Peran Fasilitator Outbound (Experiential Learning)

Pengertian Outbound Training

Outbound Training adalah bentuk pembelajaran perilaku kepemimpinan dan manajemen di alam terbuka dengan pendekatan yang unik dan sederhana tetapi efektif karena pelatihan ini tidak sarat dengan teori-teori melainkan langsung diterapkan pada elemen-elemen yang mendasar yang bersifat sehari-hari, seperti saling percaya, saling memperhatikan serta sikap proaktif dan komunikatif. Dimensi alam sebagai obyek pendidikan bisa menjadi laboratorium sesungguhnya dan tempat bermain yang mengasyikan dengan berbagai metodenya.

Tujuan Outbound

  1. Mengetahui dan memahami adanya “individual differences” yaitu tiap individu adalah unik.
  2. Mampu melakukan penilaian pada diri sendiri “Self Assessment” bahwa kekuatan diri ada pada tangan kita sendiri dan pada pilihan- pilihan kita.
  3. Meningkatkan kepekaan “Self Awareness” terhadap orang lain.
  4. Meningkatkan kepercayaan diri dan keberanian mengambil risiko “Risk Taking Behavior”.
  5. Meningkatkan ketrampilan komunikasi.
  6. Mampu membuat perencanaan dengan pertimbangan risiko dan konsekuensinya.
  7. Mampu membentuk tim yang efektif / kekompakan.
  8. Meningkatkankemampuan kepemimpinan.
  9. Menumbuhkan sikap ksatria dan sportif.

“Outbound” or Outbound Management Programmes are a training method for enhancing organizational performance through experiential learning. Such programs are often also referred to as corporate adventure training and outdoor management development.

These programmes generally revolve around activities designed to improve leadership, communication skills, planning, change management, delegation, teamwork, and motivation. Participants are divided into teams and assigned tasks or activities for completion in a specified time. Achievement and performance during these activities is reviewed in group discussions to identify behaviours that enhance performance or lead to failure or decreased performance. Strategies are formulated to deal with factors that hinder, and these strategies are then put to use in the activities that follow, to test their effectiveness.

The factors behind this method gaining popularity among companies is the enjoyable nature of the activities, and the inputs of the participants themselves leading to development. This is considered to be an important part of adding to the “stickiness” of the learnings. The game-like targets also decrease resistance to negative feedback and makes it more likely for it to be accepted and acted upon. The stakes being low, further encourages risks involved with changing behaviour to effect performance and encourages experimentation.

Experiential Learning

Experiential learning is the process of learning through experience, and is more specifically defined as “learning through reflection on doing”. Hands-on learning is a form of experiential learning but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to but not synonymous with other forms of active learning such as action learning, adventure learning, free choice learning, cooperative learning, and service-learning.

Experiential learning is often used synonymously with the term “experiential education”, but while experiential education is a broader philosophy of education, experiential learning considers the individual learning process. As such, compared to experiential education, experiential learning is concerned with more concrete issues related to the learner and the learning context.

The general concept of learning through experience is ancient. Around 350 BCE, Aristotle wrote in the Nichomachean Ethics “for the things we have to learn before we can do them, we learn by doing them”. But as an articulated educational approach, experiential learning is of much more recent vintage. Beginning in the 1970s, David A. Kolb helped to develop the modern theory of experiential learning, drawing heavily on the work of John Dewey, Kurt Lewin, and Jean Piaget.

Experiential learning has significant teaching advantages. Peter Senge, author of The Fifth Discipline (1990), states that teaching is of utmost importance to motivate people. Learning only has good effects when learners have the desire to absorb the knowledge. Therefore, experiential learning requires the showing of directions for learners.

Referensi Outdoor Indonesia. Perlengkapan Outdoor. Peralatan Outdoor. Venue and Destination Profile. Product Review. Dunia Pecinta Alam. Outdoor Sports. Outdoor Lifestyle.

 

Tips Belajar Memanah Olahraga Panahan (Archery)

Panahan (Inggris:Archery) adalah suatu kegiatan menggunakan busur panah untuk menembakkan anak panah. Bukti-bukti menunjukkan bahwa sejarah panahan telah dimulai sejak 5.000 tahun yang lalu yang awalnya digunakan untuk berburu dan kemudian berkembang sebagai senjata dalam pertempuran dan kemudian sebagai olahraga ketepatan. Seseorang yang gemar atau merupakan ahli dalam memanah disebut juga sebagai pemanah.

Archery is the sport, practice or skill of using a bow to propel arrows. The word comes from the Latin arcus. Historically, archery has been used for hunting and combat. In modern times, it is mainly a competitive sport and recreational activity. A person who participates in archery is typically called an archer or a bowman, and a person who is fond of or an expert at archery is sometimes called a toxophilite.

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Tips Mancing Ikan (Fishing)

Memancing secara luas adalah suatu kegiatan menangkap ikan yang bisa merupakan pekerjaan, hobi, olahraga luar ruang (outdoor) atau kegiatan di pinggir atau di tengah danau, laut, sungai dan perairan lainnya dengan target seekor ikan. Atau bisa juga sebagai kegiatan menangkap ikan atau hewan air tanpa alat atau dengan menggunakan sebuah alat oleh seorang atau beberapa pemancing.

Namun dalam praktik dan dari hasil buruannya, tidak semua kegiatan memancing ikan selalu membuahkan hasil seekor ikan, memancing ikan dapat juga diartikan tidak saja untuk menangkap ikan namun juga kodok, penyu, ikan, cumi-cumi, gurita, bahkan ikan paus.

Memancing ikan dapat dibedakan berdasarkan alam buruannya, yaitu:

– Memancing ikan air laut
– Memancing ikan air tawar

Pada dasarnya memancing hanyalah salah satu cara menangkap ikan. Oleh karena itu banyak cara atau teknik menangkapp ikan yang lain.

