NOEC

A world champion and Paralympic legend, he speaks about setting and achieving realistic goals, dealing with and learning from the inevitable failures along the way and how life with one leg forced him to be a problem solver.

His stories about skiing at well over 200km/hr will grab your attention and Michael's diagnosis in 2007 with Oesophageal Cancer, 25 years after losing a leg to bone cancer, will remind us all that life can change in an instant. His comeback to compete as a cyclist at the 2008 Beijing Paralympic Games is the stuff of legend. 

But Michael is more than just stories. His message is one of resilience and triumph. It's about the power of self-belief and the drive to find new goals and new opportunities that stretch his own limits and challenge everyone else's.

This challenge applies equally to the Outdoor Education profession to stretch its own limits, challenge those of others and to take the Next Step.

Abstract:
A state of the art model of healthy emotional development throughout the lifespan will be explained with a focus on risk and protective factors. Evidence-based models of intervention will be examined explaining the importance of resilience building through enhancement of attachments, physiological, cognitive, and behavioural skills. Outdoor education practices which integrate cognitive development, physical health, diet and exercise, as well as social & emotional skills, and altruism (community service) will be further explored. 

Author Bio:
Professor Paula Barrett is one of Australia's leading scholars in the area prevention and treatment of childhood anxiety disorders. Author of more than 160 articles in peer-reviewed journals, Professor Barrett served on the editorial boards of 7 international top rank journals. Her research is highly cited, and uses the highest quality research validation designs that are replicated internationally.

Paula's FRIENDS for Life programs for the prevention and treatment of anxiety and depression in children, adolescents and adults are available in 12 languages and are used in 18 countries by government departments for the education and health sectors, psychological and research-based clinics, academic institutions, and non-profit organisations.

Amongst other top-ranking international and peer-review journals, Paula's research and programs have been cited in The Cochrane Collaboration and supported by the World Health Organization.

Paula is also the Director of the innovative research-based clinic, Pathways Health and Research Centre. And is the patron of the Pathways to Resilience Trust that works to implement the Fun Friends and FRIENDS for Life programs in Australian schools in areas of low Socio-Economic Status, Culturally and Linguistically Diverse and Indigenous backgrounds, as well as regional and remote areas, particularly those affected by drought.

Recently, Paula received the Highly Commended Certificate, in the Human Rights Medal of the Australian Human Rights Commission, Telstra Queensland Business Woman of the Year Award 2008. In 2008 she has also been a finalist in the Australian of the Year Queensland Award, and the Queenslander of the Year Award, for her contribution to the well-being of children and to the community.

Abstract:
The research is very clear: one of the single most important things we can do to increase our wellbeing and happiness is to give to others, and thus come to have ‘meaningful happiness’ (Seligman 2009). In this talk I relate this finding to outdoor education and the many virtual, in-direct and vicarious experiences filling young people’s lives. For all the benefits of technology and screen mediated experiences, never has it been more important to help students also have real, direct and meaningful experiences with other people and our environment. Spending power has tripled in most western countries since the end of World War II, yet wellbeing has remained flat and even gone down according to many. Suicide and depression rates have also risen steadily in the past 60 years. If we are to turn these worrying statistics around, we need to focus on innovative pedagogies that embed altruism and meaningful living in the curriculum. Outdoor education is a perfect vehicle for this.

Author Bio:
Dr. Thomas William Nielsen is an Assistant Professor at the University of Canberra, Australia. A member of the 2009 National Values Education Project Advisory Committee, he has served in several of the Australian Government values and wellbeing education projects (2004-2009). He is program leader of the Imagination and Education Research Group, University of Canberra branch, and has received several teaching awards, including the 2008 Australian Learning and Teaching Council Citation for Outstanding Contributions to Student Learning.

Abstract:

Author Bio:
Australia’s most well known mountaineer is a veteran of pioneering routes in remote regions of the Himalaya but is best known for his attempts of Mount Everest on two very different, pioneering expeditions. Remarkably he reached the summit on both occasions, without the use of bottled oxygen and in a style and substance way beyond the realm of guided ascents so popular in recent times.

Of the dozens of climbs he has made in the Greater Himalaya, new and difficult routes on Gasherbrum IV and Annapurna II are his proudest achievements.
As well as his extensive Himalayan experience Tim has climbed in Australia, Africa, Europe and South America. He trained as a biologist at the Australian National University, is also a qualified outdoor instructor, the author of several books, is active in business and promoting the biological explanation of the human condition.

As well as climbing Tim enthusiastically pursues skiing, paddling, walking and remote 4WD drive expeditions.

Tim is a co-founder, director and part owner of the international outdoor equipment manufacturer, Sea to Summit Pty Ltd., is a patron of The World Transformation Movement and of Leave No Trace Australia, a member of the Fred Hollows Foundation and a consultant and guide for World Expeditions.

Public Speaking

Tim has won respect as a speaker in Australia, Japan, Hong Kong, Singapore, the USA and the UK.

His talks are commonly underpinned by mountaineering and the inspiration people can draw from the powerful symbolism of mountains and the quest to climb them. He believes human's innate urge to explore and understand our world is a primary motivation for mountaineering but at a deeper level psychologically, it is a quest for self-understanding, ultimately the only solution to the plethora of great challenges that beset humanity. 

Some responses to his lectures:

Royal Geographical Society; “Your lecture here was really a very great success …..everyone in the capacity crowd was thrilled by your style of delivery and blend of excitement, humour, modesty and moving thoughts on human values.”

Carlton United Breweries; “Your presentation caused more than the desired effect – in fact it overshadowed the content of the last day and a half!”

FH Faulding and Co; “Your presentation was perfectly pitched, struck the right cord and inspired our sales staff no end.”

NZI Insurance; “What an inspiration – your delivery, content and message was very positively received by all delegates.”

