Using technology inside and out:

The changing nature of ‘fieldwork’ in the undergraduate L & T experience

Jennifer Hill1 & Catherine White2

1UWE, Bristol2University of Northumbria

Fieldwork in GEES Event, Southampton Solent, 11November 2011

1. Session aims

1) To showcase 2 examples of utilising audio-visual technology inside and outside the field

2) To encourage YOU to consider the implications of utilising the technology - allied to fieldwork - for the undergraduate L & T experience

3) To highlight the potentials and barriers identified in the studies in adopting the technology for field-based L&T

4) To consider a model of good practice for effective integration of the technology into L&T

2. Case studies

Case Study 1: Staff bringing the outside in (Jenny Hill, UWE)

• using video podcasts filmed in exotic locations to supplement lecture material (2nd yr UG optional module)

• supporting student learning about environments that are largely inaccessible to them • capitalising on the visual medium:

- contextualises abstract concepts (Ansell 2002)- engages long-term memory (Clark & Paivio 1991)

• tutor produced a series of video podcasts (6 x 15-20 minutes), made accessible via university VLE: on-line or to download to mobile technology

Deserts Rain forests

• rf_podcast.wmv

Student responses

• students engaged with the podcasts, watching them multiple times, often outside working hours

• engagement largely at home, split almost equally between accessing VLE remotely and laptop download

- convenient + flexible- could self-pace, make notes, concentrate

• 12 responses to i-pod downloading

Why?

‘i-pod is a good, convenient way to watch them. Useful on train journeys’

‘Flexibility of watching them when I had a spare 5 minutes and could access them from anywhere’

‘It was good being able to refer to the information unlimited times whenever I wanted’

‘Not all the locations will be accessible, so good to see them via podcasts. Puts information into context’

‘They are visual and so you can associate some subjects with a picture’

‘Visually being able to look at plants and species helped me to link together all my learning’

Perceived value as learning & teaching resource

• podcasts perceived as useful/very useful for revision + assessment:

‘I was able to picture images from podcasts in my mind. They were also an enjoyable alternative to revising with

books’

• no significant difference in exam performance prior to and post- adoption of podcasts

Brainstorm

What are the implications of utilising the technology - allied to fieldwork - for the undergraduate L & T

experience?

Opportunities

• podcasts rated as enjoyable and engaging: make learning fun

• podcast engagement created flexible times / spaces of learning

• empowered a diversity of students to elect when and where to use the technology, based on individual learning styles

• added variety to learning resources, supporting range of learner styles

Barriers

• substantial investment of staff time

• podcasts supported factual retention over deeper understanding

• supports Heilesen (2010): little evidence for podcasting having consistent beneficial effect on student exam performance

• poor substitute for intellectual, technical and personal development (Higgitt 1996) experienced in the field?

Case Study 2: Students using technology in the field (Catherine White, Northumbria University)

• students on a yr 2 Spanish fieldtrip employ flipcams to record their impressions of place (used 2010 and 2011)

• trip includes a stay in the village of Yegen in the Alpujarras

• students work in pairs to capture and construct their own learning about the village and its context

• films covered a number of differing approaches

• student G took the flipcam home at the end of the trip and edited it using his own software • covered Higgitt’s (1996) intellectual and technical objectives

• linked his experiences with prior knowledge and connected ‘theoretical concepts’ with the real world

• showed deep thinking about place and society

• Yegen.wmv

Opportunities

• flipcams offer enjoyable and innovative way of learning in the field

• can contribute to autonomous, student-centred learning

• can support deep learning, linking field experiences with prior knowledge and connecting theoretical concepts with the real world

• engage technical, intellectual and inter-personal skills

• can link to constructivist learning experiences

Barriers

• expense of the equipment

• time needed to familiarise students and staff with the technology

• problems with colleagues not embracing technology

• use of technology must fit module learning outcomes

• some students might find technology detracts from learning and so disengage with it

3. A model of good practice?

• employ video technology critically and unite it with reflective discussion in a social constructivist framework