OAL- Laura

OAL 250

Article 1-

So far on our trip there has been heaps of latent learning going on that I wasn’t even aware of until I read this article.  The aspect of latent learning also relates to chapter 73 in the Tao book.  Rather we are conscious of it or not, we are learning through observation and movements.  For example, in the caves I was observing our guide Chris and how each step throughout the cave he has foreseeing the next move.  Through this I learned how he almost plotted the whole trip in the cave so that each transition went smoothly.  I didn’t think too hard about this until later, I believe it was first latent learning via observation and as I thought and reflected on the activity, new learning’s came across my mind.

I have also been observing the raft guides as a child would observe their mum or dad set the table.  I feel like I went through different waves of latent learning.  At first, I was just there for the ride, and learning unconsciously.  After a day or two on the boat I started to become aware of my learning’s and tried to reflect on the guides movements.  And at the end of the trip I wasn’t thinking so hard about it, I was latent learning once again.

Article 2-

The outdoor education article really hit home for me because I have spent the past couple years in college studying education and methods of being a teacher.  I think even teachers in schools are leaders and I have reflected numerous times about teachers being guides, helping their students through their path of success.  Rather inside or out, this concept remains.  Your students are always the center of learning and the leader should always teach to the whole child. 

I was also really interested in the variety of aims, domains, and teachings involved in outdoor education.  People may be involved in an outdoor education program for so many different reasons.  A prime example of this is our current outdoor education experience.  Each individual is here for a different reason and we all have our own personal goals.  Personally, I am here to learn more about becoming a outdoor leader, to learn new techniques, experience a new culture, and open my mind to another place.  Each of us will act on our goals differently than one another and the same goes for our future students.

I think outdoor education is amongst all of us even when we aren’t aware of it.  People learn as they take on new experiences throughout movement and observation.  So far throughout this whole trip, we have been learning through one another and through our guides.  This knowledge will be very beneficial to everyone’s future in outdoor leadership and the more we are aware of it, the better.

OAL 275

1.       Tao Book, Chapter 81- In this section of Tao, I’m mainly reflecting on the second paragraph about leaders not collecting success for themselves.  I have observed several individuals practice the type of leadership that helps others succeed. 
For example, Blue the raft guide gave Rochelle a chance to succeed by allowing her to guide the boat.  He could have easily kept the success for himself by not sharing with her.  He could have also gotten angry or taken over the boat when we got stuck on the rock.  Instead he took it easy and allowed a learning environment occur for Rochelle and ourselves.
Our group also demonstrates the single principle by accepting and supporting everyone and not diminishing one another.  As a leader it is very important to help others succeed and allow the work to naturally come about.

2.       Chapter 57- Right off the bat, I believe our group has been ran honest and open.  This section mentions rules, and thus far there have been little to no rules, mainly guidelines.  I am in complete approval with the Tao book that enforcement of rules is coercive and manipulative.  We are our own individuals, and once confined to rules we begin to lose sense of the overall picture and the present.
I couldn’t agree more that our group climate has been set up clear and wholesome.  In response, group members have returned this natural attitude.

3.       Chapter 73- This section calls upon individual responsibility, motivation, and observation.  As stated in the chapter, “No one can tell you what to do”, has been a hidden message throughout our trip.  Our itinerary has been laid out but other than that we’ve been given the freedom to make our own decisions (to a certain point).  Our actions and learning’s have been our responsibility.
I have personally been trying to observe more before I ask questions.  I’m watching the raft guides and am trying to learn through their actions.  I have found being more conscious of what is happening has helped me understand things on a deeper level.

OAL 375

1.       Tao Book, Chapter 49- So far our trip has been a bit buggered by the weather.  Plans have had to be altered and people have had to be flexible.  Paule and his group have had to be open minded and follow our lead to whatever emerges.  The rain changed the original plans but Paule was a great at re-arranging our activities to best meet the groups needs and also the weather conditions.  His guides have also placed no judgement on anybody’s abilities to raft or kayak.  They have been fully open and attentive rather than judgemental.

2.       Chapter 29- Paule and his guides did not demonstrate a forceful facilitation amongst us.  Instead they have been laid back and open to our ideas.  They don’t hold a leadership position to seek authority, instead their goals are to guide and share their knowledge.  They were not forceful on our hike to the hut.  They were there with us, part of our group, and hiking it in the moment.  They also showed a positive, non-forceful leadership by having one person leading the hike, one in the middle, and one taking up the rear.  I think they have provided us a positive example on leadership.

3.       Chapter 8- I really like the chapter about water.  I noticed Paule and his guides represented a leadership which flowed like water and didn’t push the group.  I think they especially acted in a way to benefit all and served well regardless of their pay.  For example, Tomo can not officially guide yet, so his rate of pay is not the same as Tom and Shawna’s.  However, he still guided, taught us, and went out of his way to make us feel comfortable kayaking.  He didn’t push kayaking upon anyone and intervened only to add positive information.  A leader flowing like water is the most effective way.  They run smoothly and only intervene (halt) at the right timing.

OAL 362

Thus far our group has been engaged in adventure tourism.  The alternative tourism would include van tie, evening outings, and museums/shopping.  We have indeed impacted both economy and the natural environment of New Zealand.  First of all, we have impacted the natural environment in the caves be being visitors in a setting which isn’t native to humans.  Wear and tear has occurred in the cave by us climbing/walking on the rocks.  However, the cave company only has this one route to prevent mass damage in the caves.  We have influenced both the hut and caving tours in Waitomo in an economical aspect as well.  We have provided them money and they may use this resource to purchase new equipment needed for future tours.  Or they may simply use it for personal use.

We have also impacted the natural environment outside of Mangaweka during our rafting trips.  We’ve used natural resources such as gas to haul and travel from put in to take out.  We also took over some animals home during our camp out.  There were animal trails and scat in and around our camp area.  We are also using local and international resources such as food and rafting gear.  Although our adventures have impacted the natural environment, our group has been responsive to it.  For example several time I’ve noticed people litter (by accident) and either myself or someone else picks it up.  Another example of this is how Tom set up a toilet at our campsite to prevent people from pooping all over the bush.  These two scenarios are prime examples of ‘leave no trace’ or ‘pack it in, pack it out’.

-- Laura