Author Bio:
Prof Caroline Finch is a National Health and Medical Research Council (NHMRC) Principal Research Fellow and Research Professor in the Monash Injury Research Institute at Monash University.  She is Director of the Australian Centre for Research into Injury in Sport and its Prevention (ACRISP) which is one of only four International Research Centres for Prevention of Injury and Protection of Athlete Health supported by the International Olympic Committee (IOC)..  She has a strong local, national and international research reputation for her leading edge injury epidemiology research particularly in the area of sports injury surveillance and the implementation/translation and dissemination of injury prevention for the promotion of safe sport, exercise and all forms of physical activity.  She has been ranked as one of the ten most highly published injury researchers of all time and in 2011 was voted in the top three most influential sports medicine researchers internationally.  Her major research contributions have included developing, refining and implementing surveillance systems, assessing the quality of injury coding schemes and definitions, conducting aetiological research to identify injury risk and causal factors, and assessing the effectiveness and uptake of safety interventions.  Since 1995 she has provided public health advice about the epidemiology and prevention of injuries, injury statistics and the quality of injury data to a range of government (health and sport) departments, sports bodies (e.g. the Australian Football League, Cricket Australia, Australian Rugby Union, Netball Australia, etc) and various sports medicine and health promotion agencies (e.g. Sports Medicine Australia).  Prof Finch is one of the Chief Investigators of the current ARC Linkage Project entitled “Understanding and preventing injury in the led outdoor activity domain.”

Abstract:
The presentation draws on research that examined how outdoor education teachers in Tasmania, Australia have implemented and perceive a new pre-tertiary Outdoor Leadership curriculum document.  It draws on an analysis of in-depth semi-structured interviews with 11 outdoor education teachers.  The results revealed that teachers were generally welcoming of the new higher order curriculum and associated assessment strategies.  They also believed that a new kind of student was attracted to the higher status course and that they were benefiting from the new curriculum. However, the teachers' support was tempered by strong critique around the lack of direction in the actual curriculum document, the failure to provide a teaching resource document, concerns around assessment strategies as well as the lack of adequate professional development.  Despite these critiques, the apparent short-term success of the roll out has come from a strong community of practice among the outdoor educators. The results of this curriculum change process are analysed using a socio-cultural model (Wenger, 1998).  The implications are discussed in light of the marginalization of outdoor education within education circles at a state and federal level.

Author Bio:
Senior Lecturer, Faculty of Education, University of Tasmania

Come and share in the stories of five nominated extraordinary outdoor leaders as they describe these four key elements. You are invited to consider the conceptual framework including the contemporary leadership theories (transformational, authentic, and spiritual) and the related literature (outdoor leadership and intelligences), the ‘new’ categorisation of leadership theories and how together, these inform our understanding of the various levels of leadership success, effective, exemplary, and particularly, extraordinary outdoor leadership and the four key elements identified. 

Optimum Number of Participants:  min 10 – max 20 (small is nice)

Author Bio:
Heidi has been working with students in the Outdoor Education Teaching Specialisation at the University of Tasmania since 2005. Prior to that, she worked in a variety of outdoor education contexts in NSW, Vic, Qld, and briefly in the UK in Primary and Secondary Schools as well as the corporate sector. She is currently nearing completion of her doctoral research and is involved in other research projects (national and international) which include a variety of foci: curriculum, leadership and praxis.

Abstract:

Author Bio:
After 10 years teaching outdoor education, health, and physical education in New Zealand secondary schools I returned to University of Otago to complete a Post-Graduate Diploma in Outdoor Education in 2007 followed by a PhD which was completed in 2011. The title of my PhD was Re-envisioning the status quo: Developing sustainable approaches to outdoor education in Aotearoa New Zealand. My research interests, pedagogy, and practices are strongly influenced by critical socio-ecological perspectives, particularly sustainability and place-responsive approaches. I have continued to work in practical settings as an outdoor educator throughout my academic apprenticeship. I look forward to contributing to the Australian outdoor education community in my new role as lecturer in outdoor education at the University of Tasmania.

Abstract:

• The ROQ (Risk Operations Quality) – Adventure Management System is an innovative management software package designed for providers of outdoor adventure activities.
• The ROQ is offered in 3 levels of functionality to suit community groups, small business and larger organizations at an affordable price.
• The ROQ system is powered by Australian made software platform called Confluence by Atlassian the ROQ system is designed to help streamline information management, engage staff in online collaboration and be flexible to individual needs.
• The ROQ system features a user focused interface with a clean, simple layout.

The functions of the system include:

1. Operations Manual
2. Risk Management documentation
3. Incident report and analysis tools
4. People database; including staff, participants and clients
5. Places database; integrating Google Earth
6. Equipment and Project management
7. Environmental Quality procedures integrated into Operations
8. Activity programs

Presentation style:

• A lecture style presentation including a live demo of the system – 40 minutes
• Followed by a “Live” demonstrate of a sample ROQ system based on audience

participation – 20-30min.

Abstract:
In conjunction with the Outdoor Council of Australia, Service Skills Australia has begun its longitudinal commitment to improving the measurement of the outdoor sector workforce. Commencing with the 2010 Outdoor Industries Survey, this biannual project, seeks to better define the size of the sector (including volunteers), the types of services offered, and the qualification profile of the workforce.

Due to the difficulty encountered in attempts to articulate their return to the national economy, the outdoor sector has been at a distinct disadvantage when providing evidence to attract funding for training. In response to these concerns, the key focus of this project is to enhance the quality and clarity of data describing the outdoor sector workforce. In this way, the sector is taking ownership of the issues and responding in a proactive manner.

This presentation will deliver the latest results and encourage attendees to support and participate in this industry-run project.

