Workshop at the British Ecological Society Annual Meeting - Belfast 2019 #BES2019. Developing key graduate skills for ecology students while on fieldwork.
This document discusses plans to transition from a traditional science fair format to a Kids' Inquiry Conference (KIC) model at a school district. It provides an overview of the key differences between a traditional science fair and KIC approach. It then outlines the steps needed to plan and implement a KIC, including establishing timelines, determining logistics, developing materials and ensuring support for student presentations through various mediums. The document emphasizes that a KIC aims to foster a more authentic, non-competitive learning environment where students can become experts on their topics and strengthen presentation skills.
The document proposes transforming a traditional science fair, which focuses on competition and rigid guidelines, into a Kids' Inquiry Conference (KIC) that fosters student-led scientific inquiry through choice, collaboration, and presentation of work through various mediums in a non-competitive environment. It provides an overview of the key aspects of planning and implementing a KIC, including determining the scope, establishing support, fostering inquiry in classrooms, and deciding on logistics like locations, dates, and technology needs. The goals of a KIC include getting others excited about science, providing an authentic learning experience for students, and strengthening students' presentation, communication, and
The document discusses moving from a traditional science fair model to a Kids' Inquiry Conference (KIC) model. The KIC model focuses on fostering student collaboration, allowing choice in projects, and using a variety of mediums for students to become experts on their topic and share their work. It provides guidance on implementing a KIC, including determining the scope, establishing support, introducing the concept to students, and establishing timelines and roles. The KIC model aims to increase student ownership of learning and improve higher-order thinking skills.
The document provides an overview of the College of Education at NC State University. It discusses enrollment numbers and programs that prepare teachers for high-need areas. It outlines the college's goals of becoming recognized for innovation, technology, globalization, leadership, and policy impact. Key initiatives discussed include the 1-1 laptop project, international partnerships, the Northeast Leadership Academy, and research influencing education policy.
This document announces a partnership event between the University of Notre Dame and local K-12 STEM teachers. The event will include presentations on education and research programs from Notre Dame and partner organizations. Teachers will have opportunities to tour labs and museums. They will also learn about the Notre Dame extended Research Community (ND eRC) program which partners graduate students with teachers and students for research projects over the summer and classroom activities during the academic year. The goal is to foster collaboration between Notre Dame researchers and local STEM teachers to enhance STEM education.
This document discusses plans to transition from a traditional science fair format to a Kids' Inquiry Conference (KIC) model at a school district. It provides an overview of the key differences between a traditional science fair and KIC approach. It then outlines the steps needed to plan and implement a KIC, including establishing timelines, determining logistics, developing materials and ensuring support for student presentations through various mediums. The document emphasizes that a KIC aims to foster a more authentic, non-competitive learning environment where students can become experts on their topics and strengthen presentation skills.
The document proposes transforming a traditional science fair, which focuses on competition and rigid guidelines, into a Kids' Inquiry Conference (KIC) that fosters student-led scientific inquiry through choice, collaboration, and presentation of work through various mediums in a non-competitive environment. It provides an overview of the key aspects of planning and implementing a KIC, including determining the scope, establishing support, fostering inquiry in classrooms, and deciding on logistics like locations, dates, and technology needs. The goals of a KIC include getting others excited about science, providing an authentic learning experience for students, and strengthening students' presentation, communication, and
The document discusses moving from a traditional science fair model to a Kids' Inquiry Conference (KIC) model. The KIC model focuses on fostering student collaboration, allowing choice in projects, and using a variety of mediums for students to become experts on their topic and share their work. It provides guidance on implementing a KIC, including determining the scope, establishing support, introducing the concept to students, and establishing timelines and roles. The KIC model aims to increase student ownership of learning and improve higher-order thinking skills.
The document provides an overview of the College of Education at NC State University. It discusses enrollment numbers and programs that prepare teachers for high-need areas. It outlines the college's goals of becoming recognized for innovation, technology, globalization, leadership, and policy impact. Key initiatives discussed include the 1-1 laptop project, international partnerships, the Northeast Leadership Academy, and research influencing education policy.
