Reflective Practitioner Blog 3

Looking at the data set given, I have noticed a few aspects of the study and data that may hinder or affect the credibility of the data.

One thing I noticed the study itself, the context of it to be exact, it talks about the hydration with regards to weight and gender. This alone doesn't give readers the information about the background and aspects of the study, one example would be the type of activity that the participants will be going through and such. Like any other study, a control group would be good to have to compare between results and data.

Another component I noticed is the sample size between the two genders, there is more females and males which in return may affect the results of the study as if the data is used without trimming down equally may result in biasness of the study towards females hence an inaccurate result.

Concentrating more on the table itself, it would be good to have a title to tell readers on the content itself, unit of measurement would do good in comparing of data, use of proper words instead abbreviations would aid in the analysis of the data. As it is more multiple subjects, it would be good to have a case id for each case so that the researcher can identify certain cases.Looking at the data and quick analysis done by using line graphs, I noticed a trend between the differences in the color of the urine with regards to the weight.  Its seems that for the males, as the time goes from the beginning and end of the activity there is a corresponding trend between the weight lost in coherence with the urine color, for instance, male subject 5 has a difference of urine color of -4 which in turns reflect a lost of 3.35, this surely shows the relationship between these two variables.

Reflective Practitioner Blog 2

Blog 2

Based on the situation given, I would further refine the study topic to “a study on the positive effects of a 5 day intervention program conducted in comparison with 5 one day intervention programs for business employees conducted either in a residential center or hotel setting”.

I think for me, the research methodology I would use will be questionnaire surveys using Likert scale as the mode of measurement. With the domains from Team Development Inventory(TDI), I will create a number of questions that can quantify the various domains of the TDI. The domains of the TDI range from participation, collaboration, flexibility, sensitivity, risk taking, commitment, facilitation and openness. A number of questions will be a dedicated at measuring each single domain as to find out the value per subject, this will more leaning towards a quantitative approach on this topic. The domain on the whether the hotel or residential center will be put into the questionnaire so as to be able to answer that research aspect.

The reliability of this research though able to be replicated in similar outdoor context but it may be on a notion that the results is influenced by peoples definition and view of each question which in return may influence the results of each domain.

The validity wise, to reduce the threats, it would be that the both programs have the same activities in coherence with the same objectives set out with different in the timeline which is a 5 days straight program versus a 5 one day program. Another would the participants are from one organization but into mixed groups of people, this would good if these people don’t come from the same department so as to maintain and reduce influence of peers towards the program.

A few demographic information I would put in would be the gender, position in organization and department. This would aid in reducing threats to the external validity as the general domains will able the methodology to be used with other organizations in regards to this study. 

Reflection Practitioner Blog 1

I take part in adventure activities because i feel the need to push myself beyond my personal limits i possess

to learn, unlearn and relearn.. To go beyond what physical or mental limits to achieve a greater success and probably share my experience and knowledge so that others will benefit in one way or another.

Others should take part in adventure because it is value adding and gives the kind of experiences classrooms and the concrete jungle can't. A chance to break the monotony of things around them and to challenge the mind and body in overcoming tasks and activities far beyond  bustling cities and tar roads.

My Personal Philosophy:

Every outdoor experience be it positive or negative should be an educating and learning opportunity to learn and improve oneself in many aspects the classroom can't.

Blog 4

Soft Skills Facilitation

Blog 4

Aizat Abu Bakar

Measurement of learning in the outdoors I believe must be comprehensive and at the same time tangible enough for the facilitator or educator in charge to deem that learning has occurred. Neil, Marsh and Richards (Neil, et al., 2001)view on the Life Effective Questionnaires(LEQ) talks on limitations of such measurement tools from studies that it was not meant to measure changes but rather on personal views on that certain portion or question. Another was the flexibility of the tool as to cater a wide variety of participants and to maximize effective of the information sought out. A shorter questionnaire may be able to maximize such a situation but it may not cover enough due to its length. Another point mentioned in the article would the relevance to program objectives, some programs may be focused to one objective but measurement tools look at a bigger and broader picture of outcomes.

After reading and analyzing the various measurement tools, I realized they were mostly originated from psychology based, behavior based or cognitive based questionnaires adopted and used in the outdoor context. This is something I sole support but it may be able to measure the practical and learning aspect of outdoor and adventure.

Mcdonald’s (Mcdonald, 1997) view using accounts or “stories” as evidence of the learning aspect of outdoor education is something I am solely in favor of. My take on this view is the authenticity of the account as it is first hand and based on the participant himself or herself. But there is one component that questions the credibility and the basis account, it could be an account based on actual theories or thinking models and on the downside, it could be baseless accounts that don’t relate to learning, learning can’t be that simple without basis or such.

Whereas for Nichol (Nichols, 200),he mention on using research or tools to measure learning is something I advocate too, this in a way adds value and sense to the accounts or reflecting method view of Mcdonald (Mcdonald, 1997). Research I believe gives meaning and sense to learning outcomes for the participant to link back to real life and value add it.