Author Bio:
Donna is the current CEO of the Queensland Outdoor Recreation Federation and Vice President of the Outdoor Council of Australia. In these roles she has liaised with Service Skills Australia in efforts to encourage greater research into understanding the nature and extent of the outdoor sector in terms of employment and qualifications. Previous to her work with QORF, Donna was a university lecturer in outdoor education, outdoor recreation and adventure based learning at Griffith University and the University of Waikato

Abstract:

Experiencing Outdoor Education programs may enhance students’ connectedness to the natural world. The aim of this study was to assess whether tertiary Exercise Science students, who completed units in Outdoor Education as an elective, had a higher measure of connectedness to the natural world than the tertiary Exercise Science students who did not undertake the Outdoor Education units. The effect of time on connectedness to nature was also a focus of this study. A ‘connectedness to nature’ questionnaire consisting of two measures, Connectedness to Nature Scale (CNS) and Nature Relatedness Scale (NR), were administered. An increase in connectedness to nature was found in, first, second and third year Outdoor Education students using the Nature Relatedness scale (ES >0.20). Scores increased in connectedness for Outdoor Education students of the second and third year level when pre test data were controlled for initial differences.

Findings suggest that the increase in feeling connected to the natural world seems to be a process over time. This is supported by previous studies (Martin, 2004) and suggests that Outdoor Education programs ought to have certain duration and specific nature related content in order to achieve changes in connectedness to nature. Results of this study demonstrated that taking part in the Outdoor Education units where the students were exposed to nature on a frequent basis increased the students’ feelings of connectedness to the natural world.

Author Bio:
Sandy Allen Craig is currently lecturing in Outdoor Education for the school of Exercise Science at the Australian Catholic University.  Previous to this she worked as a lecturer in Outdoor Education Deakin University and was Director of Outdoor Education at a private school in Melbourne.  Her research interests are the use of the outdoors for educational and behaviour change and the development of relationships with the natural world. Her passions are her family, her students and being active in the outdoors.

Dagmar Schade is currently working at Outward Bound. She completed Honours in Exercise Science at the Australian Catholic University in 2010. Her passion is helping young people to develop to their fullest potential. She is always planning the next adventure in natural places.

Author Bio:
Fiona has lived and worked in the outdoors for over 16 years. With a B.A. in Outdoor Education, an A.A.S in Emergency Medical Science (as a Paramedic), and a current W-EMTP certification she has travelled all over the globe. Her passion is helping to set up medical clinics for those in need. A love of biking, travel and adventure lead to the creation of international adventure travel company for kids, and she has presented biking safety and risk management workshops at conferences throughout the USA. Fiona has been teaching Wilderness Medicine for over 8 years and has recently become the co-owner of Wilderness First Aid Consultants.

Author Bio:
Peter Martin is Associate Professor of Outdoor and Environmental Education at the University of Ballarat.  His work in outdoor education is focussed most on human to nature relationship development, the role of climbing in education and developing professionalism in outdoor education.

Abstract:

Optimum Number of Participants: min 8 – max 30ish

Author Bio:
Kathleen is currently undertaking full-time PhD research into pedagogical praxis at Charles Sturt University. She formerly lectured in the Outdoor Education program at the University of Tasmania where she also completed her MEd (Hons) thesis on the theory-practice nexus in a particular outdoor education teacher education course. Kathleen has also worked as a full-time outdoor educator in Queensland outdoor education centres, and in various roles in Queensland and Northern Territory schools.

Abstract:
This paper focuses on statements written by 11 students about themselves and their participation in outdoor activities, as part of a larger study of year 11 students. The aim was to investigate the relation between ethnic cultural identity and participation in sport. The respondents came from six different secondary schools in Adelaide. The students completed written statements on guideline questions about family background, outdoor activities, reasons for being involved and some of cultural identity. The responses provided evidence of active participation in 16 different outdoor activities for a range of reasons. Seven identified as main stream Australian, while three claimed a bicultural identity. Among this group of respondents, those with identities linked to other cultural groups were under-represented, compared to their proportion in society at large. The students' statements are most valuable for teachers and organisers of outdoor activities in providing in-depth understanding of the students' thoughts and feelings about participation in outdoor activities.

Optimum Number of Participants: min 8 – max 30ish

Author Bio:
Lecturer school of education, The University of Adelaide. Research area, sports and outdoor activities and multiculturalism.

Author Bio:
Heather Grenon is currently a Lecturer in Outdoor and Environmental Education at the University of Ballarat.  After completing her undergraduate degree in Canada and a Masters of Outdoor Education at Griffith University in Brisbane, she moved to Ballarat to pursue her passion for teaching adults and the opportunity to undertake research.  She is currently interested in adventure programming and its nexus with place-based education.

Initially, the presentation will start with an introduction to NOLS and its many facets, including the Australian operation. The introduction will include: A brief NOLS history of the schools 45 years of operations; a description of its organizational structure i.e. one school rather than franchised facilities; an illustration of the schools areas of operation i.e. 13 bases on 5 continents; an overview of the schools different program offerings, which include Remote wilderness expeditions, Wilderness First Aid courses, Leave No Trace courses, and Professional custom courses; and the NOLS mission and philosophies.

The main topic of presentation will centre around the NOLS Leadership curriculum. NOLS uses a framework of four leadership roles, seven leadership skills, and one signature style, to teach leadership to students (the NOLS 4/7/1 leadership education model). The four roles are the ways leaders can apply leadership to help their team to set and attain goals. The seven skills are a holistic skillset that history has shown to be significant in providing leadership on NOLS expeditions. The one signature style is the style that works best for each individual. This style is based on tapping into the leader's multiple intelligences, learning preferences, social intelligence, conflict management styles, and other personal strengths and preferences.

The NOLS Leadership model will be explained, with enthuses on how it is taught on a NOLS course and why the outdoors provides an excellent medium for students to learn and practice leadership skills that are both effective in the outdoor environment and transferable to their everyday life. A brief look at how Leadership shapes the NOLS Risk Management practices will also be covered. Why Instructor judgment, decision-making and policy guidelines guide our risk management rather than rules, qualifications and constant supervision.

