Glyn J Thomas

Bio: Glyn J Thomas is an academic researcher from University of the Sunshine Coast. The author has contributed to research in topics: Outdoor education & Facilitator. The author has an hindex of 18, co-authored 44 publications receiving 803 citations. Previous affiliations of Glyn J Thomas include La Trobe University & University of Queensland.

Using self- and peer-assessment to enhance students’ future-learning in higher education.

Abstract: In higher education settings, assessment tasks get the attention of students, but once students submit their work they typically become disengaged with the assessment process. Hence, opportunities for learning are lost as they become passive recipients of assessment outcomes. Future-learning oriented assessment engages students in the assessment process to improve both short- and long-term outcomes by requiring students to make sophisticated judgments about their own learning, and that of their peers. In this paper, we describe and critique three initiatives that experimented with future-learning oriented assessment within a faculty of education. These initiatives involved self- and peer-assessment in a mathematics education subject for first year pre-service teachers; peer assessment of individual contributions in a group project using a Wiki; and self- and peer-assessment to help students learn about leadership. Based on our experiences, we conclude with suggestions of how others might also use self- and peer-assessment to work towards better short- and long-term learning outcomes in higher education.

Facilitator, Teacher, or Leader? Managing Conflicting Roles in Outdoor Education

Abstract: A facilitator is commonly defined as a substantively neutral person whomanages the group process in order to help groups achieve identified goalsor purposes. However, outdoor educators rarely experience the luxury ofonly managing the group process, because they are typically responsible forthe provision of leadership, skill instruction, and safety management. Basedon personal experience, the literature on facilitation, and my research on thetheories and practices of facilitator educators providing facilitation trainingcourses in Australia and New Zealand, I recommend strategies for managingthe potentially conflicting facilitation roles that outdoor educators maybe required to fulfill. The five facilitator roles identified by Schwarz (2002),which serve as a theoretical framework for this paper, are facilitator, facilitativeleader, facilitative trainer, facilitative consultant, and facilitative coach. The similarities and differences between these roles are discussed, as are strategies that outdoor educators can apply to optimise their use of, and movement between, these roles.

What future/s for outdoor and environmental education in a world that has contended with COVID-19?

Abstract: This is an unusual article in that it brings together the perspectives of many on this journal’s editorial board, around the issue of contending with COVID-19. Twenty statements showcase a range of thoughts and experiences, highlighting the differences and similarities in the way the pandemic is impacting on the educational practice of outdoor and environmental education. The future is not yet written, of course, so it is worth thinking about how the current moment may impact on the months and years to come. The aim of this article is to influence and support such thinking.

Enhancing the facilitation of online groups in higher education: a review of the literature on face-to-face and online group-facilitation

Abstract: There still appears to be a gap between what online learning promises and what it can deliver in terms of student learning. Developments in online pedagogies and professional learning appear to lag...

Traditional adventure activities in outdoor environmental education

Abstract: Recently, the place of adventure activities in outdoor education has become contentious, particularly in Australia and the United Kingdom. It can be challenging for outdoor leaders to incorporate adventure activities with attempts to foster environmental awareness, understanding and action. Recently, some authors have suggested practitioners eliminate the tension by removing adventure activities from outdoor environmental education programs altogether. This paper presents the findings of an ongoing action research project exploring ways to resolve the tension between using adventure activities and helping participants to learn about particular regions, communities, and their histories. The research described in this paper utilised thematic analysis of data collected through a professional journal, focus groups, and student writing. The emerging themes included: the need to capitalise on teachable moments; the importance of managing the technical nature of adventure activities; the importance of deliberate planning and facilitation; and the need for careful consideration of the impact of program length or duration.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.