Development Training
- Total time
Development Training
Starting dates and places
Description
Why study with us?
‘Development Training’ is now a widely-used term for experiential
approaches to personal, social and organisational development,
typically through outdoor activities. It has also been successfully
applied as a learning strategy by professionals in youth work,
education, training, the armed services, social work, nursing and
therapy.Whatever your profession, if you would like to enhance your application of experiential learning, or become a specialist in development training, this new course is meant for you. Wherever possible, the course applies the approaches used in the field to the teaching of the diploma, so you learn through experience as part of a learning communit…
Frequently asked questions
There are no frequently asked questions yet. If you have any more questions or need help, contact our customer service.
Why study with us? ‘Development Training’ is now a widely-used term
for experiential approaches to personal, social and organisational
development, typically through outdoor activities. It has also been
successfully applied as a learning strategy by professionals in
youth work, education, training, the armed services, social work,
nursing and therapy.
Whatever your profession, if you would like to enhance your application of experiential learning, or become a specialist in development training, this new course is meant for you. Wherever possible, the course applies the approaches used in the field to the teaching of the diploma, so you learn through experience as part of a learning community. You build up your skills and knowledge, enhance and broaden your practice, and develop a critical understanding of the processes in context. You also acquire skills of critical thinking and action research, applying these to your own practice or to case studies of your choice. What can this course lead to? Many professions now apply development training strategies. Graduates go on to work in adventure and environmental contexts, the creative arts, residential work, community service, work experience or vocational training. Resources and facilities
Name: Chris Loynes, Course Leader
Email: chris.loynes@cumbria.ac.uk UCAS Link
This course grounds your practice in the theories of personal development and experiential learning. It then explores the history of outdoor practices and the social movements that inspired them in the Twentieth century. ‘I had a much better understanding of how my work fits in and the knowledge to make sure I’m doing a good job’.
Core module. Available as a 5 day block course or by distance learning with tutorial support.
Facilitation and Groupwork:
Led by staff from Impact International. This is a highly practical course giving participants the chance to try out and develop their practice with feedback from world-renowned facilitators and colleagues. Practice will be analysed with theory to help participants make sense of and review their work. ‘My ability to understand groups and help them learn went up in leaps and bounds’.
Core module. Taught as a 5 day block
Designing Experiential Learning:
Experiential learning is applied to a range of educational and developmental purposes on behalf of individuals, groups and organisations. The aims of this module are, first, to review these purposes and then evaluate the effectiveness of experiential interventions in achieving these. Second, the intention is to examine critically the theories and strategies that support effective design and evaluation of these interventions.
The course will cover key principles of the design of experiential learning interventions, reviews of case studies, examine the effectiveness; strategies in design and evaluation and provide opportunities to share your own practice.
Core module. Available as a 5 day block course or by distance learning with tutorial support.
The Reflective Practitioner:
What does your own view of the world bring to the way you work? How does the work you do contribute to the wider world? How do you help your participants to reflect and think critically about their lives and their futures? This course will help you reflect on your professional practice and support others to do the same. Among the reflective techniques we will explore will be creative art, drama and solos. ‘Of all the courses I’ve done, this course transformed my professional practice and my view of the world. Initially wobbly, it has made all the difference to what I want to do’.
Core module. Taught as a 5 day block
Leadership and Democracy:
Led by staff from Impact International. The aims of the module are to explore the history of leadership theory and current approaches with special reference to the relationship between the idea and practices of leadership and the idea and practices of democracy; also examine critically and practice methods of group dialogue and decision-making. Students will examine their immediate experience of the module group, in order to describe and understand the patterns of leadership and democratic process. The module will include case studies and exercises in textual analysis designed to bring out otherwise unnoticed patterns of domination and exclusion in organisational life and in learning groups. An important aim is to develop students’ capacity to reflect upon the ways in which their practice is formed by habits and assumptions that mirror broader patterns of exclusion and to adapt their practice, thus extending their range of options as group leaders.
Theoretical approaches to the life and facilitation of learning groups including psychological and sociological perspectives. Observation and practice in groups throughout the module including learning seminars. Facilitation experience of a group during the module and afterwards in an outdoor or experiential learning context.
Core module. Taught as a 5 day block.
Experiential Learning in Society:
Experiential Learning has radical and liberal as well as conservative traditions. The aim of the module is to review a range of theories and practices of experiential learning in their social contexts. The different schools of experiential learning will be located and discussed within their historical, social, political and philosophical contexts. Current practices will then be critiqued. Lastly, new applications that address emerging issues to which an experiential learning response may be helpful will be explored.
This module will build on the knowledge and experience of staff and students to review experiential learning practices from different times and places with a view to exploring their relationship with the societies of which they are a part. The function and ethics of Experiential Learning will be discussed. Key texts, and case studies, including those provided by visiting speakers, will be critiqued. Their implications for practice will be explored in practical sessions.
