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Integrating a VLE into classroom teaching: a virtual fieldtrip to Cromarty Firth

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Integrating a VLE into classroom teaching: a virtual fieldtrip to Cromarty Firth. Dr Steve Fletcher School of Maritime and Coastal Studies Southampton Institute [email protected] Motivation. Limited resources and time for ‘real’ visit

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Integrating a VLE into classroom teaching:

a virtual fieldtrip to Cromarty Firth

Dr Steve FletcherSchool of Maritime and Coastal StudiesSouthampton [email protected]

motivation
Motivation
  • Limited resources and time for ‘real’ visit
  • Need to transfer concept of Coastal Zone Management to reality
  • Awareness of benefits of VLE use
  • Desire to ‘try something new’
  • Receipt of funding
virtual field course resources
Virtual Field Course Resources
  • Tour of the Cromarty Firth
  • Interviews with stakeholders
  • Conference proceedings
  • Newsletters and reports
  • Links and references
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PBL development tasks
  • Write PBL scenarios – link to syllabus
  • Integrate with teaching programme
  • Integrate with assessment
  • Design VLE content
  • Provide full guidance notes
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Each group is provided with:
  • Specific scenario
  • Introduction to PBL and VLE
  • Written information pack (papers)
  • List of further information available (maps, etc.)
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PBL process:
  • Briefing and initial problem orientation
  • Review and redefinition of tasks
  • Share results – ‘Conference’

Then…

  • Conference presentations placed on VLE
  • Student self- assessment
vle evaluation
VLE Evaluation
  • Questionnaire with 22 students
  • Review of VLE usage

Headline results:

Poor group skills was a constraint

  • “we didn’t split up the work properly”

PBL perceived positively

  • 76% felt they “learned more” through PBL
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Benefits for poorly motivated students
  • Poorly motivated students reported comparable learning benefits

Enjoyable

86% felt they “enjoyed” the PBL process

Other comments

  • “want more lecturing”
  • “waste of time” (x1)
  • Revision concern
reflections
Reflections…

Success factors:

  • Integrate the VLE to the teaching programme
  • Provide upfront group work training
  • Be transparent about the teaching strategy
  • Evaluate and modify
  • Re-think ‘normal’ student-teacher roles
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