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‘ Technology Enhanced and Field Based L earning ’. Prof. Derek France Dept of Geography & Development Studies ( [email protected] ). New To Teaching in GEES Workshop : University of Birmingham, December 2012. Ice breaker…. Form a line up for all workshop participants ..

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Technology enhanced and field based l earning

‘Technology Enhanced and Field Based Learning’

Prof. Derek France

Dept of Geography & Development Studies

([email protected])

New To Teaching in GEES Workshop:

University of Birmingham, December 2012


Ice breaker

Ice breaker…..

  • Form a line up for all workshop participants ..

    • by date of birth Jan1st to Dec 31stYou have 1 minute

    • Your understanding, experience and application of technology enhanced learning.You have 1 minute


Technology enhanced and field based l earning

Objectives of Workshop

  • An appreciation of how technology can enhance teaching practice

  • To demonstrate potential transferability of technology into practitioners own teaching

  • An evidence-base for colleagues on how to use appropriate learning and teaching strategies to integrate technology in curricula.


Why engage with digital technologies

Why Engage with Digital Technologies?

  • The modern day University student is often referred to as:

    • ‘The Net Generation’ (Tapscott, 1998),

    • ‘The Millenials’ (Oblinger and Oblinger, 2005)

    • ‘Digital Natives’ (Prensky, 2001)

  • Oblinger and Oblinger (2005)… digitally literate, highly Internet familiar, highly social, crave interactivity in image rich environments and don’t think in terms of technology, they think in terms of activity which technology enables.

  • Think in terms of ‘Digital Wisdom’ and ‘Digital Enhancement’ Prensky (2009)


Why engage with digital technologies1

Why Engage with Digital Technologies?

  • “Lord Puttnam – Handheld Learning Conference 08 advocated that ‘only building upon the possibilities opened up by digital technologies can we ensure that education will triumph’

  • “the use of digital technologies changes the meaning of the learning activity, subtly or profoundly” Beetham and Sharpe (2007, p.33)

  • However, a recent study by Jones et al (2010) reports variability of the ‘net generation’ with the use and appreciation of new technologies


Technology enhanced and field based l earning

Web 2.0

‘Social Web’

Software that supports group interaction

(Shirky, 2003)


Great expectations study commissioned by jisc 2008

Great Expectations Study commissioned by JISC 2008


What two words best describes your opinion of using digital technologies for teaching and learning

Activity 1

What two words best describes your opinion of using digital technologies for teaching and learning

Goto to the Wiki


Technology enhanced and field based l earning

Wiki Screen Shot


Technology enhanced and field based l earning

Learner Generated Video Podcasts and Digital Stories


Technology enhanced and field based l earning

Lights, Camera, Action!

A Framework for Developing Podcast Content

Purpose

Extension

To Lectures

Support

Practical

Work

Support

Fieldwork

Bring

Topical

Issues

Supplement

Online

Teaching

Develop

Students’

Study Skills

Assessment

……

Convergence

Integrated with VLE

Stand Alone

Developer

Lectures

Tutors

Students

Senior Students

Others (Experts)

Medium

Audio

Video

Reusability

Temperate (Immediacy, Alive)

Reusable

Structure

Single Session

Multiple Sessions

Length

Short (10 minutes or less)

Longer (10+)

Style

Formal (Lecture)

Informal (Conversation, Discussion)

Capacity

Large Student Cohorts

Small Groups of Students

Frequency

Weekly

Fortnightly

Monthly

Regularly

(Nie, 2007)


Technology enhanced and field based l earning

Lights, Camera, Action!

(Impala project, 2007)

Models of Podcasting

Model 1:

Support

Lectures

Screencasting,

podcating lectures

Lecture

summaries

Pre-lecture

listening materials

(complex concepts)

Lecture

recordings

Model 2:

Support

Fieldwork

“iWalk”:

Location-based

information

Instruction on

technique &

equipment use

Video footage

prepare for

field trip

Digital

Story-telling

Model 3:

Support

3-Dimensional

Learning

Anatomical

Specimens

(Structures, tissues,

dissections)

Model 4:

Support

Practical-based

Learning

Software

teaching & learning

(replace text-based

instructions)

Model 5:

Assessment

Tool

Student-created

podcast based on

field trips

Student-created

podcast to address

climate change

Model 6:

Provide

Feedback

Model 7:

Supplement

Lectures

Bring topical

issues

Guidance & tips

Assessment tasks

Skills

Development

Supplement

Online teaching


Technology enhanced and field based l earning

Hardware


Technology enhanced and field based l earning

Software


Technology enhanced and field based l earning

Audio Feedback


Generic large group feedback

Generic Large Group Feedback

N = 90


Technology enhanced and field based l earning

Nature and content of the feedback

  • More personalised:

  • “This feedback felt that the work had really been looked at and evaluated personally.”