Lectures will introduce recent and current social and cultural theory. Case studies and research presentations will analyse Development Training in this wider context. The module will be supported by field trips in order to explore in practice the ethical dimension of Development Training as a means to achieving social equity.
Optional module. Taught as a 5 day block.
Independent Study:
The aim of this module is to enable students to select topics on which they can work independently to further their personal and professional development; They will use initiative and resourcefulness to formulate problems, locate and manage data or information, interpret experiences, synthesize findings, draw conclusions and present findings in an appropriate way. Students will locate and use experiences and literature appropriate to the subject area. The module encourages students to make their own choice of a subject for study to permit the development of individual knowledge and skills and thus stimulate commitment and personal responsibility for learning. It will develop oral and written communication skills as appropriate, increase ability to analyse and be appropriately critical of the work of others.
The term ‘independent study’ is used here to refer to a wide range of student-initiated projects. Students will negotiate their own goals, content and assessment as appropriate. The topic must relate to outdoor and experiential learning.
Distance learning with tutorial support.
Planning an Enquiry:
The aims of the module are to support students in the planning, conducting and writing up of an applied research project within the field of outdoor and experiential learning. Students will consider how to develop and frame a research question. They will be introduced to the range of research methods that will help with a study of this kind. They will also develop library search skills, pilot research methods, prepare a project proposal and structure a report.
The contact time for the module will be largely within a block of a week, with electronic and tutorial support. Teaching and learning will be by lectures, seminars, interactive debate, practical exercises and information fluency supported by a comprehensive Blackboard site. Students have access through this to materials from the Graduate School and can access its support sessions as required.
Core module. Taught as a 5 day block.
Once your dissertation proposal is accepted you will be allocated a supervisor. Each student is expected to work with his or her supervisor to progress his or her research within a negotiated framework which will include feedback and support. Whilst this carefully managed tutorial support will be available throughout the dissertation, it is likely to be concentrated at the design and writing up stages. As a guide, students are allocated ten hours each of tutorial time. The dissertation necessarily will comprise much independent learning but there will be opportunities for group sessions and individual tutorials.
Whatever your profession, if you would like to enhance your application of experiential learning, or become a specialist in development training, this new course is meant for you. Wherever possible, the course applies the approaches used in the field to the teaching of the diploma, so you learn through experience as part of a learning community. You build up your skills and knowledge, enhance and broaden your practice, and develop a critical understanding of the processes in context. You also acquire skills of critical thinking and action research, applying these to your own practice or to case studies of your choice. What can this course lead to? Many professions now apply development training strategies. Graduates go on to work in adventure and environmental contexts, the creative arts, residential work, community service, work experience or vocational training. Resources and facilities
Read the latest issue of the Outdoor Studies Postgraduate Newsletter.
Entry requirements1st or 2nd class honours degree
Students with other qualifications may be admitted to the course via APL procedures
More about levels and credits
Credit and UCAS requirements Credit: 180 credits Selection criteriaDegree and/or relevant professional work experience required.
You should have an interest in development training approaches in your professional context. Typically, you should hold a good first degree with honours and/or provide evidence of relevant work experience. It is not necessary to hold a first degree in an outdoor-related subject though if you do, you will find this an ideal programme in which to develop your interests without repetition of undergraduate study.
A fee discount is offered to graduates of the University of Cumbria. Holders of undergraduate degrees obtained since 2008 can obtain a 20 percent discount on their first postgraduate course of study. Additional contact information Visit www.cumbria.ac.uk/outdoorstudiesName: Chris Loynes, Course Leader
Email: chris.loynes@cumbria.ac.uk UCAS Link
Visit UCAS
Modules Experiential Learning:This course grounds your practice in the theories of personal development and experiential learning. It then explores the history of outdoor practices and the social movements that inspired them in the Twentieth century. ‘I had a much better understanding of how my work fits in and the knowledge to make sure I’m doing a good job’.
Core module. Available as a 5 day block course or by distance learning with tutorial support.
Facilitation and Groupwork:
Led by staff from Impact International. This is a highly practical course giving participants the chance to try out and develop their practice with feedback from world-renowned facilitators and colleagues. Practice will be analysed with theory to help participants make sense of and review their work. ‘My ability to understand groups and help them learn went up in leaps and bounds’.
Core module. Taught as a 5 day block
Designing Experiential Learning:
Experiential learning is applied to a range of educational and developmental purposes on behalf of individuals, groups and organisations. The aims of this module are, first, to review these purposes and then evaluate the effectiveness of experiential interventions in achieving these. Second, the intention is to examine critically the theories and strategies that support effective design and evaluation of these interventions.
The course will cover key principles of the design of experiential learning interventions, reviews of case studies, examine the effectiveness; strategies in design and evaluation and provide opportunities to share your own practice.
Core module. Available as a 5 day block course or by distance learning with tutorial support.
