The Application of Recognition-Primed Decision Theory to Decisions Made in an Outdoor Education Context

Autor/inn/en	Boyes, Mike; Potter, Tom
Titel	The Application of Recognition-Primed Decision Theory to Decisions Made in an Outdoor Education Context
Quelle	In: Australian Journal of Outdoor Education, 18 (2015) 1, S.2-15 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1324-1486
Schlagwörter	Outdoor Education; Decision Making; Interviews; Administrator Attitudes; Higher Education; Priming; Foreign Countries; Taxonomy; Safety; Group Dynamics; Intuition; Learning Processes; Teaching Methods; Planning; Experience; Leadership; New Zealand + Suchen Sie Ihr Suchwort? Freiluftunterricht; Decision-making; Entscheidungsfindung; Interviewing; Interviewtechnik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Taxonomie; Sicherheit; Gruppendynamik; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Ablaufplanung; Planungsprozess; Erfahrung; Führung; Führungsposition; Neuseeland
Abstract	This research examined the decisions that highly experienced outdoor leaders made on backpacking expeditions conducted by a tertiary institution in the Southern Alps of New Zealand. The purpose of the research was to document decision problems and explore them as Recognition-Primed Decisions (RPD) within naturalistic decision making (NDM) contexts. Data were obtained through critical decision method interviews to generate retrospective verbal protocols. The data generated decision situations that were categorised into taxonomies consisting of five themes: logistical, safety, pedagogical, environmental and group dynamics. Across the themes, the defining features of outdoor education situations were teaching and learning processes where decisions were made, modelled and practised. The decisions were analysed with the RPD model. Some were straightforward and relied on the experience based intuitive recognition of the leader for fast resolution. Others required more analysis to better understand the situation or deeper consideration of the options available, and in some cases both. Many field-based decisions were underpinned by prior departmental planning processes. Experience and planning supported recognition of the teachable moment particularly in pedagogical and environmental decisions. Consistent with the RPD model, intuitive judgements arose from experience and intuition was based on recognition. The research applies RPD to outdoor pedagogical situations and identifies the unique decision features of the outdoor education context. (As Provided).
Anmerkungen	Outdoor Council of Australia. 150 Caxton Street, Milton, Queensland 4064, Australia. Tel: +61-7-3369-9455; Fax: +61-7-3369-9355; e-mail: secretariat@outdoorcouncil.asn.au; Web site: http://www.outdoorcouncil.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01