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.