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Outdoor skills in adventure education
ADME1-3006
Adventure and outdoor educator’s competences – Themes covered Safety skills • (Safe learning environment belongs to Study skills & Experiential learning) • Introduction to safety plan and risk management (preparations for Ylläs expedition) > basics of accepted field practices • Basic lesson about safety: law, Tukes regulations, safety plan and risk management • Levels of safety (kayaking indoor pool training) • Wilderness First Aid course Social skills • Climbing as adventure educational tool • Pedagogy of place (climbing) • Self-esteem • Self-leadership • Active followership • Instructing adventure and outdoor activities Environmental skills • Leave No Trace principles • Environmental friendly hiking and camping procedures in practice • Everyman’s rights • National park rules Technical skills • Hiking and camping skills: gear on the hike, food on the hike, basics of orienteering, route planning • Kayaking: basics skills, EPP1 card, EPP2 technical standards • Low ropes basics • Climbing: top roping basics indoors and outdoors • Gear maintenance Level: Learner
Outdoor skills in adventure education
ADME1-3007
Adventure and outdoor educator’s competences – Themes covered Safety skills • (Safe learning environment belongs to Study skills & Experiential learning) • Introduction to safety plan and risk management (preparations for Ylläs expedition) > basics of accepted field practices • Basic lesson about safety: law, Tukes regulations, safety plan and risk management • Levels of safety (kayaking indoor pool training) • Wilderness First Aid course Social skills • Climbing as adventure educational tool • Pedagogy of place (climbing) • Self-esteem • Self-leadership • Active followership • Instructing adventure and outdoor activities Environmental skills • Leave No Trace principles • Environmental friendly hiking and camping procedures in practice • Everyman’s rights • National park rules Technical skills • Hiking and camping skills: gear on the hike, food on the hike, basics of orienteering, route planning • Kayaking: basics skills, EPP1 card, EPP2 technical standards • Low ropes basics • Climbing: top roping basics indoors and outdoors • Gear maintenance Level: Learner
Outdoor skills in adventure education
ADME1-3008
Adventure and outdoor educator’s competences – Themes covered Safety skills • (Safe learning environment belongs to Study skills & Experiential learning) • Introduction to safety plan and risk management (preparations for Ylläs expedition) > basics of accepted field practices • Basic lesson about safety: law, Tukes regulations, safety plan and risk management • Levels of safety (kayaking indoor pool training) • Wilderness First Aid course Social skills • Climbing as adventure educational tool • Pedagogy of place (climbing) • Self-esteem • Self-leadership • Active followership • Instructing adventure and outdoor activities Environmental skills • Leave No Trace principles • Environmental friendly hiking and camping procedures in practice • Everyman’s rights • National park rules Technical skills • Hiking and camping skills: gear on the hike, food on the hike, basics of orienteering, route planning • Kayaking: basics skills, EPP1 card, EPP2 technical standards • Low ropes basics • Climbing: top roping basics indoors and outdoors • Gear maintenance Level: Learner
Adventure education methods
ADME2-3004
Themes covered: - Safety skills: applying safety and risk management in practice, paddling safety standards (EPP2), Safety on sea, rules and regulations, navigation marks - Social skills: expedition card, project planning and producing activities, project management, peer leadership, self-leadership, instructor skills in practice, reflection, adventure educational elements during the expedition in practice: set for success, key elements for successful day, experience, authentic learning environment with real consequences - Environmental skills: nature and culture in archipelago, sustainable development, planning and organizin - Technical skills: Kayaking EPP2 safety standards and progression, kayaking field expedition in Ekenäs archipelago national park, navigation on sea, sea rules and regulations, kayaking in different conditions, self-awareness (paddling skills), hiking and camping skills During the kayaking expedition, nature and wilderness setting is the learning environment. Students will sleep in tents and cook meals together with camping stoves. Experiences are reflected by lecturers, small groups and individually. Prerequisite: - Completed courses: Outdoor skills in adventure education 10 ECTS - EPP1 paddling techniques Level: Explorer
Experiential learning
ADPE1-3007