The presentation will conclude with time for questions.

Optimum Number of Participants: Max size approx 50 people for activity. Presentation no max.

Author Bio:
David Summers is originally from Sydney, Australia. Over 25 years ago he started working in Outdoor education teaching skiing in Australia, Europe and North America. In 1993 he participated on a 95-day NOLS semester course in the USA and the following year became a NOLS instructor. He has worked for the school full time ever since, instructing 14-day to 35-day remote expeditions in USA, Canada, Mexico, India, Tanzania, Australia and New Zealand, mainly as a hiker, sailor and sea kayaker. David started his management career with NOLS running a small base in Mexico. For the past 15 years David has been the NOLS Australia Director and in 2003 co-developed NOLS New Zealand and has since became responsible for the oversight of both NOLS Australia and New Zealand Facilities. David and his partner split their time between the NOLS Australia and NOLS New Zealand facilities, and enjoy personal trips travelling, skiing, kitesurfing, mountainbiking and tramping outdoors.

Abstract:
NAB Schools First is a national awards program that rewards and recognises outstanding school-community partnerships.

NAB Schools First is a partnership with two not-for-profit organisations – the Foundation for Young Australians and the Australian Council for Educational Research.  By the end of 2011,  NAB Schools First has awarded over $15 million to over 300 outstanding school-community partnerships across Australia.

Community organisations in Australia are active in developing partnerships with schools. In 2010, 68% of our winning partnerships involved a community or not-for-profit organisation. Schools partnered with a wide range of organisations, such as community or regional health centres; sporting clubs or associations; charities; community support services such as youth outreach centres; youth, family and disability services – just to name a few!

During the NAB Schools First workshop you'll learn about:

1. What a successful school-community partnership framework looks like
2. Useful tips and resources on executing a successful school-community partnership
3. Innovative research into school-community partnerships in Australian schools
4. How you can use volunteers to strengthen your partnerships
5. and you'll meet a NAB Schools First winning partnership with a focus on outdoor education.

Over 1,400 employees have been involved in NAB Schools First and some are particularly committed to volunteering within school-community partnerships.  Any community organisations will also learn how to access the resources through the National Employee Volunteering Program.

Author Bio:

Optimum Number of Participants: group size 10-25 preferred

Author Bio:
Colin Abbott – Colin has had an extensive career in outdoor education and outdoor recreation in both Australia and New Zealand spanning some 45 years. As well as developing and running a range of outdoor education programs in both countries he has also been involved in substantial mountaineering, trekking and cycling exploits. His most recent trip was a 15,000 km pedalling journey around Australia.

In his session he will discuss Neuroplasticity, which refers to the brain’s ability to change —better or worse—throughout life. The brain responds to circumstances, to new learning and increased physical fitness. Inversely, changes in the physical brain manifest themselves as changes in our abilities, again for better or worse. Recent research has shown that exercise has been found to stimulate brain cell growth enhancing its function, and that both physical inactivity and stress shrivel and whither our brain and its performance. Throughout his presentation he will explore how recent research into neuroplasticity has opened a whole new field of brain health and how outdoor education is positioned to capitalise on this new research. He will introduce new programming ideas, which highlight opportunities to promote outdoor-education as part of the “brain training revolution”.

Author Bio:
Ian Boyle has been involved as an outdoor education teacher and instructor for over 25 years and is presently the outdoor education coordinator at Scots College Glengarry in NSW. He obtained his Doctorate Degree after studying the impact of adventure-based training on the psychological skills development of elite athletes. His outdoor interests include integrating the teaching of positive and sport psychology in outdoor-education activities. He designs programs which help teenagers navigate the challenges of adolescents through training in the 7 habits of highly effective teenagers. His latest interest integrates recent research from the field of neuroscience into new outdoor-education practice.

Abstract:
The Duke of Edinburgh's Award is for young people between the ages of 14 & 25
The Duke of Ed Award is an exciting world-wide program for young people to stretch their imagination, try different things, set new challenges and achieve goals beyond their expectations.  It requires commitment and perseverance; but it is also about flexibility, choice, fun and reward. This session will provide you with information about The Award and how you could provide it to young people within your organisation

Author Bio:
Gregg is the Executive Office for The Duke of Edinburgh's Award in Western Australia.  He is also the Chairman of OutdoorsWA (WA Outdoor Recreation association).  Prior to working for the Duke of Ed, Gregg spent 4 years working for the Curriculum Council of WA designing, implementing and reviewing the new Outdoor Education Course for WA schools.  He has taught OED for 15 years, lectured and Edith Cowan University and University Of Notre Dame Australia (Fremantle Campus ).  He loves the outdoors and nature.

Optimum Number of Participants: limited to 70 by room size

Author Bio:
Professor Paula Barrett is one of Australia's leading scholars in the area prevention and treatment of childhood anxiety disorders. Author of more than 160 articles in peer-reviewed journals, Professor Barrett served on the editorial boards of 7 international top rank journals. Her research is highly cited, and uses the highest quality research validation designs that are replicated internationally.

Paula's FRIENDS for Life programs for the prevention and treatment of anxiety and depression in children, adolescents and adults are available in 12 languages and are used in 18 countries by government departments for the education and health sectors, psychological and research-based clinics, academic institutions, and non-profit organisations.

Amongst other top-ranking international and peer-review journals, Paula's research and programs have been cited in The Cochrane Collaboration and supported by the World Health Organization.

Paula is also the Director of the innovative research-based clinic, Pathways Health and Research Centre. And is the patron of the Pathways to Resilience Trust that works to implement the Fun Friends and FRIENDS for Life programs in Australian schools in areas of low Socio-Economic Status, Culturally and Linguistically Diverse and Indigenous backgrounds, as well as regional and remote areas, particularly those affected by drought.

