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We don't just take people on adventures for the fun of it. Through our carefully curated and designed experiences, we strive to provide participants with a transformative and enriching experience. Our focus on development and learning outcomes ensures that each individual can make the most of their abseiling adventure. On this page you will find some more information on how we achieve this.
The application of Adventure-Based Learning and Experiential Learning methodologies is the core value offering of all MAG programs. Adventure Based Learning is characterized by three guiding principles:
Challenge By Choice
Full Value Contract
Experiential Learning Methodologies
Our Adventure-Based Learning and Experiential Learning methodologies
Our Adventure-Based Learning and Experiential Learning methodologies
The 4-Stage Experiential Learning Model
The 4-Stage Experiential Learning Model
The 4 Stage Experiential Learning Model provides a useful framework for understanding how direct experience can lead to effective learning. By engaging in a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation, learners can build knowledge and skills that are grounded in direct experience and applicable to real-world situations. Furthermore, this model requires additional facilitation techniques applied by our Guides. These additional techniques are referred to as soft skills and are used in combination with hard skills (technical outdoor skills) to facilitate an adventure-based learning experience. These soft skills may include direct frontloading, metaphoric framing, and/or isomorphic framing.
- Direct Frontloading
The Guide highlights the desired learning outcomes prior to, or in front of, the activity. The intent is to focus Participants on the desired learning outcomes and psychologically prepare for the activity. It involves the articulation of the following key aspects:
Objectives - the desired learning outcomes
Motivations - why the activity/experience is important and how it relates to other contexts
Functions - behaviors that will help bring about success, and how to optimize these
Dysfunctions - behaviors that will hinder success and how to overcome these barriers
Revisiting - behaviors or performances learned from previous activity that may apply to the current activity
2. Metaphoric and Isomorphic Framing
2. Metaphoric and Isomorphic Framing
The Guide offers stories, myths, or inspirations that are unrelated to the activity and that provide a metaphor for the activity and/or desired learning outcomes. The metaphoric content is delivered in a thought-provoking and/or inspirational manner to encourage analogous connections between the activity and other unrelated contexts, such as the workplace or personal life. The isomorphic content is added to the framing by the Guide as parallel themes or ideas to encourage Participants to make specific metaphoric connections. Both metaphoric and isomorphic methods are commonly applied together, however, isomorphic content may not always be required. As with Direct Frontloading, the overall intent is to focus Participants on the desired learning outcomes and psychologically prepare for the activity.
3. The Funneling Debrief
3. The Funneling Debrief
The Guide Guides participants through a series of steps that filters and funnels the Participant's reflections in response to a question or statement offered by the Guide. Each question or statement is intended to filter out unnecessary information and focus on the essential aspects and learning from the experience. It is represented in the diagram below and further explained in the text below. This technique is intended to help review and conclude an activity and may be applied in conjunction with other techniques.
4. Review, Recall & Remember
4. Review, Recall & Remember
Encourages Participants to recall the experience and articulate specific points or situations related to the desired learning outcomes:
Affect/ Effect: The Guide encourages participants to articulate how the specific points identified in the first step;
Affected their own experience and emotions and
Effected the group and overall experience
Summation: The Guides ask participants to consider and/or articulate how they may be able to apply the learnings identified in the previous step to other activities within the MAG program and/or other unrelated activities or contexts.
Application: The Guides ask participants to consider and/or articulate how they may be able to apply the learnings identified in the previous step to other activities within the MAG program and/or other unrelated activities or contexts.
Commitment: The Guides ask participants to consider and/or articulate how they intend to commit to applying the learnings identified in the previous step, this may include what they will do differently next time and/or how they can commit to change.
Last Update Date: 22/05/23
Updated By: Lesley
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