Student-led learning and teaching on international fieldtrips. Alan Marvell 1 , David Simm 2 and Rebecca Schaaf 2 1 University of Gloucestershire, 2 Bath Spa University. Tuesday 15 th April 2014 Geographical Association Annual Conference University of Surrey.
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Alan Marvell1,David Simm2and Rebecca Schaaf21 University of Gloucestershire, 2Bath Spa University
Tuesday 15th April 2014Geographical Association Annual Conference University of Surrey
Rationale for fieldwork:
Importance of ‘place’:
“Place is … a way of seeing, knowing and understanding the world. When we look at the world as a world of places we see different things. We see attachments and connections between people and place” (Cresswell, 2004, p. 11)
1. Mobile methodologies - ‘walking and talking’ as a journey rather than stops (Coe and Smyth, 2010)
2. Active learning– learning by doing, e.g. field activities
3. Student-led learning– tour guides (Coe and Smyth, 2010),students learn from each other
4. Self-reflection, e.g. field diaries (McGuinness and Simm, 2005; Dummer et al., 2008).
2 day reconnaissance, 2 days student-led
Assessment (Level 5):
Group pre-placement project proposal Pass/Fail
Group field presentation and activity 50%
Individual reflective notebook 50%
0.5 day reconnaissance, 2 days student-led
Assessment (Level 6):
Group pre-placement project report Pass/Fail
Group field presentation and activity 40%
Field notebook and self-reflective essay 20%
Essay: ‘Transformation of Barcelona’ 40%
Aims and objectives:
(i) To trial innovative modes of learning in-the-field:
(ii) To seek reflective statements of immediate response in situ – e.g. interviews, video blogs.