Themes covered: - Safety skills: safe learning environment in practice - Social skills: Basic theory of adventure education and experience, Experiential learning, Experiential education/outdoor education/adventure education, Development of individual / development of group, Adventure and outdoor educator’s competences: safety, social, technical and environmental, Learning cycle introduction, Introduction to adventure educational process and transfer, Levels of safety (comfort, flexibility, growth, danger), Basics of reflection - Group phenomenon: Introduction to group process, Forming tent groups theory and practice - Environmental skills: Nature and culture in Lapland, Ylläs expedition: During the field trip, nature and wilderness setting is the learning environment. Students will sleep in hostel, wilderness cabins and tents as well as cook meals together with camping stoves. Students will bike, hike and travel with backpack in autumn weather.?Experiences are reflected by lecturers, small groups and individually. Humak provides the transportation and accommodation on the Ylläs expedition. Gear: Student is responsible for having suitable personal equipment, such as: hiking boots, clothing, sleeping bag and mattress, backpack Prerequisite: Students have to possess sufficient mental and physical health and functional capacity. Students have to be able to function in various social situations and multicultural groups and to participate in multiday expeditions including several activities, such as hiking, biking and camping. Students have to act in a responsible way and promote safety. Level: Learner
Experiential learning
ADPE1-3008
Themes covered: - Safety skills: safe learning environment in practice - Social skills: Basic theory of adventure education and experience, Experiential learning, Experiential education/outdoor education/adventure education, Development of individual / development of group, Adventure and outdoor educator’s competences: safety, social, technical and environmental, Learning cycle introduction, Introduction to adventure educational process and transfer, Levels of safety (comfort, flexibility, growth, danger), Basics of reflection - Group phenomenon: Introduction to group process, Forming tent groups theory and practice - Environmental skills: Nature and culture in Lapland, Ylläs expedition: During the field trip, nature and wilderness setting is the learning environment. Students will sleep in hostel, wilderness cabins and tents as well as cook meals together with camping stoves. Students will bike, hike and travel with backpack in autumn weather.?Experiences are reflected by lecturers, small groups and individually. Humak provides the transportation and accommodation on the Ylläs expedition. Gear: Student is responsible for having suitable personal equipment, such as: hiking boots, clothing, sleeping bag and mattress, backpack Prerequisite: Students have to possess sufficient mental and physical health and functional capacity. Students have to be able to function in various social situations and multicultural groups and to participate in multiday expeditions including several activities, such as hiking, biking and camping. Students have to act in a responsible way and promote safety. Level: Learner
Leadership in adventure education
ADPE2-3004
Themes covered - Safety skills: competences for outdoor leaders, self-awareness - Technical skills: competences for outdoor leaders, self-awareness - Group phenomenon: Expedition behaviour and stages of group development, Observing group dynamics basics, Conflict resolution, Decision making in various stages of group development and leader’s tasks/roles, - Pedagogical skills: Principles of leadership, Definition of a good leader, Leadership quadrant Nols, Leadership styles principles, Self awareness, self leadership, active followership, peer leadership, designated leadership, - Communication skills: Communication, listening, feedback - Competences for outdoor leaders: safety, technical, environmental, instructional, organizational, facilitation, Self awareness and competence development, Fixed/growth mindset - Judgement and decision making: rational/intuitive decision making, Group involvement/time, Human factors - Environmental skills: Attitude, ethics, values, Sustainablility in planning processes and activities, Environmental competences Level: Explorer
Translating Between International Sign and English
EUM3-1-3002
