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This Is A Custom Widget

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This Is A Custom Widget

This Sliding Bar can be switched on or off in theme options, and can take any widget you throw at it or even fill it with your custom HTML Code. Its perfect for grabbing the attention of your viewers. Choose between 1, 2, 3 or 4 columns, set the background color, widget divider color, activate transparency, a top border or fully disable it on desktop and mobile.
OE3 – Outdoor, Experiential, and Ecological Education 2017-05-19T03:18:35+00:00

Outdoor, Experiential, and Ecological Education

Promoting engagement, enjoyment, and exploration.

The term ‘OE3′ originated with Dr. Tom Puk at Lakehead University.

The OE3 program has been designed to make the best use of the students’ natural, active dispositions and to sustain meaningful engagement.  Our programs provide practical, hands-on activities are designed to compliment and enhance theory-based instruction. The exploratory and immersive nature of OE3 naturally appeals to different blends of learning styles. The program promotes interactive learning, offers students new experiences, and encourages innovative teaching methods.

Research has demonstrated that students believe that integrated outdoor, experiential, and ecological education (OE3) programs provide an valuable alternative to the conventional model for the development of 21st-century skills. Curriculua-linked, nature-connected education has the potential to nurture the core competencies required for academic, physical, and psychological wellbeing in the competitive and challenging future.

“The world is full of magic things, patiently waiting for our senses to grow sharper.”
William Butler Yeats, Irish Poet, Author, and Senator
“The use of outdoor experiences for educational purposes has a rich history. Plato extolled the virtues of outdoor experiences for developing healthy bodies, which would lead to healthy souls. Like many outdoor adventure programs, Plato considered that the aim of physical education was not primarily to enhance physical skills and that it had higher educational value” “The moral value of exercises and sports far outweighed the physical value” (Plato, 1920, p.6) Rhoades (1972) argued that the most compelling reason for using the natural environment is that it requires certain responses which are of value, “cooperation, clear thinking and planning, careful observation, resourcefulness, persistence and adaptability….These responses are not demanded by the environment, per se, but rather the manner in which the program forces students to interact with the environment.” (p.26)
Outdoor education has traditionally been associated with “summer camp” style experiences. Students normally practice two types of skill development: social skills such as leadership, teambuilding, adventure, and community games; and technical skills such as fire lighting, map and compass reading, campsite management, and camp cooking.
EE, as it is known, seeks to create real-world experiences where students hone skill sets through the practical application of theoretical knowledge. This may include a range of programs from backcountry travel to work co-ops and international exchange to local volunteerism.

In addition to the Western traditions of knowledge development, the influence of Aboriginal Ways of Knowing and Slow Pedagogy have inspired various aspects of our OE3 program and supported key decisions in planning. Experiential education requires us to be in a place to learn what it has to teach, so we take students to where knowledge and learning are most naturally engaged.

Ecological Education differs from Environmental Education in that it assumes humans as an integral part of natural systems while the latter focuses on the human-nature interactions. Given the challenges with which our society is presented, it is imperative that students have a well-grounded appreciation for the relationship between ecological health and human wellness.

Ecological Literacy is an often overlooked core competency for life in the 21st-century and IteratED offers courses in Ecological Systems to ensure our students have the opportunity to engage with what we believe a critical perspectives.

Our OE3 programs are being developed to support the emotional and cognitive development of the individuals who will go on to become the citizen leaders of our communities and country.

Four points generally provide the guiding premises for this type of program; we would add a fifth. They are:
The skill sets required for a successful life in the 21st century are generally focused on creativity, collaboration and critical thinking.
Over emphasis on digitally-focused teaching may overshadow the time-tested effectiveness of OE3 in developing these same skill sets.
Research by social psychologists, neurobiologists, health professionals, and educators has shown that time spent in nature improves psychological, physical and social wellbeing.
Experiential, hands-on learning increases both student and teacher satisfaction with the educational experience. This includes improved retention of information, decreased instances of misbehaviour, and promotion of comprehension through self-expression.
It is fun.

We guide students towards success by supporting their passions, providing enriching experiences, and inspiring wonder and a love of learning. OE3 is a significant pathway by which our students will distinguish themselves as citizens of character.