Ten-Year Reflections on Context-Based Learning in the Outdoor Classroom: Enhancing Teacher Learning Outcomes and Holistic Development
Bibliographic record
Abstract
Recent advances in the scholarship of teaching and learning have made significant contributions to the quality of students" educational experiences in Canadian universities.This article examines critical contributions of context-based learning as an effective medium in which to support field-based scholarship in outdoor education.Context based learning (CBL) provides an integrated and holistic approach to student development by drawing upon authentic learning environments, communities of practice, and experiential pedagogy.Action research methodology was employed to investigate CBL experiences, over a 10-year period, in a graduate-level outdoor education course at the University of British Columbia.Data in this study suggest that CBL: organizes field-based scholarship around issues relevant to learners; ensures that learning experiences are grounded in local communities and closely simulates learners" life experiences; and, is effective for achieving complex higher order learning outcomes and holistic student development.Context-based learning is viewed as an individual and social contextual process.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.006 | 0.004 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".