Assessment methods Students will be required to complete two major assessment tasks (total 80%) and a series of minor tasks (total 20%). (1) Individual translation (English-IS) and critique (30%; reassessment: resubmission) (2) Team translation (IS-English) and critique (50%; reassessment: resubmission) (3) Online postings (x 4) (20%; reassessment: resubmission) 1) Individual translation: English-IS (30%) At the block seminar students will be provided with an English source text and a corresponding ‘translation brief’ which should inform their translation. Students will be required to complete an individual IS translation of the English text, and will be given the opportunity to begin a draft of the translation during the block seminar. All students must then work on a polished translation once they return home. Drawing on translation theories, students must then write a critique of their individual English-IS translation, discussing the challenges of the translation process and how they dealt with them, but ultimately they are to evaluate the effectiveness of the translation. Students should discuss specific examples from the translation, which draw on issues raised in the module readings. The selection of examples for discussion should enable students to develop a cohesive argument, rather than a list of challenges. Word limit: Min. 500, max.1,000 words. Assessment criteria 1. Clarity of message 2. Faithfulness of TT message 3. Adheres to TL norms appropriate to context 4. Satisfies requirements of translation brief 5. Translation critique 2) Team translation: IS-English (50%) At the block seminar students will be allocated to a ‘translation team’ and provided with an IS source text and a corresponding ‘translation brief’ which should inform their translation. Students will be required to complete an English translation of the IS text, and will be given the opportunity to begin a draft of the translation during the block seminar. All students must then work on a polished translation as a team once they return home. Drawing on the translation theories, students must then write an individual critique of their team IS-English translation, discussing the challenges of the team translation process and how they were dealt with, and ultimately to evaluate the effectiveness of the translation. Students should discuss specific examples from the translation, which draw on issues raised in the module readings. The selection of examples for discussion should enable students to develop a cohesive argument, rather than a list of challenges. Word limit: Min. 500, max. 1,000 words. Assessment criteria 1. Clarity of message 2. Faithfulness of TT message 3. Adheres to TL norms appropriate to context 4. Satisfies requirements of translation brief 5. Translation critique 6. Team work 3) On-line postings (20%) Throughout the semester each student is required to submit 4 x online postings. In the appropriate week you will be provided with reflection questions, which will guide your comments. Each posting should be a maximum of 250 words. Assessment criteria For each posting, the possible maximum score is 10 marks, allocated as follows: 1. Demonstrated understanding of theories and application to practice 2. Evidence of reflection & critical analysis 3. Discussion is clearly articulated Assessment tasks 1–3 relate to the stated learning outcomes. On-line postings (assessment 3), in particular, afford opportunities to demonstrate critical awareness of current issues in the practice of translating between spoken/written and signed languages in international settings.
Developing the Profession
EUM3-2-3002
Part A: Assessment methods Task 1: Writing a report based on students‘ personal interviews with experts in Sign Language Interpretation. (25%); reassessment: resubmission. Task 2: Group presentation and individual report. (75%); reassessment: resubmission and presentation Detailed guidelines and assessment criteria will be provided at the beginning of the semester. Part B: Assessment methods The Developing Reflective Practice is not assessed.
Interpreting Between International Sign and English
EUM4-1-3002
Assessment methods Student interpretations (60%), self-analysis (40%). Accepted fulfilment of phase A (presentation & learning diary) is required to attend phases C and D of the module.
Research Methods: Sign Language Interpreting and Translation as Profession and Performance
EUM4-2-3002
Part A: Assessment methods (1) Coursework submission and presentation of pilot study (80%; reassessment: resubmission of coursework with changed topic) (2) Coursework submission of outline (20%; reassessment: resubmission of coursework with changed topic) Each student will, with tutor guidance, choose (a) a profession type of research question and (b) a performance type of research question to pursue for assessment. For each question, the detailed design of a proposed study must be prepared; one of the proposed studies is to be carried out as a small-scale pilot study. The presentation of the above work will occur in two ways. Each student will (a) publish the outline of his or her proposed study online and (b) present the report on the pilot study carried out (in English or IS) at a concluding two-day workshop. Part B: Assessment methods The Developing Reflective Practice is not assessed.
MA Thesis
EUM5-3002
Assessment methods 1. Submission of MA thesis (75%) 2. Colloquium (25%) Detailed guidelines will be provided and introduced at the end of semester 4. For further information, see Appendix B, “Study and Examination Regulations”, section III. Master's degree.