‘Technology Enhanced and Field Based

Learning’Prof. Derek FranceDept of Geography & Development Studies

(d.france@chester.ac.uk)

New To Teaching in GEES Workshop:University of Birmingham, December 2012

Ice breaker…..

• Form a line up for all workshop participants ..

– by date of birth Jan1st to Dec 31st

You have 1 minute

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

• 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.

Objectives of Workshop

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 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

Web 2.0

‘Social Web’Software that supports group interaction(Shirky, 2003)

Great Expectations Study commissioned by JISC 2008

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

teaching and learning

Goto to the Wiki

Activity 1

Wiki Screen Shot

Learner Generated Video Podcasts and Digital Stories

Lights, Camera, Action!

PurposeExtension

To LecturesSupport

Fieldwork

SupportPractical

Work

Supplement Online

TeachingAssessment

DevelopStudents’

Study Skills

Bring Topical Issues

Convergence

Developer

Length

Structure

Reusability

Medium

Style

Capacity

Frequency

Stand Alone

Lectures Tutors Students Senior Students Others (Experts)

Audio Video

Integrated with VLE

Temperate (Immediacy, Alive) Reusable

Single Session Multiple Sessions

Short (10 minutes or less) Longer (10+)

Formal (Lecture) Informal (Conversation, Discussion)

Large Student Cohorts Small Groups of Students

Weekly Fortnightly Monthly Regularly

……

A Framework for Developing Podcast Content

(Nie, 2007)

Lights, Camera, Action!

Model 1:SupportLectures

Model 2:Support

Fieldwork

Model 5:Assessment

Tool

Screencasting,podcating lectures

Lecturesummaries

Pre-lecturelistening materials

(complex concepts)

“iWalk”: Location-based

information

Instruction ontechnique &

equipment use

Video footageprepare for

field trip

Model 4:Support

Practical-basedLearning

Model 3:Support

3-DimensionalLearning

Model 6:Provide

Feedback

Lecture recordings

DigitalStory-telling

AnatomicalSpecimens

(Structures, tissues,dissections)

Softwareteaching & learning(replace text-based

instructions)

Student-created

podcast based on

field trips

Student-created

podcast to address

climate change

Model 7:Supplement

Lectures

Bring topical issues

Guidance & tipsAssessment tasks

SupplementOnline teaching

SkillsDevelopment

Models of Podcasting (Impala project, 2007)

Hardware

Software

Audio Feedback

Generic Large Group Feedback

N = 90

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.”

Nature and content of the feedback

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

Research report (weighted 70%) Digital component (weighted 30%)

Research objectivesProject rationale/justificationMethods of data collectionAnalysis and interpretationConclusion (including critique)Writing styleUse and incorporation of digital component

Quality of contentContent complements / enhances the reportQuality of presentationSound qualityCreativity

Wakefield and France (2010)

n=63

Digital Stories / Video Podcasting

Further sources of information

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

• 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

Aspects of Fieldwork Learning

http://www.enhancingfieldwork.org.uk Twitter: @fieldwork_ntf

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

Activity 2

1. Lack of time to implement new technology2. Cost of technology/limited resources3. Limited staff/student technology skills

Results of International Practitioners Survey 2011:

1. Increase speed and volume of data collection2. To enable students to begin analysis during field trip3. Improve digital literacy of students

Why was this technology introduced?

What are the barriers to using technology in fieldwork?

Using iPads for sketchingActivity 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• 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

Activity 4

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

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?

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”

Opportunities for Change

Future technologies

Jarvis & Dickie (2010)Video podcasting of field methods

Scott et al. (2009)Virtual Field Guide

Netskills (2011)Using QR codes to add layers of

information to locations

Cremona et al. (2011)Using shared spreadsheets on Smartphones & Tablets

Welsh et al. (2012)Geotagging photographs

France and Wakefield (2011)Digital storytelling

Case Studies

Welsh & France (2012)Smartphones and fieldwork

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?

• 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

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

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 from http://innovateonline.info/index.php?view=article&id=705&action=article

References

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