Using technology inside and out: The changing nature of fieldwork in the undergraduate L & T...
-
Upload
landon-miller -
Category
Documents
-
view
213 -
download
0
Transcript of Using technology inside and out: The changing nature of fieldwork in the undergraduate L & T...
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