Outdoor Learning Research

In 2015 the Institute worked with the Blagrave Trust, Giving Evidence and University College London to review the effectiveness of outdoor learning in the UK, resulting in the Blagrave Report that made the following recommendations;

1. Pull together the various data sources to give the current picture, and create a system to regularly capture data on the types and volumes of activity.
2. Improve practitioners’ theories of change, enabling practitioners’ to both create and to use them - they are invaluable for understanding why an intervention works and hence whether it is likely to work in other contexts.
3. Convene practitioners, researchers and others to prioritise research topics.
4. Manage the resulting sector-wide research agenda, through relationships with funders, and possibly by creating partnerships between practitioners and researchers.
5. Ensure that both interventions and research are described clearly, fully and publicly.

The Institute is supporting the sector’s work to develop better articulated and researched outcomes across outdoor learning.

1. Natural Connections Natural Connections Demonstration Project, 2012-2016: Final Report

   Findings from a project that was designed to:

   1. Stimulate the demand for outdoor learning from schools and teachers
   2. Support schools and teachers to incorporate outdoor learning in their planning and practices
   3. Stimulate the supply of high quality learning outdoor learning services for schools and teachers
2. Natural England provided a set of evidence briefings relevant to the Outdoor Learning sector in 2016
    
   1. Links between natural environments and learning: evidence briefing (EIN017)
   2. Links between natural environments and mental health: evidence briefing (EIN018)
   3. Links between natural environments and physical activity: evidence briefing (EIN019)
   4. Links between natural environments and physiological health: evidence briefing (EIN020)
   5. Links between natural environments and obesity: evidence briefing (EIN021)

    

The Impact of residential experiences on Young People. Although this research was undertaken with schools using more than just outdoor learning as the primary medium on a residential the volume of outdoor learning drawing on residential justifies it listing.

The report from June 2015 is based a project designed to;

1. test and evidence four key Learning Away propositions focused on the belief that high-quality residential learning: has a strong, positive impact on academic achievement and provides a wide range of student-level outcomes; can transform the learning experience of students; can help to transform schools; and does not need to be expensive
2. generate new insights and understanding about how and why residential learning can and does achieve these outcomes

WILD ADVENTURE SPACE FOR YOUNG PEOPLE

INDIVIDUAL LITERATURE REVIEWS

Prepared for the Countryside Agency, English Nature and Rural Development Service
by Penny Travlou

OPENspace: the research centre for inclusive access to outdoor environments

The Institute’s Journal of Adventure Education and Outdoor Learning is a quarterly publication with peer reviewed academic papers published by Taylor & Francis.

For a sharing of practitioners' reflections and insights, arising from their own direct experiences the Institute publishes Horizons, its membership magazine also on a quarterly basis.

The guide to 'High Quality Outdoor Learning' is a valuable tool in training teachers and youth workers as well as promoting the use of outdoor learning. IOL can also supply hard copies.