Programme and abstracts - GIH

Abstracts, Saturday June 8 th , 11.30-13.00, Practical workshopsTitle:The Outward Bound Trust, adventure and learning in an urban environment. A practical guideto linking learning with urban adventure.Author/s:Dave Adams, The Outward Bound Trust Metro Centre, UK.Abstract:The Outward Bound Trust is an educational charity and the UK's leading provider of bursaryassistedoutdoor learning. We aim to help young people realise their potential throughlearning in the wild. We create a supportive and challenging environment in which youngpeople can learn about themselves and see clearly, perhaps for the first time, what they mighttruly be capable of achieving in life. The Outward Bound Trust has five residential, and onenon-residential centre. The Outward Bound Trust Metro centre is a peripatetic team ofInstructors based in the city of Glasgow. Metro works predominantly with young people whofind it difficult to engage with formal education, training or employment and we utilise theirurban environment to introduce experiential learning in the outdoors. The Instructors adopt ayouth work approach to engage participants on a journey from their playground, communitycentres, local parks, and beyond. This workshop will provide delegates with ideas on how toimplement outdoor learning in an urban environment. They will follow the journey the youngpeople take, participating in practical exercises which will demonstrate how activities arelinked to learning, nature and adventure in an urban space.Title:Movement, music and creativity.Author/s:Peter Österberg, Österberg ledarskap och utveckling and Bengt Köping Olsson, MälardalenUniversity, Eskilstuna, Sweden.Abstract:Humans’ ability to learn has evolved over millions of years. Recently, in that perspective, ourancestors developed linguistic ability and learned to read, leading to the neglect of learningabilities that have been tuned over millions of years. Even so, the arts have regained groundas research has demonstrated an association between movement and learning on the onehand, and perception of music and learning on the other hand. A third factor, outdoorexperience, has proven to have an impact on emotions that influence cognitive development -learning. This investigation is conducted as an experiment in three phases starting withworkshops’ where the subjects is divided into three groups and conducts either an physicaloutdoor or two types of indoor activities. Adjacent to this activity all subjects will perform aproblem-solving tasks (not yet to be disclosed), and respond to a few questions. In the secondphase a compilation and statistical analysis of data from the workshop is carried out. In thethird phase results from this study are reported and discussed in relation to our hypothesisthat learning and problem solving could be enhanced by motion and/or musical influence.Title:Landscape, Language and LearningAuthor/s:Eva Kätting, National Centre for Outdoor Education, Linköping University, Sweden.Abstract:The need for communication is the base for all language teaching and by using the landscapeyou create an atmosphere where we have something to talk about. It can provide interestingexperiences where both teachers and students find interesting topics for conversations and31