  • ‘I listened to this at home and it felt like you were in the room with me and I wasn’t totally comfortable with that’.

  • More understandable?

  • You get “the tone of voice with the words so you could understand the importance of the different bits of feedback.”

  • Responsiveness to receiving information verbally:

  • “Don’t just briefly read it, you actually listen to it and take it in.””

  • “Better, goes in more. Can remember feedback from podcast but not from written.”

  • Greater sensitivity to the spoken word:

  • ‘I liked the feedback for what it was, but I also found it a bit depressing. It was very personal… I felt I let you down’.

  • “May be harder to hear a poor mark, rather than receiving it in writing.”


Podcasts from the field

Podcasts from the field

  • Fieldwork element

  • Potential to increase student engagement through:-

    • Digital story telling

    • Learner generated video podcasts

  • Integrated component of the field report

Record the video sequence using digital cameras to cut down post production editing

Back at University compile podcast and share on the VLE


Marking criteria

Marking Criteria

Wakefield and France (2010)


Technology enhanced and field based l earning

Digital Stories / Video Podcasting

n=63


Technology enhanced and field based l earning

Further sources of information


Technology enhanced and field based l earning

  • Project Outline

  • 3-year National Teaching Fellowship project

  • Funded by the Higher Education Academy in the UK

  • Cross-disciplinary: Geography, Earth sciences, Geology, Biosciences and allied subjects

  • Aims of the Project

  • to enhance student learning in fieldwork through the use of technology

  • to focus on hardware and software that may enhance learning

  • to gather and share good practice of fieldwork


Technology enhanced and field based l earning

Aspects of Fieldwork Learning

  • Fieldwork is expensive in terms of money and time

  • Students must make good use of the time in the field

  • Fieldwork is not accessible for all students, however, by using technology students can remotely access field sites if necessary.

  • Technology can speed up data collection and allow students to begin analysis during the field trip rather than back at the University – increases student engagement & enthusiasm levels


Technology enhanced and field based l earning

Activity 2

Using geomeasure app to calculate the shortest distance by road from the University rail station to The Clock Tower, the area around Edgbaston Park,Work in small groups for 5 mins plus verbal feedback

http://www.enhancingfieldwork.org.uk

Twitter: @fieldwork_ntf


Technology enhanced and field based l earning

Results of International Practitioners Survey 2011:

What are the barriers to using technology in fieldwork?

Lack of time to implement new technology

Cost of technology/limited resources

Limited staff/student technology skills

Why was this technology introduced?

Increase speed and volume of data collection

To enable students to begin analysis during field trip

Improve digital literacy of students


Technology enhanced and field based l earning

Using iPads for sketching

Activity 3

Open the skitch app….and select either a photo from the camera role or take a new photograph. Using the selected photo, add appropriate labels and annotations of your choice.

5 mins plus verbal feedback


Useful fieldwork apps

Useful fieldwork apps

  • GeoMeasure– an app to measure distances and areas on satellite images.

  • iGeology – an app from the British Geological Survey showing bedrock and superficial geology in the UK.

  • Earth Observer – an app which generates a wide range of maps from across the globe.

  • Panoramio – an app which has geotagging of photos enabled. Integrates with Google Maps.

  • iTalk – a high-quality voice recorder for qualitative data gathering.

  • Polldaddy – create a free 10 question survey to gather and collate data (no 3G/wifi needed)

  • iCelcius – use with an iPad temperature (~£50) probe to record and graph temperature data.


Ipads

iPads


Technology enhanced and field based l earning

Activity 4

In groups discuss the benefits and challenges of the practicalities of using iPads in teaching sessions, Time – 5 minutes


Fieldwork and technology

Fieldwork and Technology

  • “Reluctant colleagues” are often cited as a barrier to using technology in fieldwork.

  • “Bring your own device (BOYD)” is a concept whereby students are encouraged to use their own technological device for fieldwork. What are the challengers with this concept?


Technology enhanced and field based l earning

Opportunities for Change

  • E-learning design: consider

  • “What are the learning outcomes of the course?”“What are the aims for the students? – skills development”“What learning activities may encourage the above”

  • E-learning tools:

  • “What tools are supported by your institution?”