The Reflective Practitioner:
What does your own view of the world bring to the way you work? How does the work you do contribute to the wider world? How do you help your participants to reflect and think critically about their lives and their futures? This course will help you reflect on your professional practice and support others to do the same. Among the reflective techniques we will explore will be creative art, drama and solos. ‘Of all the courses I’ve done, this course transformed my professional practice and my view of the world. Initially wobbly, it has made all the difference to what I want to do’.
Core module. Taught as a 5 day block
Leadership and Democracy:
Led by staff from Impact International. The aims of the module are to explore the history of leadership theory and current approaches with special reference to the relationship between the idea and practices of leadership and the idea and practices of democracy; also examine critically and practice methods of group dialogue and decision-making. Students will examine their immediate experience of the module group, in order to describe and understand the patterns of leadership and democratic process. The module will include case studies and exercises in textual analysis designed to bring out otherwise unnoticed patterns of domination and exclusion in organisational life and in learning groups. An important aim is to develop students’ capacity to reflect upon the ways in which their practice is formed by habits and assumptions that mirror broader patterns of exclusion and to adapt their practice, thus extending their range of options as group leaders.
Theoretical approaches to the life and facilitation of learning groups including psychological and sociological perspectives. Observation and practice in groups throughout the module including learning seminars. Facilitation experience of a group during the module and afterwards in an outdoor or experiential learning context.
Core module. Taught as a 5 day block.
Experiential Learning in Society:
Experiential Learning has radical and liberal as well as conservative traditions. The aim of the module is to review a range of theories and practices of experiential learning in their social contexts. The different schools of experiential learning will be located and discussed within their historical, social, political and philosophical contexts. Current practices will then be critiqued. Lastly, new applications that address emerging issues to which an experiential learning response may be helpful will be explored.
This module will build on the knowledge and experience of staff and students to review experiential learning practices from different times and places with a view to exploring their relationship with the societies of which they are a part. The function and ethics of Experiential Learning will be discussed. Key texts, and case studies, including those provided by visiting speakers, will be critiqued. Their implications for practice will be explored in practical sessions.
Lectures will introduce recent and current social and cultural theory. Case studies and research presentations will analyse Development Training in this wider context. The module will be supported by field trips in order to explore in practice the ethical dimension of Development Training as a means to achieving social equity.
Optional module. Taught as a 5 day block.
Independent Study:
The aim of this module is to enable students to select topics on which they can work independently to further their personal and professional development; They will use initiative and resourcefulness to formulate problems, locate and manage data or information, interpret experiences, synthesize findings, draw conclusions and present findings in an appropriate way. Students will locate and use experiences and literature appropriate to the subject area. The module encourages students to make their own choice of a subject for study to permit the development of individual knowledge and skills and thus stimulate commitment and personal responsibility for learning. It will develop oral and written communication skills as appropriate, increase ability to analyse and be appropriately critical of the work of others.
The term ‘independent study’ is used here to refer to a wide range of student-initiated projects. Students will negotiate their own goals, content and assessment as appropriate. The topic must relate to outdoor and experiential learning.
Distance learning with tutorial support.
Planning an Enquiry:
The aims of the module are to support students in the planning, conducting and writing up of an applied research project within the field of outdoor and experiential learning. Students will consider how to develop and frame a research question. They will be introduced to the range of research methods that will help with a study of this kind. They will also develop library search skills, pilot research methods, prepare a project proposal and structure a report.
The contact time for the module will be largely within a block of a week, with electronic and tutorial support. Teaching and learning will be by lectures, seminars, interactive debate, practical exercises and information fluency supported by a comprehensive Blackboard site. Students have access through this to materials from the Graduate School and can access its support sessions as required.
Core module. Taught as a 5 day block.
Dissertation
To provide students with the opportunity to design and conduct a substantial piece of independent, supervised research and to reflect critically on their findings with respect to current practice in their field.Once your dissertation proposal is accepted you will be allocated a supervisor. Each student is expected to work with his or her supervisor to progress his or her research within a negotiated framework which will include feedback and support. Whilst this carefully managed tutorial support will be available throughout the dissertation, it is likely to be concentrated at the design and writing up stages. As a guide, students are allocated ten hours each of tutorial time. The dissertation necessarily will comprise much independent learning but there will be opportunities for group sessions and individual tutorials.
Core module.
Working with Adventure
Ideal for those interested in or looking for new ideas around using adventure based approaches to personal and social development in the outdoors.
Optional module. Taught as a five day block.
Greening Outdoor Practice
This module will help people exploring the increasingly important issues of the environment as an aspect of human development, identity and values. It will help you think through how to work experientially and outdoors for the health and wellbeing of people and nature.
Optional module. Taught as a five day block. Course summary The course is led by staff from Outdoor Studies, who have wide experience as practitioners and researchers. Visiting lecturers from leading providers and universities at home and abroad, chosen to represent a wide range of practice and for their depth of critical thinking about their work, also contribute to your learning. Programme specificationDownload the 2013 - 14 timetable.
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