:
Rosenberg, A. (Ed.). (2019). Experiential learning in 'Natural' Landscapes: Fall 2019. (Digital compendium). Oslo: Norges idrettshøgskole.
** This PDF is available through Canvas.

The Reference list for the Digital Compendium, alphabetical in APA-standard:
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.

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

Carpenter, C. & Harper, N. (2016). Health and wellbeing benefits of activities in the outdoors. In: B. Humberstone, H. Prince & K. Henderson (Eds.), Routledge international handbook of outdoor studies. (pp. 59-68). London and New York: Routledge

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.

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.

Lund, O. (2007). The "Oslomarka" Greenbelt: Protection and use in Friluftsliv. In: B. Henderson & N. Vikander (Eds.), Nature first: Outdoor life the friluftsliv way. (pp 130-137). Toronto: Natural Heritage Books.

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.

Priest, S. & Gass, M. A. (2005). Effective communication. In: S. Priest & M. A. Gass, Effective leadership in adventure programming (2nd ed.). (pp. 254-260).  Champaign, Ill.: Human Kinetics.

Priest, S. & Gass, M. A. (2005). Group development and dynamics. In: S. Priest & M. A. Gass, Effective leadership in adventure programming (2nd ed.). (pp. 65-74). Champaign, Ill.: Human Kinetics.

Priest, S. & Gass, M. A. (2005). Trip planning. In: S. Priest & M. A. Gass, Effective leadership in adventure programming (2nd ed.). (pp. 119-129). Champaign, Ill.: Human Kinetics.

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

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. 146-155). Champaign, Ill.: Human Kinetics.

Gurholt, K. P. (2008). Norwegian friluftsliv and ideals of becoming an ‘educated man’. Journal of Adventure Education & Outdoor Learning, 8(1), 55-70. doi: 10.1080/14729670802097619
* The article is available online: Click here to dowload.
** NB! To open electronic articles off campus, you must use the following VPN connection: Click here to download

Environmental Directorates in Norway. (2014). Outdoor recreation. Retrieved 9. May 2019 from http://www.environment.no/Topics/Outdoor-recreation/
* Available online: Click here to download.

Gentin, S. (2015). Outdoor recreation and ethnicity: Seen in a Danish adolescent perspective. Thesis at Department of Geosciences and Natural Resource Management, University of Copenhagen, Frederiksberg. Retreived 9. May 2019 from http://curis.ku.dk/ws/files/142914882/sandra_gentin_thesis_web_B5.pdf
Read pages 36-66:
* Available online: Click here to download.

Giftinformasjonen. (2012). Poisonous and edible mushrooms: An introduction to mushrooms in Norway. Retrieved 9. May 2019 from https://ecitydoc.com/download/poisonous-and-edible-mushrooms-norges-sopp_pdf
* Available online: Click here to download.

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