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Definitions

Common usage and the literature alike, show that a number of terms are used to describe learning that takes place outside the classroom. Terms such as "education outside the classroom", "outdoor education", "outdoor pursuits" and "adventure education" are used extensively in this field, sometimes interchangeably, but differences exist in the approaches and goals of each. It is acknowledged that the working definitions in this field are evolving and therefore contestable.

Education Outside The Classroom (EOTC)
EOTC is a generic term that is used extensively by schools in New Zealand to describe curriculum-based learning that extends beyond the four walls of the classroom. This ranges from a museum or marae visit to a sports trip, outdoor education camp, or rocky shore field trip (Abbott, 1990; Ministry of Education, 2002).

Learning Experiences Outside The Classroom (LEOTC)
LEOTC is a Ministry of Education project set up in 1994 to provide support for learning experiences outside the classroom that enhance and enrich the New Zealand school curriculum. The Ministry currently has service agreements with 60 LEOTC providers, which include museums, historic parks, zoos, art galleries, and science centres. These organisations provide students with lessons and activities that bring the curriculum alive with hands-on investigation, explanations and expert teaching (Ministry of Education, 2000).

Outdoor Education
Outdoor education is a broad term describing education in the outdoors, for the outdoors, and about the outdoors.

• Education in the outdoors is "the use of the natural environment in the educative process using direct experiences as the teaching medium for any curriculum domain" (Hammerman et al, cited in Boyes, 2000).
• Education for the outdoors involves developing "the skills, attitudes and appreciations necessary for intelligent and safe use of the outdoors" (Smith et al, cited in Boyes, 2000).
• Education about the outdoors focuses "on the interrelationship of the human being and the natural resources upon which societies depend, with the goal of stewardship in mind" (American Council on Outdoor Education, cited in Boyes, 2000).

Outdoor education is one of seven key areas of learning in the Health and Physical Education Curriculum (Ministry of Education, 1999). This document focusses on three particular aspects of outdoor education. These are:

• adventure activities (see adventure education and ABL definitions),
• outdoor pursuits, and
• aspects of environmental education.

Adventure Education
The purpose of adventure education is to enhance self-concept and improve social interaction. Adventure education is based on activities that create challenge and excitement by deliberately exposing participants to elements of risk. The risks could be physical (injury), social/emotional or material (gear/equipment).

In an educational setting, activities are usually promoted that have a substantial degree of learner-perceived risk, but a low degree of leader-perceived risk. Both natural environments such as mountains or rivers, and constructed environments such as challenge ropes courses or climbing walls, can be used to achieve this. Diverse groups from the physically disabled, youth at risk, and teenagers in school programmes, have surmounted seemingly impossible tasks through adventure education. In the process, they have overcome many self-imposed perceptions of their capability to succeed. Due to this feature of adventure education, it has become a powerful medium for personal growth and development (Ewert, 1989; Mortlock, 1983; Priest, 1990).

Adventure Based Learning
Adventure based learning (ABL) is a term popularised in this country by Project Adventure New Zealand. A subset of adventure education, ABL activities are commonly sequenced to include cooperative games, trust building activities, problem solving and decision-making activities, and low and high ropes courses. Debriefing and reflection based on these activities encourage and develop skills in communication, goal setting, leadership, and taking responsibility. Participation in adventure education, including ABL activities, fosters students' personal and social development (Ministry of Education, 1999).

Outdoor Recreation
Outdoor recreation refers to any activity done in the outdoors, from gardening, to camping out, to four wheel driving. It can be mechanised, non-mechanised, involve risk or not involve risk. (Priest, 1990; Lynch, 1993).

Outdoor Pursuits
A subset of outdoor recreation, the term outdoor pursuits is widely applied to activities that involve moving across natural land and/or water environments by non-mechanised means. For example: biking, orienteering, tramping, rock climbing, cross-country skiing, kayaking, sailing, rafting, or caving.(Blanchard and Ford, 1985; Lynch, 1993; Ministry of Education, 1999; Priest, 1990).

Environmental Education
Environmental education is defined by the Ministry of Education (1999) and Ministry for the Environment (1998) as "a multidisciplinary approach to learning that develops the knowledge, awareness, attitudes, values, and skills that will enable individuals and the community to contribute towards maintaining and improving the quality of the environment."

Experiential Education
Experiential education is a process of education based on learning by direct experience and using all the senses (holistic). This could take place in indoor or outdoor settings. (Lynch, 1993).

However, experiential education is more than learning by doing. It involves a process of experience, active reflection, conceptual understanding and a re-orientation towards new ideas. It allows participants the opportunity to try out their new understandings, ideas and behaviours to create deeper understanding. (Law, forthcoming).

Summary
A variety of terms are used in the EOTC field to describe different aspects of it. It is acknowledged that great diversity exists in the approaches and aims adopted by different EOTC programmes in New Zealand schools. It is assumed that experiential education methods are often used in the delivery of these programmes.

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References and further reading

Abbott, C. (1990). Outdoor Education in New Zealand. In McRae, K. (Editor). Outdoor and Environmental Education. Diverse Purposes and Practices. The MacMillan Company of Australia Pty Ltd. pp 307-311.

Boyes, M.A. (2000). The Place of Outdoor Education in the Health and Physical Education Curriculum. Journal of Physical Education New Zealand. 33(2) pp 75-88.

Ewert, A. W. (1989) Outdoor Adventure Pursuits: Foundations, Models and Theories. Columbus, Ohio, Publishing Horizons, Inc. .

Ford, P., & Blanchard, J. (1985). Leadership and Administration of Outdoor Pursuits. State College, P.A: Venture Publishing.

Law, B.A. (Forthcoming). Experiential Education in Environmental Education through Teacher Education. PHD Thesis. Griffiths University, Brisbane, Australia.

Lynch, P. (1993). Outdoor Education - Semantics and Definitions. Outdoor Education Research Network Newsletter. Christchurch, New Zealand. January. pp 3-6.

Ministry for the Environment. (1998). Learning to Care for Our Environment. Me Ako ki te Tiaki Taiao: A National Strategy for Environmental Education. Ministry for the Environment, Wellington. p 9.

Ministry of Education, (2002). Frequently Asked Questions in EOTC. Wellington. (http://www.tki.org.nz/r/eotc/faq/index_e.php)

Ministry for the Environment, (1999). Guidelines for Environmental Education in New Zealand Schools. Wellington, Learning Media. p 9.

Ministry of Education, (2000). Learning Experiences Outside the Classroom (LEOTC). Curriculum Update. Issue 46. October, 2000. (http://www.tki.org.nz/r/governance/curric_updates/curr_update46_e.php)

Ministry of Education, (1999). Health and Physical Education in the New Zealand Curriculum. Wellington, Learning Media. p 46. (http://www.tki.org.nz/r/health/curriculum/statement/toc_e.php)

Mortlock, C. (1983). The Adventure Alternative. Cumbria, U.K., Cicerone.

Priest, S. (1990). The Semantics of Adventure Education. In Miles, J.C., & Priest, S. (Eds.), Adventure Education. State College, P.A., Venture Publishing Inc. pp 113-117.