USA
an inclusive way of enjoying diversity and discovering unlikely connections.
Scotland
Just how new and different are the learning experiences we offer? Are they simply new experiences wrapped up in old educational ideas? Or do we offer new and better ways of learning? Do we simply work in different venues offering different activities or do we offer something completely different?
In this workshop I will both present and seek what is genuinely different about experiential learning.
Germany
How to manage with minimal resources when you need to abandon 'Plan A'.
My proposal refers to Maurice's "Golf Ball" workshop (last year). When I heard his workshop description, I thought he had just one golf ball - and nothing else ... So that is what I am offering this time!
I will bring one golf ball (and some ideas, naturally) - and the idea is to come up with activities, reviewing processes etc. - just with that one golf ball. The idea behind this is to create something without (almost) anything: For when you are in a pinch because you lost all your baggage on the way to a seminar; or the activities you had planned were all wrong for the participants, etc.
It is also a place to be creative with all these years of experience we can pour together in one great kettle and stir and - poof - out comes this great new "thing"! Accordingly, the name of the workshop will be: "Witch Craft: Golf Ball - The Mission".
Germany
How do you handle your daily workload safely? Do you know your breaking strength? Let us share our ways to reduce strain.
Germany
using new technology in outdoor programmes.
Germany
Common cooking and common meals are an important part of every group building process. In the work with intercultural groups it becomes even more important!
Any kind of learning is based on satisfied basic needs like food, liquid, sleep, etc. Outdoor cooking as an experiental learning method, enables reviewed learning about intercultural diversities in basic needs via a basic need.
We would like to present and to experience together with you some Outdoor cooking methods, like:
- Smoking fish
- African barbecue
- Cooking in clay
- Baking bread in a pot
- Surprising Banana
And of course finally we like to stimulate an exchange and a discussion about previous experiences, possibilities, methods, recipes etc. round about “Outdoor cooking”.
Outdoor cooking - a ridge walk between working on the process and working on products!!!
Belgium
The original BABSABLOCK session
- a workshop that honours a tradition that has gone around for some years. Part of the tradition is that the workshop is not scheduled and happens at a late hour.
- a workshop that honours a tradition that has gone around for some years. Part of the tradition is that the workshop is not scheduled and happens at a late hour.
Belgium
An active and challenging exploration of Augusto Boal's most famous theatre technique. Originally developped in a South American context to work around oppression, the techniques were exported to Europe and the rest of the world. Nowadays used as experiential approach in different kinds of setting. In companies sometimes reffered to as 'industrial theatre'. Get a taste!
Scotland
This workshop will engage consultants and researchers in examining their own learning process as they continue to refine and improve their practice. Through a collaboratively constructed learning cycle, participants will contribute to understanding how experts learn through doing.
Scotland
I will offer a workshop using a range of case studies that open discussion on dilemmas in educating experientially. These will include some discussions in small groups and presenting some theoretical underpinnings from an Aristotelian philosophy.
Denmark
A short presentation of the LegoSeriousPlay concept.
Scotland
This workshop is based on research into the experiences of two congenitally deafblind men who participated in outdoor activities. It will examine the uses of outdoor education with congenitally deafblind adults, focusing on the development of declarative communication.
England
Working with mental health patients; working with challenging youth; working with abused victims; working with sexually aggressive and sexually reactive youth; working with individuals and groups in any treatment/therapeutic capacity!
Common denominator? Without a doubt, low self esteem, feelings of low self worth, gender confusion issues, contaminated childhood development issues, identity issues and of course much more.
So what can we as practitioners do about it?... Think about the TWIS model of working in a wilderness natural environment to effect resolution through using Nature and the Natural Environment to tell life stories through which individuals can understand internal barriers to self resolution to their presenting issues and problems.
We will explore TWIS (= Therapeutic Wilderness Intervention Strategies) through a 3 hour practical session in the natural environment.
Germany
how to express business terms and phrases without words
Netherlands
Outdoor training works on the outside of people in order to change something inside them. Philosophical training works the other way around. In this workshop we will explore some ancient and modern philosophical excercises in order to look at how indoors influences outdoors.
Israel
An outdoor experience that deals with two aspects of intelligence embraced by EQ:
• Understanding yourself, your goals, intentions, responses, behaviour and all.
• Understanding others, and their feelings.
In this workshop we will try to demonstrate how to use experiential activities to generate the process of EQ development as a means to promote Effective Management
Switzerland
An exercise of competing teams to reproduce a set sequence of domino stones at their table. Each participant is given a task of either being a saboteur, electing to choose to be a saboteur or not being allowed to be a saboteur. How does this impact their team effectiveness and how do people react in their different roles?
