Experential learning in singular environments

Apply concepts for designing activities in the nature in singular environments

Determine and organize itineraries for low and medium mountain. Efficiently and safely progress through low and medium mountain terrain and Nordic snowy terrain. Guide and energize people on routes of low and medium mountain and snowy terrain of Nordic type.
Characterization of the route: Itineraries of routes of mountain terrains of low and medium difficulty adapted to the context of intervention. Security protocols. Protocols for the conservation of the natural environment. Processing of the necessary permits. Evaluation procedures of the activity carried out. Documentation on logistical needs and human resources. Information documentation for users. Schedule of the itinerary. Guide of the itinerary or route book. Graphical representations of the itineraries. Programs of recreational activities. Management of resources and materials. Assessment of the difficulties of the terrain.
Design of activities related to physical and biological in medium and high mountain environments.

Beames, S Higgins, P. and Nicol, R. (2012) Learning outside the classroom: theory and guidelines for practice. London: Routledge.
Delibes, M. y Delibes de Castro, M. (2010). La Tierra herida: ¿Qué mundo heredarán nuestros hijos?Barcelona: Destino.

Doménech Ferri, J. (2002). Caminar por la montaña. Alcoy [Alicante]: J. Doménech, 2002.

Dubois, PH. (ed.) (2002). El campo: ecoguía para descubrir la naturaleza. Madrid: H. Blume, 2002.

Ewert, A. y Sibthorp, R.J. (2014). Outdoor adventure education: Foundations, Theory and Research, Champaign, IL [Estados Unidos]: Human Kinetics.

Faus, A. (1999). Andar por las montañas: conocimientos básicos. Madrid: Palabra, D.L.

Ford, Ph. M. (1981). Principles and Practices of Outdoor/Environmental Education, New York: John Wiley & Sons, cop.

Hobbs, M.F. y Gair, Nicholas P. (1997). Outdoor education: Theory and Practice, London/ Washington: Cassell.

Humberstone, B.; Prince, H. and Henderson, Karla A. (2016). Routledge international handbook of outdoor studies. London: Routledge, 2016
Jeffs, T. y Ord. J. (2018). Rethingking Outdoor, Experiential and Informal Education, London/New York: Routledge.
Louv, R. (2012). Volver a la naturaleza: el valor del mundo natural para recuperar la salud individual y comunitaria. Barcelona: RBA.

Martínez de Pisón, E.(2010). El sentimiento de la montaña. Madrid: Desnivel.

Nasarre, J.M. (2016). Senderismo. 100 hitos normativos y para pensar. Madrid: Desnivel.

Perkins, Dennis N.T. (2014). Lecciones de liderazgo. Las 10 estrategias de Shackleton en su gran expedición antártica. Madrid: Desnivel.

Reinoso Fernández-Caparrós, M. (2017). Outdoor training y la educación en valores. Sevilla: Wanceulen, 2009.

Waite, Sue, (ed.) (2017). Children learning outside the classroom: from birth to eleven, second edition. London: SAGE Publications Ltd.

Basic, general, transverse and specific competences that are developed and evaluated in this area: CB6, CB7, CB8, CB9, CG03, CT01, CT02, CE01, CE02, CE03, CE04, CE05, CE06; CE08 and CEO9

The theoretical-practical classes present an updated synthesis of the set of previous knowledge of education of activities in nature. The methodology will be based essentially eminently practical activities a natural environment of singular aspects. Students should discover, point out, and explain why these elements have educative wealth. From these activities students will make designs of activities. Students will be assisted in small groups, or individually, in tutoring to guide their inquiries.
All this will be done in an international context in which the use of English is favored.


MEASURES OF ADAPTATION OF TEACHING
Scenario 1: adapted normality
- Expository and interactive teaching will be fundamentally face-to-face. The tutorials may be partially carried out virtually (email, Teams).
- The students will be guaranteed the accessibility of the materials that appear in the basic bibliography according to the conditions of the stage.

Continuous and formative evaluation of the daily work of the student, both the individual and group work.
Ability to relate contents, analyze them critically, search for information and generate new knowledge in an international environment.
Effort for the acquisition and mastery of certain basic competences for personal and professional development: analysis and synthesis, written expression, oral communication and collaborative work.
Assistance and active participation in face-to-face activities. In order to have a positive evaluation, students must attend at least 80% of the scheduled work. This section will have a maximum contribution to the final grade of up to 50% of it. It may be necessary to carry out a final written exercise, in which the students will show sufficiency in acquiring the established competences. Carrying out practical work proposed in the classroom activities, and especially performing and presenting a work on an environmental problem to be chosen by the students, on which a methodology of problem solving is applied. This section will have a maximum contribution to the final grade of up to 50% of it.

WARNING ABOUT PLAGIARISM AND MISUSE OF TECHNOLOGIES IN PERFORMING TASKS OR TESTS
In cases of fraudulent performance of exercises or tests, the provisions of the Regulations for evaluating student academic performance and reviewing grades will apply.



For cases of fraudulent performance of exercises or tests, the provisions of the Regulations for the evaluation of students' academic performance and the review of qualifications will apply.

TRABAJO PRESENCIAL Horas
Clase presencial en grupo completo 2
Clases prácticas: 8
Tutorías 2
Realización y programación de actividades, de ejercicios escritos o exámenes 4
Otras tareas con el profesor/a de la materia: excursiones en el entorno natural. 11
TOTAL horas de trabajo presencial 27

TRABAJO PERSONAL Horas
Estudio autónomo individual o en grupo 14
Escritura de ejercicios, conclusiones o trabajos derivados de la materia. 9
Lecturas recomendadas y búsquedas bibliográficas 20
Asistencia a actividades recomendadas, como charlas, presentaciones de trabajos, películas, etc. 4
Otras tareas propuestas por el profesor/a de la materia (especificar): Búsquedas telemáticas 1
TOTAL horas de trabajo personal del alumnado 48

PRESENT WORK HOURS
Class in full group 2
Practical classes: 8
Tutorials 2
Realization and programming of activities, written exercises or exams 4
Other tasks with the teacher of the subject: excursions in the natural environment. eleven
TOTAL hours of work 27

PERSONAL WORK HOURS
Autonomous individual or group study 14
Writing exercises, conclusions or works derived from the subject. 9
Recommended Reading and Bibliographic Searches 20
Assistance to recommended activities, such as talks, presentations of works, films, etc. 4
Other tasks proposed by the teacher of the subject (specify): Telematic searches 1
TOTAL hours of personal work of students 48