  • “Can you use freely available Web 2.0 tools? Any local policies, technical or cultural barriers? Support of institution? ”

  • Will the students be absolutely clear about the purpose of the learning activities

  • Reusable learning objects (RLOs), free resources:

  • “Explore iTunes U for educational content; Open Learn from the Open University”

  • “Jorum UK’s online repository; MIT OpenCourseware initiative”


Technology enhanced and field based l earning

Future technologies


Technology enhanced and field based l earning

Case Studies

France and Wakefield (2011)Digital storytelling

Netskills (2011)Using QR codes to add layers of information to locations

Scott et al. (2009)Virtual Field Guide

Jarvis & Dickie (2010)Video podcasting of field methods

Cremona et al. (2011)Using shared spreadsheets

on Smartphones & Tablets

Welsh et al. (2012)Geotagging photographs

Welsh & France (2012)Smartphones and fieldwork


Action plan

Action Plan

  • What have I learnt?

  • What I am going to do next?

    • Where will I be in 6 months

  • What 3 things can you feedback to colleagues?


Technology enhanced and field based l earning

References

  • Department for Education and Skills (2005) Harnessing technology transforming learning and children’s services. Retrieved fromhttp://www.dfes.gov.uk/publications/e-strategy/

  • France, D., and Ribchester, C. (2008) Podcasts and Feedback. In Salmon, G., Edirisingha, P. (Ed.) Podcasting for Learning in Universities, pp. 70-79. Milton Keynes: Open University Press.

  • France, D., and Wheeler, A. (2007) Reflections on Using Podcasting for Student Feedback. Planet 18, 9-11.http://www.gees.ac.uk/pubs/planet/p18/df2.pdf

  • Gibbs, G. (2006). How assessment frames student learning. In C. Bryan and K. Clegg (Eds.), Innovative Assessment in Higher Education (pp 23-36). London: Routledge.

  • GfK (2008) NUS/ HSBC Students Research. GfK Financial London, Study Number 154021


Technology enhanced and field based l earning

References

  • Handley, K., Szwelnik, A., Ujma, D., Lawrence, L., Millar, J. & Price. M. (2007). When less is more: Students’ experiences of assessment feedback. Paper presented at the Higher Education Academy Annual Conference, July 2007. Retrieved from http://www.heacademy.ac.uk/assets/York/documents/events/conference/E5.doc

  • HEFCE. (2009). E-learning strategy. Retrieved from www.hefce.ac.uk/pubs/hefce/2005/05_12/

  • Higher Ambitions (2009) Higher Ambitions, Online at http://www.bis.gov.uk/wp-content/uploads/publications/Higher-Ambitions.pdf

  • Juwah, C, Macfarlane-Dick, D, Matthew, B, Nicol, D, Ross D., & Smith, B (2004) Enhancing the Student Learning through effective formative feedback. Higher Education Academy, York. www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id353_senlef_guide.pdf


Technology enhanced and field based l earning

References

  • Nie, M. (2007). Podcasting for GEES Subjects. Paper presented at the IMPALA 2 workshop, Dec 2007. Retrieved from http://www2.le.ac.uk/projects/impala2/presentation/2nd%20Workshop/Presentations/Ming%20Nie

  • Oblinger, D. G, and Oblinger, J. L. (2005) Educating the Net Generation. Educause. Available online Retrieved from

  • Prensky, M. (2001) Digital Natives Digital Immigrants. On the Horizon, 9, No 5. MCB University Press http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

  • Prensky, M. (2009) H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom. Innovate, 5, No3, pp1-9. Retrieved fromhttp://innovateonline.info/index.php?view=article&id=705&action=article


Technology enhanced and field based l earning

References

  • IMPALA. (2007). Resources and tools for creating podcasts. Retrieved from https://swww2.le.ac.uk/projects/impala/documents/resources-and-tools-for-creating-podcasts

  • Salmon, G. & Edrisingha, P. (2008). Eds. Podcasting for Learning in Universities. Maidenhead: Open University Press. Including companion website: http://www.atimod.com/podcasting/index.shtml

  • Miller, S & France, D (in press) Real-time emergency response scenario using a Web 2.0 technology. Planet. HEA GEES

  • Shirky, C. (2003) Social software and the politics of groups. Networks, economics and culture mailing list [online] 9th March 2003. Retrieved from http://shirky.com/writings/group_politics.html

  • Wakefield, K., and France, D. (2010) Bringing digital technology into Fieldwork. Planet 23, pp. 63- 67


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