Germany
Montanalingua is a LINGUA 2 project of the EU Socrates Programme. Montanalingua takes learning foreign languages out of the traditional classroom environment to teach students outdoors through adventure activities such as hiking, orienteering and crossing streams. Montanalingua has created 25 innovative lesson plans for the target languages German, English, French and Swedish. Montanalingua is aimed at language teachers and outdoor activity instructors working with groups of foreign students. www.montanalingua.com
Netherlands
Last year Svetlana Kondakova did the Zoom version. This was a great success and after the session I heard that a lot of people that didn't attend the workshop would like to play it. To give it a twist I present the Re-Zoom version. It's a communicative brain-teasing session, based on Istvan Banyai`s masterpiece, where participants will have to re-create the original book by putting the illustrations in order.
Portugal
1. some individual intelligence leading collective energy, or
2. collective intelligence leading some individual energy ???
The workshop will involve an activity forcing the option between these two positions and a debriefing session looking for the assumptions:
1. Are the individuals more intelligent than the group, or
2. Are the group more intelligent then the individual ???
Alaska
a workshop on creativity, collaboration, and the power of non-western thinking
In 1984 ten students from the Siberian Yupik Eskimo village of Gambell, Alaska won the Future Problem Solving Competition against 60 teams of the brightest kids in North America. They became the only team of Native Americans in U.S. history ever to win a national championship in academics. And they did so twice. Their story was just published in December 2006. The competition was specifically designed by creativity expert Dr. Paul Torrance in order to challenge gifted students.
This workshop will explore Paul Torrance's research, his creativity model, and the application of non-western thinking to experiential education.
Note: The Kids From Nowhere by George Guthridge has Tim's enthusiastic vote for best book of 2006. www.thekidsfromnowhere.com
Singapore
Outdoor education in the form of adventure programming is an emerging trend in the small country of Singapore. The challenge lies in sustaining the quality of these adventure programs for the participants. The opportunities present itself for an educational institution to educate and train instructors who can appreciate and facilitate future outdoor leaders. I hope to share parts of the outdoor education endeavor of Singapore from my personal experience. I would love to hear from others who have experienced or going to experience similar challenges and opportunities.
Turkey
This is a motivational activity. Participants will be asked to build an example of the Bosphoros Bridge only using stationary equipment. This activity we generally use with groups in a competitive environment. Fun & creativity as well as team work at the same time.
England
I will present three sociological frameworks by the late Erving Goffman. My hope is that this will generate rich discussion, through which we may gain a deeper understanding of our educational practices.
Belgium
Experience the use of intuïtion, awareness and vision as a power to create, more sense of connectedness with the Whole, with less 'imported' resources.
The instruction might be: "Create and co-create a functional or attractive 'building' with wood, ropes 'and whatever you find that can be used'; based on a present theme, need, dream; using reason only to remember your vision and support the suggestions of your intuition."
Scotland
Using the example of a four day canoeing journey down the River Spey in Scotland, this workshop will offer practical information on how to frame and manage an authentic therapeutic encounter through a literal 'wilderness' journey and meaningful connection with nature.
This is not a workshop about adventure or wilderness therapy per se, but about the possibilities of working with psychological depth.
Scotland
I am the John Muir Award manager for the Cairngorms. I would like to run a workshop on the John Muir Award which would be a practical, outdoor fully interactive run through of the Award. Particular emphasis would be on National Parks and their special qualities and peoples heart connection to nature.
Scotland
Game was created by Mario Demers more than ten years ago in reaction to the lack of assiduity of young people in doing a physical activity. The rules are specially established to put an emphasis on co-operation, respect and fair play. It allows everyone to play and participate to the success of his team. This safe environment attracts people who would otherwise not be directed towards physical activity. An unknown non-risk fun activity will make participants think about roles, communicate strategies and express their strengths/weaknesses.
Germany
This is a concept I have been developing for awhile, combining the use of the experiential learning methodology, expeditions, and non-competitive martial arts for the re-socialization of youth-at-risk. The workshop consists of a presentation of the rationale behind the concept, followed by a discussion session.
Germany
We will facilitate a session to review and improve on the scholarship approval guidelines as well as on the scholarship panel functions that we have been working with since 2003. Our EEEurope Scholarship Fund is financed by a mandatory contribution of every conference participant and supports practitioners with restricted financial funds, such as people coming from countries with weak currencies, students, etc. to pay for the conference fee.
[Part 2: presentation at final general assembly for 15 - 20 minutes, including discussion]
Israel
A PowerPoint presentation of new approaches in outdoor learning that we have been practising and developing in the past year. This will be followed by an open discussion that will invite participants to share their views and opinions. It has to do with more emphasis on "being" rather than on "doing and saying" which represents the "old" approach to outdoor learning in organizations over here.
Spain
The main focus of this workshop is to share ideas on how we can sell, expand, and communicate "experiential learning as a powerful learning tool" and how by this action we can influence different social groups (educators, schools, governments) to use experiential learning to explore urgent current issues such as global warming, violence, drug abuse... etc Can eeeurope become a more active organisation? How could we network more powerfully? Could our voice be heard?
