Glyn J Thomas

TL;DR: In this paper, the authors describe and critique three initiatives that experimented with future-learning oriented assessment within a faculty of education, which 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.

TL;DR: The five facilitator roles identified by Schwarz (2002) serve as a theoretical framework for this paper as discussed by the authors, as well as strategies that outdoor educators can apply to optimise their use of, and movement between, these roles.

TL;DR: In this paper, the authors bring together the perspectives of many on this journal's editorial board, around the issue of contending with COVID-19, highlighting the differences and similarities in the way the pandemic is impacting on the educational practice of outdoor and environmental education.

TL;DR: Some signposts that might help course designers and teachers to improve online group learning are provided: the intentional use of effective online learning pedagogies; a deeper understanding of what constitutes teacher presence; and strategies to enact that teacher presence with online groups.

TL;DR: In this paper, the authors present 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.