Learning Modules

The Question Reflection activity is a structured and facilitated group discussion designed to address hidden conflicts, tensions, or unspoken issues within a team or group. This method emphasizes the use of open-ended questions to promote deep reflection, active listening, and meaningful communication.

In this activity, participants work in pairs, with one blindfolded and the other guiding. The blindfolded person explores trees and surroundings using senses other than sight. Afterward, roles are swapped, allowing both partners to experience nature in different ways. The activity ends with a brief reflection led by the leaders.

This activity involves an introduction to land art followed by a group trip to collect natural materials. Participants then create individual or group land art pieces using these materials, with optional indoor crafting. Finally, they present their creations and discuss how they address provided questions.

The Group needs to line up according to selected criteria and that without speaking, non-verbal communication is possible.

Working on a learning journal is a 10-60 minute activity, when the participants take individual time to reflect on certain experience, feelings, emotions and goals.
This process helps individuals reflect, observe, set goals, assess the learning and evaluate their experience in a more precise, clear and personal way.

The Silent Walk/Hike for Mindful Reflection is a purposeful and contemplative activity designed to provide participants with a unique opportunity to engage in silent introspection while immersed in the tranquility of nature. This activity aims to foster self-awareness, enhance mindfulness, and encourage a deep connection with both personal thoughts and the surrounding environment.
The duration of the silent walk/hike can vary based on the chosen route and preferences but typically ranges from 60 to 90 minutes. It includes a silent contemplative walk and a debriefing session.

Participants will embark on a journey inspired by the ancient tradition of the Qelani Mountain Tribe—the Solo Night Experience. The activity begins with a captivating storytelling session, setting the stage for a night of self-discovery in the heart of nature.

In this activity, participants are divided into groups using animal names, each group receiving an envelope with themed questions. They then embark on a critical consumption walk in the city, using only a map and compass to find answers related to environmental topics like green spaces, mobility, energy, and consumption.

In this activity, participants first learn facial anatomy in English, then translate the terms into their native or mixed language. Next, they sit in a circle and take turns drawing one feature of each other's faces, passing the paper around until each detail is drawn. Finally, they display and discuss the portraits as a group."

Camp survival is about using the skills the students have learned in advance. It is possible to adjust the level of the activity to the group.

This is a tool for learning and reflection. After an outdoor activity like a hike, camping or a day activity, the students get to reflect on their learning and to be more prepared for their next outdoor adventure.

The students are divided into smaller groups, given the task to plan their own trip within a limited area. The facilitator does not join the trips, but will be in the same area for safety.

Learning to read maps and compass is an engaging and practical outdoor activity that empowers individuals with the skills to navigate through diverse terrains using traditional navigation tools. Participants delve into the art of interpreting topographic maps, understanding contour lines, symbols and scales. With a focus on hands-on experience this activity guides learners through the functionality of a compass, teaching them to take accurate bearings, and navigate confidently in various environments.

Participants will be assigned handicaps which they have to overcome through working together and communication to learn valuable lessons about preparing food outdoors and difficulties associated living with handicaps.

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This activity involves three main phases: before, during, and after the expedition. Before the expedition, participants receive general outdoor education and experiential learning principles, attend technical workshops, and split into teams to prepare for the journey.

Bats use echolocation, their sight is very low developed. With echolocation, they can locate flying insects and objects that are in their way. .