Experiential learning methods and concretizing in supporting the learning process

While working at Hero’s youth branch (Helsingin seudun erilaiset oppijat ry, Different learners of the Helsinki region), an organization advocating for people with learning differences, I discovered a need for adding experiential learning methods to the reflective content of the courses they conducted. My commissioners foremost need was to improve the quality of the data collected from the participants and provided for the funding parties. This led me to research the connection between experience and reflection and what could I offer as an adventure educator. After having dived into the topic, I found out there is an overall need to research the adventure education in relation to groups with special needs and what it could be, if not some extreme pursuit in a wilderness area. The research method I used was action research. It allowed me to be an instructor and a researcher simultaneously, to make observations during hands-on experiences and adjust the actions taken according to the observations. I marked my findings in research diaries and linked my observations and actions with theories that supported my own findings. In addition to personal observations, my research diaries contained notions and feedback from the participants. During this thesis process I instructed four different youth groups and made conclusions on the observations I made that led to interventions and applying new ideas. I adjusted my facilitation styles, passed on leadership to the participants and created a journaling protocol to concretize the learning journey from the participants. The results show that there was additional value in adding active experienting to the youth’ s lives. But in order to conduct a developmental project with significant results, requires from the instructor constant reflecting along the way and a deep understanding on what actions are being taken and why. Therefore, the methods and, for example, the journaling protocol are results on their own but need more developing to become proven parts of the courses. Keywords: adventure education, experiential learning, learning difficulties, action research, reflection, youth, sociocultural inspiratio