### Transforming Undergraduate Fieldwork: Embracing Technology in Learning and Teaching Experiences ###

1. Using technology inside and out: The changing nature of ‘fieldwork’ in the undergraduate L & T experience Jennifer Hill1 & Catherine White2 1UWE, Bristol 2University of Northumbria Fieldwork in GEES Event, Southampton Solent, 11November 2011

2. 1. Session aims 1) To showcase 2 examples of utilising audio-visual technology inside and outside the field 2) To encourage YOU to consider the implications of utilising the technology - allied to fieldwork - for the undergraduate L & T experience 3) To highlight the potentials and barriers identified in the studies in adopting the technology for field-based L&T 4) To consider a model of good practice for effective integration of the technology into L&T

3. 2. Case studies • Case Study 1: Staff bringing the outside in • (Jenny Hill, UWE) • using video podcasts filmed in exotic locations to • supplement lecture material (2nd yr UG optional module) • supporting student learning about environments that are • largely inaccessible to them • capitalising on the visual medium: • - contextualises abstract concepts (Ansell 2002) • - engages long-term memory (Clark & Paivio 1991)

4. tutor produced a series of video podcasts (6 x 15-20 minutes), made accessible via university VLE: on-line or to download to mobile technology Deserts Rain forests • rf_podcast.wmv

5. Student responses • students engaged with the podcasts, watching them • multiple times, often outside working hours • engagement largely at home, split almost equally • between accessing VLE remotely and laptop • download • - convenient + flexible • - could self-pace, make notes, • concentrate

6. 12 responses to i-pod downloading • Why? • ‘i-pod is a good, convenient way to watch them. Useful on train journeys’ • ‘Flexibility of watching them when I had a spare 5 minutes and could access them from anywhere’

7. Perceived value as learning & teaching resource ‘It was good being able to refer to the information unlimited times whenever I wanted’ ‘Not all the locations will be accessible, so good to see them via podcasts. Puts information into context’ ‘They are visualand so you can associate some subjects with a picture’ ‘Visually being able to look at plants and species helped me to link together all my learning’

8. podcasts perceived as useful/very useful for revision + • assessment: • ‘I was able to picture images from podcasts in my mind. They were also an enjoyable alternative to revising with books’ • no significant difference in exam • performance prior to and post- • adoption of podcasts

9. Brainstorm What are the implications of utilising the technology - allied to fieldwork - for the undergraduate L & T experience?

10. Opportunities • podcasts rated as enjoyable and engaging: make • learning fun • podcast engagement created flexible times / spaces of • learning • empowered a diversity of students to elect when and • where to use the technology, based on individual • learning styles • added variety to learning resources, supporting range • of learner styles

11. Barriers • substantial investment of staff time • podcasts supported factual retention over deeper • understanding • supports Heilesen (2010): little evidence for podcasting • having consistent beneficial effect on student exam • performance • poor substitute for intellectual, technical and personal • development (Higgitt 1996) experienced in the field?

12. Case Study 2: Students using technology in the field • (Catherine White, Northumbria University) • students on a yr 2 Spanish fieldtrip employ flipcams to • record their impressions of place (used 2010 and 2011) • trip includes a stay in the village of Yegen in the • Alpujarras • students work in pairs to capture and construct their • own learning about the village and its context

13. films covered a number of differing approaches • student G took the flipcam home at the end of the trip • and edited it using his own software • covered Higgitt’s (1996) intellectual and technical • objectives • linked his experiences with prior knowledge and • connected ‘theoretical concepts’ with the real world • showed deep thinking about place and society • Yegen.wmv

14. Opportunities • flipcams offer enjoyable and innovative way of learning • in the field • can contribute to autonomous, student-centred learning • can support deep learning, linking field experiences • with prior knowledge and connecting theoretical • concepts with the real world • engage technical, intellectual and inter-personal skills • can link to constructivist learning experiences

15. Barriers • expense of the equipment • time needed to familiarise students and staff with the • technology • problems with colleagues not embracing technology • use of technology must fit module learning outcomes • some students might find technology detracts from • learning and so disengage with it

16. 3. A model of good practice? • employ video technology critically and unite it with • reflective discussion in a social constructivist framework