More or less every mood can be lifted by going outside. Feeling stressed? Go outside. Feeling anxious? Go outside. Feeling depressed? Go outside. You get the idea…
Kate Harrison
Over the past 18 months, we have all recognised the value of having access to green spaces and the impact it has on our wellbeing. I'm currently writing this piece in my small but perfectly formed garden, which was a lifeline during lockdowns. I cannot begin to imagine the difficulties faced by families, and individuals, with no outside space to (quite literally) take a breather in. But this is a situation many people are in and, as we emerged from the lockdowns, myself and my colleague wanted to develop a course which would encourage people to spend more time outside in their local areas. We wanted to support those who had been particularly socially isolated during lockdown and those people who would benefit from getting to know their local parks, as well as improving their digital skills.
In 2020 I’d been inspired by the burgeoning #FEForestSchools movement, led by Graeme Edwards, but when I moved from ESOL teaching to digital skills teaching, I thought this was something I would have to shelve; or perhaps it was simply something that I could encourage colleagues in other curriculum areas to get involved with. I didn't consider that Forest School concepts and digital skills could go hand-in-hand. But then, after speaking with a colleague, it transpired that he was a qualified Forest School practitioner and very much interested in the natural world. In fact, he had previously spent time working in primary schools teaching children how to use tech to gather information outside and then showing them ways in which they could manipulate it on PCs when back in the classroom. This was definitely something we could adapt for adult learners at MAES.
The principles of Forest School, namely the holistic and learner-centred approach, seemed so helpful for adults, as well as children. We were inspired by ideas from the Forest School Association, such as this one:
“It is not about cramming knowledge into a learner, but about inspiring the uptake of knowledge at the right moment.”
https://forestschoolassociation.org/what-is-forest-school/
This course was run as a non-accredited RARPAP course, and we deliberately chose flexible key course targets so that learners could co-create their curricula with the teacher:
use a digital device to record information
use a digital device to create and edit information
use a digital device to search, share and communicate online
We didn’t want to predetermine what subjects would be covered during the course. If a learner was particularly interested in flowers, for example, they could focus their attention on this topic; or if they were more interested in navigation, they could use devices to plot routes around the park and online. The teacher, Chris, was very keen to let the learners’ passions and interests guide the development of the lessons.
And so, soon after the initial conversation we set to work: we met with staff from the Manchester Museum and the Whitworth Park Cultural Park Keeper in order to iron out the course aims and the practicalities of the course, we drafted a course outline, and we created promo materials. Christened Digital Nature, this was a twice-weekly, 6-week course which took place half in the park and half in the classroom. We launched in June 20-21 and it's been a great success.
The first class met in Whitworth Park on a sunny Tuesday afternoon and Chris taught them how to create a digital nature basket on their phone; for example, recording birdsong, taking photos, collecting tree species etc. Learners could then use this content in whichever way they wanted when back in the classroom; they could edit photos, send emails with attachments, download plant species apps - the choice was theirs!
The group had varied reasons for joining this course: one was a walk leader, one had recently retired and wanted to get out more, one was especially isolated due to the pandemic and was hoping to find friends, and all had a great passion for nature. They were all keen to improve their digital skills but this was not necessarily the main motivation for attending the course.
Despite the title and focus of the course, we recognised that people might not want to be constantly looking at a screen while they were outside in a beautiful park and so Chris set aside a portion of each park-based session for the group to have quiet contemplation of their surroundings. And, inspired by Mel Lenehan’s provocation on sustainability in education at the recent #AdultConversations event, I spoke to the teacher about how we could incorporate these ideas into the classes. It turns out he was already doing this; he was discussing with the students how trees are used for carbon capture, encouraging them to have an appreciation of the Natural World and their local surroundings, and thinking of ways that they, as individuals, could help combat climate change.
We didn’t just use Whitworth Park for the outdoor sessions either. One of the group is an active member of Friends of Ladybarn Park and so for one session they met at Ladybarn so that she could be the group leader for the day and show them around her local park. We also organised a field trip to Manchester Museum to go behind-the-scenes and find out how staff digitise their exhibits. Both the teacher and the learners have had a great experience with this pilot course and the feedback from this first group has been resoundingly positive:
Margaret said: “We had a great tutor who was very knowledgeable, patient and great fun. Our visits to the park were a joy and we took some great photographs of interest.”
Lisa said: “I’ve just taken early retirement so it has given me a real introduction to how I can spend my time outdoors and I’ve made ongoing friendships.”
In fact, now that this initial 6-week course has ended, the group have decided to continue meeting up on their own. One class member is a yoga teacher and they intend to hold group yoga sessions in the park. This unintended, but much welcomed, consequence of the course is lovely to see. The aims of this pilot were to encourage people to get out in nature, improve their digital skills and alleviate the social isolation which the pandemic has caused. That this group has forged such close bonds and friendships is perhaps purely down to luck and the complementary personalities of the group. But could it also be due to the camaraderie that comes with spending quality time together with other people in the outdoors?
The Digital Nature course will run again in 21-22 but based on learner feedback, we have decided to deliver it over just one day a week: the morning in the park and the afternoon in the classroom, which makes it easier for people in employment, or with other commitments, to be able to attend.
Also, other curriculum areas at MAES have expressed an interest in Forest School concepts and outdoor learning and so we have shared our experiences at a cross-service development day and we will be liaising with colleagues who want to bring their classes outside too.
I’d be really keen to hear from other FE and ACL teachers who have done similar outdoor learning projects. Please contact me on kate.harrison@manchester.gov.uk or @KateNowHarrison on Twitter.