My take on these two school of thoughts is basically, reflective accounts should work hand in hand with research or qualitative questionnaires to be able to measure learning in the outdoors. The account of the trainer and the participant can be the primary evidence of personal growth while measurement tools such as the LEQ can be the supporting data the trainer needs to confirm the growth.

References

Mcdonald, P., 1997. Climbing lessons: Inside outdoor education. Northland: Pete Mcdonald.

Neil, J. T., Richard, G. E. & Marsh, H. W., 2001. The Life Effectiveness Questionnaire Development and Psychometrics, Sydney: University of Western Sydney.

Nichols, G., 200. Risk And Adventure Education. Journal Of Risk Research, 3(2), pp. 121-134.

 

Blog 3

Soft Skills Facilitation Blog 3

Aizat Abu Bakar

Self-Concept

Self-concept is rooted to one’s development and establishment personally, defined by Rosenberg (Rosenberg, 1989) as an individual’s thought and affection, with assumption of oneself as an object. Bracken (Bracken, 1992) Multidimensional Self-Concept Model displays six domains of self-concept ranging from social up to physical self-concepts. Self-concept can be affected by three main ways: feedback through personal experience, through interactions with others and exposure to success and failures. (O'Connell, 2009).

Hattie (Hattie, et al., 1997) mentioned that the outcomes of adventure programs including self-concept alongside leadership, academic, personality, interpersonal and adventuresomeness followed by its own individual sub-domains. The main domains of self-concept that were greatly impacted were independence, confidence, self-efficacy and self-understanding (Hattie, et al., 1997). Parle (Parle, 1986 cited in Hattie, et al., 1997) mentions that the Outward Bound programs have positive effects of adolescent participant’s self-confidence and their ability to act successfully in a range of challenging activities.

The overall view of self-concept as a major outcome in adventure programs are becoming more refined with the understanding of the multidimensional aspect of self-concept with relations to an individual’s development in other areas (Hattie, et al., 1997). Bracken  (Bracken, 1992)suggests that behaviors linked to adventure programs will be able to influence self-concept and vice-versa, hence integrating into one’s overall behavioral pattern.

Used as an idiom or synonym for self-concept, self-esteem is about how we feel about self-evaluation, be it negative or positive (Sanderson, 2010). It also reveals a person’s overall assessment of their own worth and encompasses of beliefs and emotions (Mruk, 2006).

James (James, 1890/1983) came up with a formula on development of self-esteem which is self-esteem equals to success divided by pretensions. Pretensions being one’s claim to be important or impressive. Self-esteem is created as one reflects on one’s behavior with relations to their own and other expectations, one key note is that two people can have the same success but could develop self-esteem differently because they or people in their environments have different levels of expectations. 

The hierarchy of self-esteem puts global self-esteem which is generally how people feel about themselves with the domains which are the competencies which people based their self-esteem on while sub-domains are the more refined aspects of the domains (Fox & Corbin, 1989).

The intervention in which is talked about is more towards targeting a certain domain which a present is more leaning towards, tapping on to it raise or modify global self- esteem, as it can in return, influence other aspects such as self-concept.

My view of self-concept and esteem is that it linked to one another and can affect each other. Here in my workplace, the usage of such concept is practice via presentations in which fellow classmates will get to observe the failures and success of their peers, feedback from facilitators and interactions with their peers be it in a classroom or outdoor context.

References

Bracken, B. A., 1992. Multidimensional Self Concept Scale: Examiner's manual. Austin(TX): Pro-Ed.

Fox, K. R. & Corbin, C. B., 1989. The Physical Self Perception Profile: Development and Preliminary Validation. Journal of Sport and Exercise Psychology, Volume 11, pp. 408-430.

Hattie, J., Neil, J. T., Richards, G. E. & Marsh, H. W., 1997. Adventure Education and Outward Bound:Out-of-Class Experiences That Make a Lasting Difference. Review of Educational Research, 67(1), pp. 43-87.

James, W., 1890/1983. The Principles of Psychology. Cambridge: MA:Havard University Press.

Mruk, C. J., 2006. Self-Esteem Research, Theory, and Practice: Toward a Positive Psychology of Self-Esteem. 3rd ed. New York: Springer Publishing Company.

O'Connell, T., 2009. Self-Concept and Adventure Education:A Study of Adolescents Engaged in Outdoor Adventure Activities. New York: VDM Verlag Dr. Muller Aktiengesellschaft & Co. KG.

Rosenberg, M., 1989. Self-Concept Research:A Historical Overview. Social Forces, September, 68(1), pp. 34-44.

Sanderson, C. A., 2010. Social Psychology. New York: John Wiley & Sons.

Recommended reading:

O'Connell, T., 2009. Self-Concept and Adventure Education:A Study of Adolescents Engaged in Outdoor Adventure Activities. New York: VDM Verlag Dr. Muller Aktiengesellschaft & Co. KG.