Hi, I think another area that would really add to the content of this topic is to consider how outdoor education is influential in emotional development across different physiological milestones and child development stages. This Wikipedia article may help provide you with some more information in regards to this. I feel this would be a good opportunity to collaborate on our book chapters. My chapter on workplace stress and motivation considers stress management techniques which I believe could be drawn from your topic considering the connection between the environment in which one belongs. If you would like to collaborate I would love for you to reach out. Many thanks, Jaimee. --U3160654 (discuss • contribs) 06:35, 13 October 2019 (UTC)
Great page! Clear explanation of the topic and concepts that are being introduced. I think it would be interesting to incorporate a section on how outdoor education generates a deeper level of understanding, as these events showcase individual's 'true colours'. It also allows for people to make deeper connections with other through stressful events (dealing with heights, water and other fears) and also team building activities - strengthens communication, leadership and accomplishment. Furthermore, it generates self evaluation and opportunities to reflect on yourself as an individual. You could also incorporate some info on how outdoor education actually improves neural connections. It might be interesting to record which types of outdoor education are most effective - 5 day camps, single day camps, water sports, bush/hiking, outward bound etc. and how prevalent these activities are in Aussie schools https://www.ed.ac.uk/education/institutes/etl/outdoor-education/academic-courses/personal-social-dev , https://australiancurriculum.edu.au/resources/curriculum-connections/portfolios/outdoor-learning/
Hope this helps! - Emma U3175218 (discuss • contribs) 00:22, 19 October 2019 (UTC)
The topic development has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing the chapter plan. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks are available via UCLearn. Note that marks are based on what was available before the due date, whereas the comments may also be based on all material available at time of providing this feedback.
Basic, 2-level heading structure - could benefit from further development
Sections which include sub-sections should also include an overview paragraph (which doesn't need a separate heading) before branching into the sub-headings.
Avoid providing too much background information. Instead, briefly summarise generic concepts and provide internal wiki links to further information. Then the focus of most of the content can be on directly answering the core question(s) posed by the chapter sub-title (i.e., the most important section to develop is "Emotional development and outdoor education")
This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Chapter marks will be available later via UCLearn Canvas, along with social contribution marks and feedback. Keep an eye on Announcements.
The chapter could benefit from further development of the Overview and Conclusion - it should be possible to only read these sections and get a good sense of why the topic is important and what is known/recommended.
The chapter could be improved be addressing more of the earlier suggestions on this talk page.
This chapter initially sets up an unnecessary incompatibility between digital screens and outdoor education. Whilst some outdoor education programs avoid using screens, others embrace them (e.g., for navigation, learning about the outdoors, taking photos/videos etc.). So, be careful not to overdo the screens vs. outdoors narrative. What is the theory that underlies this narrative?
There is too much general theoretical material. Instead, summarise and link to further information, to allow this chapter to focus on the specific topic (i.e., the sub-title question).
Be careful not to exaggerate. For example, I don't think OE is a dominant approach to emotional development: "Outdoor education is a dominant approach when aiming to improve emotional development."
How might OE affect emotionality? What are the mechanisms? Being outdoors/not on the screen is mentioned, as is being in a group, but what other factors may play a role (e.g., social learning, challenging activities, developing coping strategies)?
Some relevant research is reviewed and discussed, but coverage is limited.
When describing important research findings, consider including a bit more detail about the methodology and indicate the size of effects in addition to whether or not there was an effect or relationship.
Greater emphasis on major reviews and meta-analyses would be helpful.
Include the sub-title in both the video title and on the opening slide to clearly convey the purpose of the presentation.
Audio recording quality was OK - sounds a bit tinny perhaps because an on-board microphone was used in a relatively empty room. Consider using an external microphone for better sound recording quality.
Visual display quality was reasonably good.
Image sources and their copyright status are not provided. Copyright may have been violated. If so, delete the presentation or re-record/acknowledge appropriately.
A copyright license for the presentation is not provided.
A link to the book chapter is provided.
A link from the book chapter is provided.
A brief written description of the presentation is provided.