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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]


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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


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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


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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


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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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