This case study explored the tensions of using digital technology alongside an outdoor, sensory approach to learning (Sakr, 2020; Hughes, 2011); the effects on student learning; and the willingness to change practices. It was conducted at the University of South Wales, working with 24 early years (EY) undergraduates, and explored how both students and tutor blended digital technology with ‘outdoor learning’ approaches. It considered how this approach could support a holistic curriculum in 21st-century EY practice.
|Type||Presentation of paper at the Conference of geographies of blended learning: digital, outdoor and blended approaches to learning|
|Media of output||presentation|
|Publication status||Published - 16 Feb 2023|
- outdoor learning ; pedagogy; early years ; digital technology