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.