Mancing Fishing is the activity of trying to catch fish. Fish are normally caught in the wild. Techniques for catching fish include hand gathering, spearing, netting, angling and trapping. Fishing may include catching aquatic animals other than fish, such as molluscs, cephalopods, crustaceans, and echinoderms. The term is not normally applied to catching farmed fish, or to aquatic mammals, such as whales where the term whaling is more appropriate.

Fishing techniques are methods for catching fish. The term may also be applied to methods for catching other aquatic animals such as molluscs (shellfish, squid, octopus) and edible marine invertebrates.

Fishing techniques include hand gathering, spearfishing, netting, angling and trapping. Recreational, commercial and artisanal fishers use different techniques, and also, sometimes, the same techniques. Recreational fishers fish for pleasure or sport, while commercial fishers fish for profit. Artisanal fishers use traditional, low-tech methods, for survival in third-world countries, and as a cultural heritage in other countries. Mostly, recreational fishers use angling methods and commercial fishers use netting methods.

There is an intricate link between various fishing techniques and knowledge about the fish and their behaviour including migration, foraging and habitat. The effective use of fishing techniques often depends on this additional knowledge. Which techniques are appropriate is dictated mainly by the target species and by its habitat.

Fishing techniques can be contrasted with fishing tackle. Fishing tackle refers to the physical equipment that is used when fishing, whereas fishing techniques refers to the manner in which the tackle is used when fishing.

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Travelog: Jalan-Jalan Fort Rotterdam Makassar

Fort Rotterdam Makassar atau Benteng Ujung Pandang (Jum Pandang) adalah sebuah benteng peninggalan Kerajaan Gowa-Tallo. Letak benteng ini berada di pinggir pantai sebelah barat Kota Makassar, Sulawesi Selatan.

Benteng ini dibangun pada tahun 1545 oleh Raja Gowa ke-9 yang bernama I manrigau Daeng Bonto Karaeng Lakiung Tumapa’risi’ kallonna. Awalnya benteng ini berbahan dasar tanah liat, namun pada masa pemerintahan Raja Gowa ke-14 Sultan Alauddin konstruksi benteng ini diganti menjadi batu padas yang bersumber dari Pegunungan Karst yang ada di daerah Maros. Benteng Ujung Pandang ini berbentuk seperti seekor penyu yang hendak merangkak turun ke lautan. Dari segi bentuknya sangat jelas filosofi Kerajaan Gowa, bahwa penyu dapat hidup di darat maupun di laut. Begitu pun dengan Kerajaan Gowa yang berjaya di daratan maupun di lautan.

Nama asli benteng ini adalah Benteng Ujung Pandang, biasa juga orang Gowa-Makassar menyebut benteng ini dengan sebutan Benteng Panyyua yang merupakan markas pasukan katak Kerajaan Gowa. Kerajaan Gowa-Tallo akhirnya menandatangani perjanjian Bungayya yang salah satu pasalnya mewajibkan Kerajaan Gowa untuk menyerahkan benteng ini kepada Belanda. Pada saat Belanda menempati benteng ini, nama Benteng Ujung Pandang diubah menjadi Fort Rotterdam. Cornelis Speelman sengaja memilih nama Fort Rotterdam untuk mengenang daerah kelahirannya di Belanda. Benteng ini kemudian digunakan oleh Belanda sebagai pusat penampungan rempah-rempah di Indonesia bagian timur.

Di kompleks Benteng Ujung Pandang kini terdapat Museum La Galigo yang di dalamnya terdapat banyak referensi mengenai sejarah kebesaran Makassar (Gowa-Tallo) dan daerah-daerah lainnya yang ada di Sulawesi Selatan. Sebagian besar gedung benteng ini masih utuh dan menjadi salah satu objek wisata di Kota Makassar.

Fort Rotterdam is a 17th-century fort in Makassar on the island of Sulawesi in Indonesia. It is a Dutch fort built on top of an existing fort of the Gowa Kingdom. The original fort, Jum Pandan (allegedly named after the pandanus trees growing in the vicinity), gave its name to the city Ujung Pandang, another name for the city of Makassar.

Fort Rotterdam was built on the location of an earlier Makassarese fort, called Ujung Pandang. Although it has been claimed by some authors that this fort dates back to 1545, there is no direct evidence for this, and it seems more likely that the fort was built in 1634, as part of a fortification programme that the Makassar rulers undertook in response to a war with the Dutch East India Company which broke out in this year.

In 1667 Fort Ujung Pandang was ceded to the Dutch as part of the Bungaya Treaty, after the defeat of Gowa in the Makassar War. It was in subsequent years entirely rebuilt on the initiative of Dutch admiral Cornelis Speelman to become the center of Dutch colonial power in Sulawesi. It was renamed Fort Rotterdam after Speelman’s place of birth. In the years 1673-1679 it got its five bastions and the ‘turtle’ shape it still has to this day. This shape gave the fort the nickname “Benteng Penyu” (“sea-turtle fort”). The stone for the construction of the fort was taken from the karst mountains in Maros, the limestone from Selayar and the woods from Tanete and Bantaeng. Following the Java War (1825–1830), Javanese prince, and now national hero, Diponegoro was imprisoned in the fort following his exile to Makassar in 1830 until his death in 1855. It was also used as a Japanese prisoner of war camp in World War II.

Fort Rotterdam remained the regional Dutch military and governmental headquarters until 1930s.[3] After 1937, the fort was no longer used as a defense. During the brief Japanese occupation it was used for conducting scientific research in the field of linguistics and agriculture, after which it fell into disrepair. In the 1970s, the fort was extensively restored.

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