Designing Designing and delivering Embedded Immersive Learning Sessions (ELIS) within the VU Block delivery model

Abstract

Experiential Based Learning in the context of Outdoor Adventure Education is delivered in complex learning environments where teachers deliver programming in isolation (Fang et al., 2023). Due to the complexity of working in natural environments, often in remote and wilderness settings, and teachers working in isolation inconsistencies between deliveries of the same subject or programming often occurs (Picknoll et al., 2023). This article will provide a reflective case study to examine and demonstrate how embedding immersive learning teaching and learning practices can be effectively included to achieve greater consistency between Experiential Based Learning programmes to meet the Intentioned Learning Outcome (ILOs) (Biggs, 2014). In addition, this delivery structure has been applied to the intensive delivery framework of Victoria Universities Block Model, which occurs over a four-week delivery period.

Immersive Learning Practices (ILPs) are experiences that can be facilitated in situ, or replicate authentic and real conditions as described in Boud (2022). However, these practices and how they relate to programmed delivery need to be explicitly communicated to teaching staff prior to program delivery. Program ILP also need to be evaluated and assessed by teaching staff in the field to consider possible adjustments to their application for future programming.

This case study will be referring to two units/subject delivered at Victoria University within the First Year College and are part of the School or Outdoor Leadership and Outdoor Environmental Science. Both SOL units contain HE and VE outcomes that provide knowledge and skills required in subsequent units/subjects contained in these degrees as well as in relevant industry workplaces. The application of a pre-delivery information for staff about contained in the unit online learning management system and pre-program briefings have been used to communicate how EILP can be applied to field teaching and programming. These measures have supported some improvements in providing consistency between EBL programs facilitated by independent teaching staff as part of an intensive learning framework in a remote and wilderness settings.