Recently, Paula received the Highly Commended Certificate, in the Human Rights Medal of the Australian Human Rights Commission, Telstra Queensland Business Woman of the Year Award 2008. In 2008 she has also been a finalist in the Australian of the Year Queensland Award, and the Queenslander of the Year Award, for her contribution to the well-being of children and to the community.

Abstract:
The presentation talks about past management processes, industry expectations and the evolution of resources into the electronic media to enable tracking of a broad variety of equipment and structures. http://www.e-log.com.au/index.html

History – Organisational Profile
The Outdoor Training College is a division of Above & Below Adventure Company, which has been operating commercially since 1981, firstly as an adventure Company conducting activities throughout Australia and South East Asia with the development of a tourism climbing area in Sarawak, northern Borneo. The organisation's Principal Assessor, John Norman, has been providing Outdoor Recreation services since 1976 and for 5 years training and leading Outdoor Recreation programs for the NSW State Government.

From 1994 until 2009, in addition to training and assessment for people within the outdoor recreation sector, the director opened and operated an indoor climbing facility in Sydney NSW. Also coordinating and running National and International climbing competitions in Australia, USA, and Asia.

During this time there was considerable development of the first National Training Package, in which we were actively involved with the process and industry workshops. 1999 became the year that the development of the training Package was Endorsed by ANTA (Australian National Training Authority).

1999, Above & Below Adventure Company became a Registered Training Organisation (RTO) endorsed to deliver Training and Assessment in the field of Outdoor Recreation throughout Australia and have been doing so since the inception of the Training Package SRO99 and its revisions.

2009, E-Cademy Solutions began developing an Electronic Learning System which was launched in May 2010 for students to undertake the "Core" units of competency component of their course via the internet – anywhere at any time of the day or night giving flexibility for people to study when it suits them but still within a timeframe allocated to the Course. This still required a face-to-face practical component associated with the activities selected, but reduces the time allocated in the classroom.

Author Bio:
John entered the Outdoor Recreation sector in 1976 as an Instructor for the NSW Department of Corrective Services, where he developed methods of facilitating social change for convicted prisoners on a program called “Project Survival. This Outward Bound style program was the for-runner of today’s young offenders program currently being delivered at the Oberon Correctional Centre.

John founded his first Outdoor Company, Underground Expeditions, in 1981 with a goal of delivering quality adventure programs to the general public with an environmental and risk management focus.

In 1994 he opened The Pitch Indoor Climbing Centre at Wetherill Park, the 7th commercial climbing facility in Australia and was a founding member and President of the Australian Climbing Gyms Association.

During this period of industry evolution came the assembly of outdoor recreation guidelines and benchmarks which were moving forward nationally resulting in him becoming engaged in the first Outdoor Recreation Industry Training Package development. At the culmination of the delivery of the training package Above and Below Adventure Company became a Registered Training Organisation in 1999.

John sits on several committees including the Industry Advisory Committee to Service Skills Australia, Outdoor Council of Australia and the NSW Sport & Recreation Industry Standing Committee advising on Outdoor Recreation and Outdoor Education matters.

Abstract:
In this day in age, most of society would consider themselves to be safe just by having access to a mobile phone that can connect them to emergency services at the drop of a hat. When operating in a wilderness environment, this readily available access is often quite limited.

In this session, I will be talking about the use of current technology to enable outdoor businesses to not only operate more safely, but also more efficiently. As we see a growing number of clients seeking more information from the field regarding whereabouts, physical wellbeing and emergency contact, the need has arisen to employ other methods of communication. As technology races ahead, we are discovering a range of devices at our disposal. These enable us to keep up-to-date with weather forecasting, access emergency response, respond to logistical needs and provide geographical reference. They even have the ability to broadcast live information to family and friends at home, who may want to know how their loved ones are traveling.

Many of these devices when used alone are helpful but if combined together, create a powerful communications package. As each day passes, these devices are becoming smaller, cheaper, easier to use and more reliable. Use of technology in the field . . . what is the next step?

Author Bio:
Mark Beech started in the industry with an internship at Outward Bound Australia in 2003. Since then he has held positions in almost all levels of field staff and is currently the Roving Team Coordinator responsible for running mobile outdoor education programs in many different areas across Australia. He is always on the lookout for the next piece of technology that will make our work easier and safer. While working for Outward Bound, Mark has been responsible for setting up and maintaining communication networks utilizing UHF & HF Radios, Mobiles, Satellite Phones and Wireless Broadband/Satellite Based Internet in remote areas around Australia.

Abstract:
In 2003 the Canberra bush fires severely affected the Namadgi National Park and thus the natural environment we deliver many of our courses in. This forced OBA to think outside of the box and utilize other resources, namely the city. After several experiences we began to see that the urban environment could still be used for experiential learning, that participants could still be challenged physically, mentally and socially. Many of our corporate programs culminate in a “city day” activity, this is a whole day involving a series of activities with the aim to challenge both the individuals and the groups view of themselves and their environment.

Author Bio:
Peta Weis has worked for Outward Bound for eight years. Peta comes from a corporate background having previously worked for the Mars Confectionary marketing team. Peta has worked through the ranks of OBA to become the head of Outward Bound Professional, both coordinating and delivery to our corporate clients.

Author Bio:
Darren’s initial ‘Outward Bound’ experience began with his entry to the Army through the Royal Military College, Duntroon.  On completion of his officer training Darren served a further 12 years in the Army with experience in a range of leadership, training, intelligence and operational planning roles.  Between leaving the Army and joining Outward Bound Australia in 2003, Darren spent 3 years in the Corporate Sector as a consultant in leadership and change management. In 2006 the Harvard Club of Australia awarded Darren a scholarship to attend the Strategic Perspectives in Non-Profit Management Course at Harvard. Darren is currently completing his Executive MBA at Melbourne Business School and has a very strong belief in the power of the Outward Bound experience.

