1. Could you tell me a bit about your course and in what light you had the workshop series?
"I am a student in the Environment and Resource Management master’s programme. For the workshop sessions in which we would align Nature Based learning with our course’s design, we gathered around a table with large sheets of paper to discuss and form ideas on the spot. It was quite helpful to see what others were thinking in real time as this enabled us to generate constructive dialogue between students and teachers. We tackled difficult elements of the course, focusing on assessments and learning objectives. This approach helped students think more tangibly about the changes and how we could help direct and focus our ideas towards specific course goals.
The assessment part was particularly interesting as none of us thought exams fit with the whole point of nature-based learning. Integrating nature-based learning with assessments was recognised as challenging because you can't make people adopt this alternative way of learning if they don’t want to. It’s optional, and even though we liked it, not everyone will. Although, the same can be said for the current assessment methods, they also do not suit everyone, but everyone has to do them. This needs to be remembered or the whole purpose of introducing different learning and assessment methods will all be in vain. For NBL, there were no strict criteria—people needed to feel free to express themselves without fear of being graded on a pass or fail basis."
2. What was it like for you as a student to participate in a Nature-Based Learning session?
"The first group session was an actual nature-based learning session in the Amsterdamse Bos. It was really nice to sit down in nature and write down what I saw and felt. We had a few guiding questions, but we were also free in what we wrote. Initially, it was a bit tough because in nature-based learning, you use detours to get to an answer, and we are used to wanting answers straight away. However, once I allowed myself to sit down and write nothing, just be there, new spaces started to exist in my mind. It made me branch out and be more creative without any rules. You feel free of academic handcuffs.
One of the other students wrote a poem, and it was inspiring as to what could be achieved through this method! The session helped me focus on what I really want and what I’m doing. I also started thinking about how I can apply this methodology to other areas of my life—to give myself more freedom, absorb the learning experience, and not be afraid of getting answers wrong. Letting me learn to acquire knowledge, not learn to pass a test and then forget the information. It broadened my mind in that sense."
3. How was the collaboration with the teachers? What was the atmosphere like?
"I really liked it. Beforehand, I didn’t expect to see my lecturers more as equals and people. Normally, you put them on a pedestal, but in these workshops, we were collaborating as equals. We could laugh, joke, be honest, and be listened to. It was useful and refreshing because a lot of times, students feel like their opinion doesn’t really matter or is not valid against what the lecturers might know. After these workshops, I felt more part of the university. I really enjoyed and appreciated that. I think the teachers liked it as well!"
