EVALUATING THE OUTDOOR LEARNING EXPERIENCE

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INTERVIEWS AS CREATIVE CONVERSATIONS Why in-depth interviews? Interviews present researchers with an opportunity to gain unique and indepth insights into participant’s everyday experiences. Interviews can be structured, semi-structured or unstructured. They could be conducted with visitors, participants, volunteers, trainees, staff, or local community members. Creative Conversations can Happen AnyWhere! Evaluating Outdoor Learning Toolkit 2016 Page 17
The process: 1. Find a place to carry-out your research. This is likely to be dictated by your research aims and the requirements of your organisation. 2. Find your participants. You might know them, through your job, or you can ask a person leading a programme or activity to be introduced them. 3. If possible, engage in a shared experience with the participants. This might mean accompanying them on a tour or during a learning experience. 4. Approach individual participants to ask if they would be happy to be interviewed as part of your study. 5. Find a quiet spot for the interview. This might be a café, for example, or at the back of the bus on a tour. 6. Explain to the participant that you would like them to talk openly and freely during the interview. Ask them if they have any photographs, recordings, or other prompts that would help to guide your conversation. What you’ll need: An audio or video recorder: This could be a Dictaphone, alternatively many mobile phones and tablets offer this facility. An interview guide: This could be a ‘crib sheet’ of questions or verbal prompts; photographs and other visual prompts. These might be supplied by you or the participants. 7. Ask an open question, such as, “how did you find the experience”? Then, record the experience using a voice recorder or camera. 8. During the interview, be sure to use lots of verbal prompts and non-verbal signals, to show your excellent listening skills! 9. At the end of the interview, thank the interviewee and tell them about your intentions to keep them updated with the research as it progresses. 10. When you get home, make sure you back-up the audio file; you don’t want to lose that! Evaluating Outdoor Learning Toolkit 2016 Page 18
Page 1 and 2: EVALUATING THE OUTDOOR LEARNING EXP
Page 3 and 4: A note about this toolkit This tool
Page 5 and 6: The qualitative research process Se
Page 7 and 8: STEP ONE Your research idea or eval
Page 9 and 10: STEP THREE Devising your methodolog
Page 11 and 12: STEP FIVE Collecting your data Usin
Page 13 and 14: The analytical Process Of course, t
Page 15 and 16: STEP SEVEN Writing Up How you write
Page 17: The second section of the toolkit w
Page 21 and 22: A conversational approach: The unst
Page 23 and 24: The process: 1. Identify and approa
Page 25 and 26: The process: The process involves n
Page 27 and 28: The process: 1. Decide what place y
Page 29 and 30: Map of a National Park created by L
Page 31 and 32: The process: 1. Decide when and whe
Page 33 and 34: The process: 1. Identify the settin
Page 35 and 36: The process: The wide range of mate
Page 37 and 38: The Process: 1. Decide what it is y
Page 39 and 40: The process: 1. Simple video editin
Page 41 and 42: A Conversation-Analysis Approach Vi
Page 43 and 44: The process: 1. Decide what it is y
Page 45 and 46: The Process: 1. Consider the main f
Page 47 and 48: 18. Riessman, C. K. (2002). Analysi
Page 49 and 50: Evaluating Outdoor Learning Toolkit

EVALUATING THE OUTDOOR LEARNING EXPERIENCE

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