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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Student-led learning and teaching on international fieldtrips
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 proposalPass/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 reportPass/Fail
Group field presentation and activity 40%
Field notebook and self-reflective essay20%
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.