The Nature of Educational Adventure Programming: Linking Education to Adventure in Xwander Nordic

Abstract

This thesis explores the delivery of education in adventure programming, focused in the context of adventure provider Xwander Nordic, based in Ivalo, Finland. The project is commissioned by Xwander Nordic and aims to aid in the development of educational adventure products and to address the desire to market existing adventure products as adventure education. The main goals of this project are to understand the difference between adventure and adventure education, create a theoretical foundation for delivering adventure education, analyze Xwander Nordic's current and potential ability to provide adventure education, and define what is needed to promote their products as educational experiences. This work reviews a vast collection of education theory across multiple disciplines, exploring behavioral and cognitive psychology, social constructivism, experiential learning, and transfer theory. Five common principles are uncovered: practice, feedback, reflection, goal setting, and planning for transfer. These principles inform the research into Xwander Nordic. The conducted research involves interviews with adventure guides and the head of Xwander Nordic and an analysis of Xwander Nordic's current ativities listed on their website. Findings reveal that Xwander Nordic already provides educational experiences in their available products. The nature of adventure itself fulfills the principle of practice through active voluntary participation. Guides demonstrate enthusiasm for education and teaching, incorporating educational practice in their activities to facilitate skill development in customer groups. Feedback is frequently provided, particularly for beginner level participants. While guides express understanding of reflection, it was discovered that this principle was mainly used as a personal tool. More knowledge and practice is needed to be able to expand adventure products into adventure education. Goal setting and planning for transfer are particularly important to include in future deveopment, as this ensures that learning can be taken forward and applied to every day scenarios outside of adventure settings. Although this thesis is conducted through the lens of Xwander Nordic, the theory and findings offer valuable insight for all education and adventure providers interested in expanding their services into the realm of adventure education