Author Bio:

Abstract:

Optimum number of participants: 15 (min. 5 – max. 25)

Author Bio: 
James and Leigh share a passion for the outdoors and for free and open sharing of resources. They are Assistant Professors in the Faculty of Health at the University of Canberra.

Optimum Number of Participants: Up to 20 participants will be able to have a hands on experience, could be larger if others are happy to just watch.

Author Bio:
Ian Boyle has been involved as an outdoor education teacher and instructor for over 25 years and is presently the outdoor education coordinator at Scots College Glengarry in NSW. He is a devoted pyromaniac and believes all people should be able to get a fire going without matches.

Author Bio:

Author Bio:
I did B.Ed. (Honours) and M.Ed. from University of Dhaka, Bangladesh. Now I am studying Master of Education (Special Education) in Flinders University, Adelaide. My study sponsored by Australian Government through Australian Leadership Award (ALA). I worked as Academic Supervisor for Secondary schools under Ministry of Education, Bangladesh. I have little experience of material development for primary education, designing and conducting training for teachers. My professional aim: to work for equity and quality in primary education in Bangladesh so that I can see happy & confident faces of young students.

Abstract:

• technical and methodological competencies, e.g. in aerodynamics, meteorology, offshore shipping, regenerative power generation etc. as well as
• media skills: Our interactive online platform (WIKI) “Kite & Tech” http://www.ibl.fh-muenster.de/kitewiki/ serves as the medium for the students’ collaboration and knowledge exchange.

For further development we aim at including cooperation and formative evaluation of various experts concerned, such as teachers, university members and people working in watersports and outdoor education related professions

Author Bio:

Prof. Dr. Franz Stuber
Münster University of Applied Sciences
Institute of Teacher Training for Vocational Education
Leonardo Campus 7
D-48149 Münster
Germany
Homepage: https://www.fh-muenster.de/ibl/personen/stuber.php

Ariadne Schefold – Secondary school teacher
Hermann-Böse-Gymnasium
Europe School
Hermann-Böse-Str 1-9
28209 Bremen
Germany
Homepage: www.hbg-bremen.de
Email: aschefold@gmx.de

The current popularity of ropes courses as a recreational activity is a recent development, and there are some benefits in terms of new technologies available to education providers.
This session will have some new gadgets for you to see, handle, and discuss possible applications. There will also be time allowed for questions about course design, inspection, and equipment selection and retirement.

Author Bio:
Craig McDowell has been involved with outdoor education since his first exposure to the industry in 1994, working as a camp councilor at a summer camp in the USA. This gave Craig his first taste of working with challenge ropes courses and he was pretty well hooked there and then.

On returning to his native U.K Craig began his career spending summers working as an outdoor instructor, and winters skiing and climbing in Chamonix in the French alps.
Craig first began building ropes course in the U.K. in 1997 and over the last 15 years has been continually involved in the industry, he has been built around 350 ropes course projects worldwide, ranging from simple low ropes courses to huge canopy tour and adventure park installations in the Caribbean.

On arriving in Australia in 2009, Craig founded Adventure Developments, the vision is to provide world class ropes courses for Australia.
Day to day duties now include design and delivery of ropes course projects across Australia, consulting with adventure parks owners/operators about relevant standards and legislation, answering the phone, making tea, (soon to include changing nappies).

“After an initial slow start, at AD our main problem now is keeping up with demand for our absolute minimal maintenance ropes courses. The 1st 2 years of business has really been about developing an inspection process, we identified this as essential for Australian ropes course owners. In the coming 2 years AD will widen our scope to delivery of quality training for ropes course facilitators, and managers”.

Abstract:
Outdoor Therapy has received significant coverage in the latter half of the twentieth century with the incidence of such programs continuing to emerge as intervention for adolescents. A number of studies have outlined the clinical therapeutic outcomes of such programs as specific and ancillary mental health interventions. Despite this, intervention has typically focused on adolescent males and has been empirically driven; with a paucity in research focused on Australian participants and on female participants. This presentation will review current literature on Outdoor Therapy and present results from a recent study of Evolve's Young Woman's Program. A mixed methods design was used to quantitatively validate life skill and mental health changes in participants and to qualitatively explore how such change came about. Analysis of key themes and case studies will be used to point towards future directions in Outdoor Therapy programs for young women in Australia.

Author Bio:
Tom is an experienced outdoor education instructor and LaTrobe OE/Psychology graduate who is currently studying 4th year Honours in Psychology.

James is an Assistant Professor in the Centre for Applied Psychology at the University of Canberra.

Author Bio:
Terry Eveston has been a teacher in the ACT for over ten years, currently teaching years 7-12 at Melba Copland Secondary School.  Terry has been on subject framework review panels and course writing panels for the ACT Board of Senior Secondary Studies.  As a recipient of a NRMA Road Safety Trust grant, Terry has developed school curriculum for defensive cycling targeting pre-driving teens.

Terry has attained Cert IV elective competencies relating to mountain bike activities.

Terry's interest in cycling began as an adolescent cycle touring as part of his Duke of Edinburgh Award.  As an active member of CORC (Canberra Off-Road Cyclists), Terry has regularly coached junior riders, been on organising committees and race director for many cycling events including the Mont 24hr and the ACT Schools Mountain Bike Championships.  For a number of years he was a competitive cyclist in road and mountain bike disciplines, with most interest in endurance cross-country mountain biking.

Author Bio:
Terry Eveston has been a teacher in the ACT for over ten years, currently teaching years 7-12 at Melba Copland Secondary School.  Terry has been on subject framework review panels and course writing panels for the ACT Board of Senior Secondary Studies.  As a recipient of a NRMA Road Safety Trust grant, Terry has developed school curriculum for defensive cycling targeting pre-driving teens.

Terry has attained Cert IV elective competencies relating to mountain bike activities.

