Building capacity for outdoor learning ESD practices in teacher education

The project comprised four phases:

The first phase (26th June 2023) of this collaborative project brought together DCU teaching staff with national and international experts in the area of ESD and outdoor learning, to map natural affordances on the campus as well as addressing strengths and gaps in staff knowledge and experience.  The second phase (28th August 2023) built capacity among DCU staff in outdoor learning for ESD through a series of on-campus, outdoor workshops, informed and facilitated by the expert group from phase 1, to strengthen and demonstrate transformative pedagogies and address the gaps in knowledge/experience. The third  stage aimed to develop a dedicated Outdoor Learning for ESD Loop Page for the IoE where resources, tips and reports from this project will support continued embedding of ESD in practice. The final, fourth stage aimed to build on the success of the initial project to secure a site and resources for a permanent outdoor classroom area.

Sixteen DCU staff from across three Schools (Language, Literacy and Early Childhood Education; STEM Education, Innovation and Global Studies and Arts Education & Movement) participated in the 2 professional learning days facilitated by the 5 experts.

Rachel Freeman, Technological University Dublin - Lecturer in Horticulture
Tomás Alyward - Munster Technological University - Lecturer in Adapted Physical Activity & Outdoor Education (OE) 
Sean Blenkinsop - Simon Fraser University - Professor, Faculty of Education, Co-Director, Imaginative Education Research Group (IERG),
Greg Mannion - University of Stirling - Professor of Education (place-responsive environmental education, new materialism, education for sustainability / citizenship, intergenerational, rights-based education. 
Thomas McCloughlin - Dublin City University - Ass. Professor of Biology & Education

The following were achieved as a result of the SATLE project:
Output from phase one of the project resulted in a pedagogical mapping of ESD teaching/learning opportunities which identify strengths and gaps in staff knowledge and resources. 
Output from phase two of the event evidenced a strong sharing of teaching approaches or strategies. Participants became more aware of and knowledgeable about affordances across the St. Patrick’s campus and pedagogical practices.
Output from phase three is a dedicated Loop page to support outdoor teaching for ESD.
Output from phase four secured a mobile, flexible outdoor classroom, which was a direct learning from the professional learning days.

https://padlet.com/orlakelly3/possibilities-for-outdoor-learning-70lwms…
This is a padlet which the participants contributed to on the PL days. 

Overall, staff enhanced their knowledge of ESD and outdoor transformative pedagogies through the two Professional learning days. There was increased outdoor teaching/pedagogical activity, across the IoE, with the outdoor spaces used more frequently as part of the teaching approach for a broad range of modules. There was greater staff networking and knowledge sharing which facilitated increased interdisciplinary and transdisciplinary pedagogical practices. There were also new connections made between staff, greater awareness of staff strengths and interests in the area of sustainability and pedagogy. There was an emergence of ESD champions amongst the staff group which has and will facilitate follow-on projects.  

Specifically the impact of the project is on two key areas. 

Firstly, the cross-disciplinary staff connections that emerged and were consolidated over the two days. This networking has facilitated some future work that is underway across the IoE. Additionally, outdoor learning and ESD champions on campus are now known to the wider staff body and have been happy to provide support. 
 

Secondly, as a direct result of the SATLE funding, a ‘mobile’ outdoor classroom consisting of a large gardener’s trolley, with 20 tripod stools, a large tarpaulin and A2 whiteboard with magnets and markers were purchased to support staff to work with large groups of students in different locations round the campus. One of the project team, Dr Orla Kelly, led a workshop outdoors at the IoE 'Research Practice, Practising Research Day’ on 21st May 2024. Through this workshop, participants experienced the SATLE funded IoE mobile, flexible outdoor classroom. The benefits and opportunities for teaching, learning and assessment outside on our campus were experienced and reflected on. Also, the potential for outdoor learning to support education for sustainable development (ESD) practices in education was considered. The trolley has been used by colleagues in the Bachelor of Early Childhood Education and on the primary Bachelor of Education programme as well as for professional learning with different external groups. Disciplines including physical education, science, citizenship education and early years science have used the trolley to facilitate students' learning and engagement across various modules. 
 

This project with the connections made has enabled discussions regarding the community garden on the campus. An initial viewing of the community garden has been made and the intention is to develop a Gardening Club across the IoE, in which staff and students can participate. 

This project has also led to a philanthropic interest in developing an outdoor teaching area on the St. Patrick’s campus.  An initial concept paper will be prepared and submitted to the philanthropic group prior to the end of the year. 

No formal evaluation of the project took place but participant feedback was captured on post-its and these were positive and clearly demonstrated the impact for each participant on their professional practice around ESD and outdoor learning but also the value in having time and space for this type of professional learning. 
Following the event, emails received from the experts highlighted their admiration for our DCU colleagues for making the time to prioritise their professional learning and commitment to ESD through this work. 

The timing and pacing of the two day event were effective (two half days)
The design of the two (half) day events flowed well, with the first workshop mapping the grounds (knowing what was afforded within the environment) and the second day applying that topical knowledge in the context of pedagogy and teaching outdoors 
Time allocated during the two workshops events for participants to network and talk of their own ESD experiences. Much of this rich discussion occurred during lunch and so a generous allocation of time for breaks/lunch was a positive characteristic of the project. The lunch was also facilitated outdoors and with the option for walking and talking too adding to the impact for participants.

The inclusion of staff from different Schools diversified perspectives. A disciplinary mix enriches the discussion and promotes critical thinking.
The inclusion of experts from both outside and inside DCU were invaluable in prompting thinking and providing practical solutions to issues.