Putování Laponskem a Jordánskemlogin


outdoor, osobní rozvoj, zážitkové učení, mezikulturní komunikace, práce v týmu, dynamika skupin, důvera, synergie, propojení s přírodou, meditace, odhalení a význam motivace, řešení problémů, natáčení dokumentu, focení, digitální a technická gramotnost, vyprávění (storytelling)



Czech Republic, Finland, Georgia, Jordan, Portugal, Sweeden


Prague, Lapland & Jordan, Sweeden, Georgia

People involved

5 guys are interested in the activity

Related activities

Sing the Spirit

cultural identity, traditions, occitan culture, north-catalan culture, folk songs, nature, mountains, inclusion of nature, meditation, personal development, minority languages


Martin, Praha
head & promoter
David, Prague
main photographer
Barbora, Praha
speaker to sponsors
Lukáš, Bánovce nad Bebravou
dron constructor & 3D printer
Štěpán, Brno
video editor
Michal, Vojkovice n. Ohří
outdoor instructor
outdoor educator
Hana, Prague
navigator & coach
Helena, Berlin
planner & organizer
Eliška, Brno
planner & organizer
Kristýna, Prague
graphic artist

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We as volunteers are open to every kind of support, from financial to material. Contact us on kulxtreme@gmail.com or directly make a donation.


This is Erasmus+ KA1 learning mobility project for young people. It means that all the costs including cheapest trasportation will be covered to you, you will get free accommodation, meals at least 3 times a day, support from organizers and facilitators of this project. You don't pay any sending fee. However, as we intend this learning experience to have positive impact, you might be asked to show us your commitment, contribution or help in a form you will choose.

Participants after the activity are obliged to write us a report until 2 weeks and organize a workshop together with its topic until two months for dissemination and multiplication.

This project is currently open therefore you can still contribute with your ideas and support during its planning. Ask to join the project team.

To participate, you need to answer three blocks of questions connected with your participation. Start by clicking the button apply. Comfortably sit and go on if you want to learn, experience and enjoy the topic.

There are several projects during the year. If you feel this topic is not exactly what you are looking for, but you would like to participate at any future project, you should REGISTER

If you would like to join kulXtreme project team that is planing, promoting and administrating other projects, REGISTER and send us email.

Beside international activities we organize also language exchange meetings, theatre, art and photography workshops, social events, outdoor activities and diverse initiatives at place where you live or study or in the surroundings. You can choose what fits best to you by selecting specific activity on our home page


Erasmus+ výměna mladých lidí o poznání sebe sama, nalezení vnitřní síly a harmonie. Formou zážitkového učení a outdooru v Laponsku a Jordánsku s tvorbou fotografického a video dokumentu za využití dronů. Podobný projekt je též plánován ve Švédsku a Gruzii.<span id=login onclick="location.href='/leaflets/outdoor'">Show more information</span>

Outdoor education

It is not an approach working for everyone, since it takes certain attitude and level of "inner readiness" for a learner to take OE as a strong learning opportunity, not just as a leisure time activity or recreational event. What’s more, fields of study where OE is efficiently applicable are restricted, and learning some "traditional" subjects requires rather classroom settings, though it’s always nice to combine it somehow with "field trips" in the nature to refresh the minds and bodies of learners and provide a different atmosphere. It is a big possibility to support building soft skills and competences, such as self awareness, crisis management, team work, decision making, leadership, conflict resolution, communication...

Outdoor Education creates a context, which is so important for learning. It brings strong and specific settings for the learners. It is a holistic approach, meaning that it requires involvement of learners’ whole BEING (physical, emotional, intellectual and spiritual).

OE involves:
1) CHANGE OF ENVIRONMENT: it creates authentic processes, when it is easier to remove "social masks“ and deal with real issues
2) LEVELING OF ROLES: Outdoor context places learners on a common ground in case of proper facilitation of the processes
3) ENJOYMENT AND FUN: Which creates more engagement and increases the motivation of learners
4) TRUST: High degree of interdependence among the group of learners (which is not usual in traditional "classroom environment")

So what is Outdoor Education in other words?
• Relationship with YOURSELF through meeting the challenge
• Relationship with OTHERS through group experiences and shared decision making
• Relationship with NATURAL ENVIRONMENT through direct experience

OE involves in itself Challenge, Fun & Experience, which are the key elements that young people need in their learning process.

The model of the Learning Combination Lock, by Colin Beard and John P. Wilson explains how external stimuli are transferred into internal processing through senses. Therefore, the more senses are used during the learning process , the bigger the possibility of learning will be deep. This is why we believe Outdoor Education is an efficient tool for learning, since it involves multiple senses in its process.

As John Graham suggests in his book "Outdoor Leadership: Technique, Common Sense and Self Confidence" (1997), there are 3 foundations of effective outdoor leadership:
1) Technical skills: trip planning, first aid protocols, knowledge of legal issues, crisis response, risk management,
navigation, specific skills for activity, etc.
2) Interpersonal skills: communication, team work, leadership style, decision making, facilitation, mediation, empathy,
understanding of group dynamics, self awareness, sense of humor, etc.
3) Judgment skills: awareness of environment, of the group, capacity to work with incomplete information, understanding of different decision making processes, ability to in-vision desired outcome.

He draws above mentioned skills as a model of a 3 legged stool. It is very important that the stool keeps its balance, meaning that ideally, outdoor leaders should have those skills balanced and harmonized, so that no skills of its legs are dominant and overtaking others, but they harmonically fill in each other.

In the same book, John Graham proposes 4 Fundamental Responsibilities of Outdoor Leaders who work with groups in outdoor settings:
- to minimize risk (both physical damage, and psychological harm)
- to minimize negative impact (leave no trace)
- to maximize learning
- to maximize enjoyment

Topics connected with outdoor methodology:
• Personal Development & Self-Awareness
• Training of Trainers & Competence Building
• Sustainability & Up-cycling
• Transcultural Learning & Minority Rights
• Soft Skill Development & Employability
• Healthy Lifestyle & Survival Skills
• Video & Photography in the Nature
• Human Rights & Migration Issues
• Technical Outdoor Skills
• Small/Simple Living
• Promotion of Volunteering

[Text elaborated by organization Droni]

Outdoor education is often referred to as synonymous with adventure education, adventure programming, and outdoor learning, outdoor school, adventure therapy, adventure recreation, adventure tourism, expeditionary learning, challenge education, experiential education, environmental education, forest schools and wilderness education. Consensus about the meaning of these terms is also difficult to achieve. However, outdoor education often uses or draws upon these related elements and/or informs these areas. The hallmark of outdoor education is its focus on the "outdoor" side of this education; whereas adventure education would focus on the adventure side and environmental education would focus on environmental. Wilderness education involves expeditions into wilderness "where man is but a visitor."