Terry's interest in cycling began as an adolescent cycle touring as part of his Duke of Edinburgh Award.  As an active member of CORC (Canberra Off-Road Cyclists), Terry has regularly coached junior riders, been on organising committees and race director for many cycling events including the Mont 24hr and the ACT Schools Mountain Bike Championships.  For a number of years he was a competitive cyclist in road and mountain bike disciplines, with most interest in endurance cross-country mountain biking.

Abstract:
Since 1970, the University of South Australia and its antecedents have offered a specialization in Outdoor Pursuits, Outdoor Recreation and Outdoor Education. Outdoor Education or Recreation was once offered at 5 Tertiary campuses, reducing to one in the early 2000's. In 2012, it will be the final year of a specialist study at the institution, although foundational studies will remain available whilst the course numbers are sufficient. The paper attempts to explore some of the issues for tertiary administrators on a local and national level that have led to this decision, and some of the decision making processes. Some implications for the future of Outdoor Education in South Australia are discussed, and the career paths of future Outdoor Education teachers and leaders.

Author Bio:
Scott Polley has been a lecturer in Outdoor Education at the University of South Australia since 1996.

Abstract:
This study reports on a qualitative investigation into the teacher's perceptions and definitions of Outdoor Education within a suburban South Australian primary school, and the relationship to inclusion or exclusion within the school curriculum.  The benefits of Outdoor Education to young people, including primary school students, has been well researched.  The seven teachers in this study had knowledge of and support the inclusion of Outdoor Education in primary schools.  The history of inclusion of Outdoor Education in the curriculum is that it is individual teachers that have brought this about, and not curriculum documents.  All the teachers in this study had previous experience including Outdoor Education in schools.  Few of the participants in this study were currently including Outdoor Education in the curriculum, with factors such as time, personal reasons, difficulties with implementation, knowledge, skills, finance and support cited among the reasons.  Although not conclusive, the responses from participants suggest that there is not a strong relationship between teachers' definitions and perceptions of Outdoor Education and their current inclusion in the curriculum, but it may well be a factor for some teachers.  However, other factors, such as the barriers described and not related to the curriculum, appear to be more likely to influence whether or not they include Outdoor Education in their teaching program.  Further investigation into what would impact positively on the inclusion of Outdoor Education in the curriculum is suggested.

Author Bio:
I am a first year out teacher (mature age), with a background in outdoor education guiding, instructing and teaching.

I am passionate about providing opportunities for all students to explore, experience and grow in the outdoors.  This is based on my own bumpy education prior to studding outdoor education.

I then went into JP/P teaching where I noticed a lack out OE experiences for students, I was then given the chance to do Honours, I used this to look into why OE might not be used in SA schools as much as it could/should.

Abstract:
Wollangarra Outdoor Education Centre has a unique outdoor education program that has designed processes in programming to keep people involved and self motivated in outdoor education and conservation of our environment and heritage resources. Part the uniqueness is that young people can keep coming back on follow up programs, which in turn had motivated self directed projects in their local areas.  Current Director, Lisa Foster will share the processes that Wollangarra has evolved over a 20 year history to keep young people active and motivated in outdoor education. From school participants to helpers of our environment and future leaders in the outdoor education movement – Wollangarra has stories to share.

Author Bio:
Lisa Foster current director of Wollangarra Outdoor Education Center, has 19 years experience in education, working with aboriginal communities, Steiner schools and environmental & outdoor education in remote settings.

Wollangarra is an independent non-profit outdoor education project established in the firm belief that young people and mountains are natural partners with a great deal to offer each other. The pioneer-style homestead, which serves as our base camp, is situated on a small, remote river flat of the Macalister River, half way between the towns of Heyfield and Licola. Wollangarra is a unique and simple place. It has no electricity, is accessed by flying fox and has been built by hundreds of enthusiastic volunteers using second hand recycled materials. Nearly 2000 old railway sleepers were used in the construction. It allows young people the opportunity to discover the heart of Victoria's high country in small, well organised and supervised hiking groups, and shows them practical and important ways in which they can help the environment.

Abstract:
A fun and practical session dedicated to presenting a bunch of the most successful group activities that build interpersonal skills, develop a positive and supportive atmosphere and require no equipment whatsoever. The emphasis will be on interaction, fun and will feature discussion about critical program design principles. Reflecting much of Project Adventure's successful approach to education, participants will come away with tons of useful, fun and rewarding activities which they'll be able to use immediately in their setting.

Author Bio:
Mark is one of Australia's most experienced and qualified adventure educators, and one of a very small number of international facilitators working with Project Adventure Inc – a global non-profit organisation that trains others in the use of group-based activities and facilitation.

Mark is the author of the top-selling activity publications 'No Props: Great Games with No Equipment' and ‘Count Me In: Large Group Activities That Work.’ He worked as a Senior Trainer for Project Adventure when the business was first established in Australia, and is now engaged as an independent facilitator throughout Australia, USA and south-east Asia.

Abstract:
This practical, interactive program opens the pages of the 25th anniversary edition of the most successful adventure education activity publication of all time – 'Silver Bullets,' by Karl Rohnke. The 1984 classic has been totally re-written, and this workshop will present a bunch of the NEW activities Karl included in this latest volume. Expect tons of zany FUNN (Functional Understanding Not Necessary) and lots of laughter. Perfect for any classroom, campsite or outdoors program, especially if you're looking to generate positive interaction, support and team skills.

Author Bio:
Mark is one of Australia's most experienced and qualified adventure educators, and one of a very small number of international facilitators working with Project Adventure Inc – a global non-profit organisation that trains others in the use of group-based activities and facilitation.

Mark is the author of the top-selling activity publications 'No Props: Great Games with No Equipment' and ‘Count Me In: Large Group Activities That Work.’ He worked as a Senior Trainer for Project Adventure when the business was first established in Australia, and is now engaged as an independent facilitator throughout Australia, USA and south-east Asia.