Netherlands
Is it a review or is it an activity? I am not sure. Are you curious for ways to make better use of walking time (e.g. to the cave or canoe), or are you looking for (semi)solo-activities? In this workshop we will explore the possibilities of a stroll and your creative side. During a walk you are invited to answer our central question in pictures. We will share the answers and discuss them. See if it gives you some air… If you think of joining this workshop BRING YOUR DIGITAL CAMERA AND CARDREADER.
Scotland
After a brief presentation about the history and aims and objectives of Scottish Centres, we will provide an outline of the new Scottish curriculum for schools 'Curriculum for Excellence' and how Scottish Centres can support it. Then let's discuss how experiential education has a big part to play in and how we can focus on the four main aims of this 'Curriculum for Excellence' within the work we do - and not just in Scotland! You will then have a chance to choose and take part in an activity and test out ideas arising from our discussion.
USA
UK
I love experiential learning. I love coaching. Yet I struggle to find ways of combining the two!
Now that 70% of my work focuses on coaching, rather than experiential learning, I do find myself wondering how I can integrate elements of experiential learning more fully into my coaching practice.
I don't get very far when I bring this question up with other coaches, as the great majority of coaches I work with don't come from an experiential learning background.
My hope is that I'll find some like-minded coaches and experiential educators who are interested in exploring these questions further.
Romania
This is a presentation of a series of games and activities - from very simple ones to more complex problem-solving tasks - used in the programme of a teambuilding course, both with small and big groups.
Scotland
In our world of experiential educators in whatever field we work in, we are always interested to learn and know from our participants, customers, members or service users: how was it for you? what difference does it make? what can we learn from this? how can we make it better?
My workshop is about how I have been developing an approach to evaluation which values the expertise of the participant as the evaluator, and takes them through an experiential journey where they not only contribute to the content of the evaluation or survey, but that they are also involved in its design its delivery and its conclusions.
- have a go at some of my favourite participatory evaluation methods
- invent some new evaluative methods
- and take part in a mini EEE community inquiry exercise
Italy
In the first slot of time people build simple music instruments, percussions, from cheap raw materials, cardboard tubes, wood sticks, sieves, etc...
Italy
In the second part of the workshop, 2 teams set a picture to music, or invent a EEEanthem.
USA & Germany
A facilitated discussion
Netherlands
In a youth project I have accompanied a seventeen year old girl to Santiago de Compostella (Spain). Being on the road with her for such a long time taught me a lot. About figuring out oneself, endurance, fun, cold nights in a tent, rapmusic and much more. I was amazed by the effect that walking in a natural environment has had on both me and my 17 year old companion. I think walking in itself can be a wonderful 'tool' in experiential education.
Have you ever realised how wonderful walking is? How many different experiences it offers? How it helps you focus on physical sensations? How helpful 'just walking' can be in a learning process? In this workshop I would like to focus on walking. Let's share ideas on how to use it in experiential programmes!
Italy
Here is a picture (sound, image, concept, idea, word, movie). The picture (...) triggers the birth of another picture (...). The follow-on pictures (...) will come into the world one after another, and some pictures will be born from one piece of picture (...). This game is typically played by multiple players and generates a large leafy tree that grows according to how ideas propagate, transform, and evolve through the players' interactions (with a social media space). From a learning point of view, the game has lot of potentials in supporting the process of discussion, transfer of information, planning, assess understanding, developing knowledge, idea generation and organization, linking concepts, mind mapping, data gathering, project evaluation, highlight relationships between ideas/events/ people, etc.
Netherlands
In programmes I sometimes have participants complaining about external factors, and they can be persistent about the relevance of it. My solutions (to point out to them we can not deal with it, or to make them responsible for the thing, or to transform it into a challenge) did not always do them justice: Sometimes they have a problem and I just try to get it out of the way because it is out of fashion to have problems. Believing in people, I also believe that these ‘moaners’ don’t raise the topic to spoil constructive conversation, but because they want to work on it in some obscure way. This workshop we focus on complaints and work on it.
Netherlands
Seems an easy thing to do
Like pruning bonsai
(title to be confirmed)
Netherlands
(title to be confirmed)
Netherlands and Portugal
Better presentations by using the techniques of storytelling (fairytales). The attention of your audience does not only depend on content of your story, but also on the way you tell it !!!
USA
(title to be confirmed)
Hungary
(title to be confirmed)
Scotland
(title to be confirmed)
Netherlands
As a trainer you have two opposite roles: leading and following. How do you find balance between those two? What are your strengths and your weaknesses?
England and Italy
This proposal arose from Keith Ratcliffe's pre-conference session on photography. We are curious about symmetry and asymmetry in art and how artists including photographers, understand these concepts. If individuals view the same scene/scenario asymmetrically (i.e. they see a different two halves which makes no sense within their own frame of reference) then perhaps this is why their behaviour is seen and viewed as criminal, unacceptable, negative, illogical, bad etc.? Might this help us to understand individuals who appear to have no moral sense of right and wrong in relation to their behaviour?
Netherlands
(title to be confirmed)
Belgium
(title to be confirmed)