Abstract:
A practical workshop featuring activities and discussion focused on why most program leaders use ice-breakers and group games very poorly, and yet wonder why they meet resistance from their group. Five 'Golden Rules' will be introduced to guide participants in the successful use of preparatory group activities, and in particular, how they can be designed and integrated into any curriculum for optimal results.

Author Bio:
Mark is one of Australia's most experienced and qualified adventure educators, and one of a very small number of international facilitators working with Project Adventure Inc – a global non-profit organisation that trains others in the use of group-based activities and facilitation.

Mark is the author of the top-selling activity publications 'No Props: Great Games with No Equipment' and ‘Count Me In: Large Group Activities That Work.’ He worked as a Senior Trainer for Project Adventure when the business was first established in Australia, and is now engaged as an independent facilitator throughout Australia, USA and south-east Asia.

There is a real need to clarify these issues, as so many people we speak to have been bamboozled by what they have read or been told in relation to wilderness first aid standards, accreditation and program design. This presentation will address the above issues in order that programs managers and guides alike can clearly identify what is required on their risk management profile or personal resumes. We will dispel the myths that have surrounded this area of training for many years now and pose a question to delegates ­ what level of training do YOU need?

Author Bio:
Stuart Clark began his career in outdoor education as a trainee guide in 1994 on the Hawkesbury River, NSW. Stuart the proceeded to work for a number of outdoor education companies and schools as a guide, and later as a qualified teacher.

In 2004 Stuart moved into teaching first aid on a fulltime basis, and in 2006 he established All Aid First Aid Services, a company with a specialist wilderness first division named Wild Aid First Aid. Wild Aid now offers high-quality, practical wilderness first aid training to a wide variety of satisfied clients across Australia.

Stuart keeps his first aid current working as a volunteer ski patroller at Perisher Blue Ski Resort in winter and in providing event first aid to clients as part of the All Aid First Responder division of his company.

Stuart's passions are his family, skiing, hiking, mountain bike riding and kayaking.

Abstract:
56 fatalities in Outdoor Programs have resulted in massive trauma, public outrage, litigation and legislation. Nine selected international ‘land mark cases’ (1963 to 2008) will be presented. How do we learn from the mistakes of others? The historic and unprecedented proposed $285 million Victorian Brumby Government Year 9 Education for Life program centred on a two week long Outdoor Education component will be discussed. Current research, risk management issues, trends and innovations will be presented.

Author Bio:
Alistair McArthur has over 30 years experience in Adventure Based Experiential Learning (ABEL). He has worked as an Instructor, Chief Instructor, Course Director, Program Director, Consultant and Executive Director at OUTWARD BOUND Schools in the UK, Australia, USA and Canada.

He has had considerable Risk Management experience within Outward Bound Schools and also as Leader of a British Antarctic Survey Expedition for two years where he travelled over 2,500 kilometres by dog sledge.

Alistair is a former President of the Victorian Outdoor Education Association (VOEA). He served on the Board of the Outdoor Education Group (OEG) for nine years and advises Outdoor Education programs throughout Australia.

Abstract:
Alistair McArthur will speak about an Antarctic journey which started as a routine dog sledging expedition conducting a geophysical survey and ended up being a survival exercise when he found himself with three other men and 27 huskies adrift on an ice floe. He will also discuss personality problems on an extended Antarctic expedition. Alistair McArthur was a Base Commander for the British Antarctic Survey for two years (1967 and 1968). He travelled over 2,500 kilometres by dog sledge. Alistair is a former President of the Victorian Outdoor Education Association (VOEA).

Author Bio:
Alistair McArthur has over 30 years experience in Adventure Based Experiential Learning (ABEL).  He has worked as an Instructor, Chief Instructor, Course Director, Program Director, Consultant and Executive Director at OUTWARD BOUND Schools in the UK, Australia, USA and Canada.

He has had considerable Risk Management experience within Outward Bound Schools and also as Leader of a British Antarctic Survey Expedition for two years where he travelled over 2,500 kilometres by dog sledge.

Alistair is a former President of the Victorian Outdoor Education Association (VOEA).  He served on the Board of the Outdoor Education Group (OEG) for nine years and advises Outdoor Education programs throughout Australia.

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Abstract:
Greening Australia engages volunteers in activities such as planting trees, weed control, nursery work and seed collecting.  We interviewed 37 regular volunteers about why they got involved, what they like and dislike about the programs, and what health and wellbeing benefits they perceive they accrue from their involvement. 95% of interviewees were aged 55 year old and over.  Only 8% of volunteers cited a motivation to “socialise” as the reason they first got involved in environmental volunteering, but 51% said it is why they keep coming back. Mental health and wellbeing benefits were also reported by 54% of the volunteers. A theme of being connected to community resonated through the volunteers, and engagement with nature and education outcomes were also cited. We are now seeking to better tease apart, understand and quantify the health and wellbeing benefits that accrue to volunteers undertaking practical environmental activities.

Lead Author:
Ms Juliette Grimaldi AgroParisTech 16, rue Claude Bernard – 75231 PARIS CEDEX 05 Email: juliette.grimaldi@agroparistech.fr.

Juliette has recently completed a 6 month internship at Greening Australia as part of her natural resource management degree from AgroParisTech engineer school in Paris. As part of this internship she surveyed regular volunteers about their experiences with GA, in addition to undertaking a broader landholder survey.  Juliette has a Biochemistry Degree from Luminy Sciences University, Marseille, and is now in her second internship for her present studies in Nepal.

Lead Author:
Dr Jason Cummings, CEO Greening Australia Capital Region, Kubura Place, Aranda, ACT.

Following the completion of PhD research into ecological restoration and management, my career has tended towards the enhanced application of science in management and policy. My goal is to improve the use of scientific evidence in environmental management or decision making more broadly, through exemplary communication, innovation and leadership. In my current role as CEO of Greening Australia Capital Region I support a dedicated and professional team in their initiatives engaging the community in landscape restoration in the ACT and Southern NSW.