This document announces a partnership event between the University of Notre Dame and local K-12 STEM teachers. The event will include presentations on education and research programs from Notre Dame and partner organizations. Teachers will have opportunities to tour labs and museums. They will also learn about the Notre Dame extended Research Community (ND eRC) program which partners graduate students with teachers and students for research projects over the summer and classroom activities during the academic year. The goal is to foster collaboration between Notre Dame researchers and local STEM teachers to enhance STEM education.
1) The document outlines the direction and priorities for learning and teaching at the University of Northampton, as presented by Prof Alejandro Armellini.
2) Key priorities include providing high quality online and blended learning programs, professional development for faculty through the C@N-DO program, and promoting openness through the Open Northampton initiative.
3) Principles that will guide these priorities are designing learning that is low-cost but high-value, sustainable by reusing content, and forward-looking by incorporating techniques like rapid feedback. The presentation inspires attendees to consider how their own teaching can reflect these changes at the university.
Learning analytics research informed institutional practiceYi-Shan Tsai
The document summarizes learning analytics research and initiatives at the University of Edinburgh. It discusses early MOOC and VLE analytics projects that aimed to understand student behaviors and identify patterns. It also describes the Learning Analytics Map of Activities, Research and Roll-out (LAMARR) and efforts to build institutional capacity for learning analytics. Challenges discussed include the effort required to analyze raw data and involve stakeholders. The document advocates developing critical and participatory approaches to educational data analysis.
This document outlines an action research project involving multiple local learning and opportunity (LLO) organizations. The project aims to investigate the business case for LLOs providing workplace-based training in literacy and numeracy skills. It involves four stages: 1) assessing LLO training capacity, 2) identifying local businesses' training needs, 3) securing a training contract with a business, and 4) implementing and evaluating the training. LLOs will receive support through workshops and mentors. The goal is to strengthen LLOs' ability to provide flexible workplace training and deepen understanding of business needs to improve worker skills.
Prof Liz Johnson: Growing the ACDS T&L CentreACDSTLCentre
This document discusses topics related to science learning and teaching at ACDS, including quality assurance, assessment, and building capability. It provides an overview of the role of faculties and the ACDS Teaching and Learning Centre in supporting quality standards. Potential projects for 2015 are identified, such as diagnostic math testing and providing assessment advice. Building resources and seed funding for faculty projects to strengthen teaching are also discussed.
A Departmental Information Literacy Strategy and Frameworks for Independent L...Lyn Parker
The document discusses developing an information literacy strategy for the Department of Town and Regional Planning at the University of Sheffield. It aims to empower students to become independent learners through improving their ability to find, evaluate, and use information effectively. The strategy identifies gaps, sets expectations for information literacy skills at each academic level, and develops targeted teaching and assessments to strengthen these skills. By explicitly integrating information literacy across the curriculum, the strategy intends to facilitate research-led teaching and support students beyond graduation.
The Student Ambassadors for Digital Literacy (SADL) programme aimed to improve undergraduate students' digital and information literacy skills through peer-led workshops. Senior student ambassadors helped deliver workshops on topics like evaluating information, academic research practices, and digital identity. Evaluations found the programme improved students' skills and confidence, and benefited both participants and senior ambassadors, though some wanted more technical skills covered. Maintaining the community and scaling the programme while keeping it student-focused were noted as ongoing challenges.
This document provides an overview and guide to project-based learning (PBL). It defines PBL, discusses when to use it, conditions that support it, and research supporting its effectiveness. PBL engages students in learning knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. It is most effective when students have voice and choice, work with others, and produce a public product or presentation. Conditions that support PBL include a safe classroom environment, personalized learning, collaborative work, and involvement of community partners. Research shows PBL can boost achievement and help students develop skills like problem-solving that transfer beyond school.
This document discusses a project at the University of Northampton to enhance the student experience through active blended learning (ABL). It involved research with staff and students to understand technology needs, learner experience, and preferences for support. The research identified needs related to hardware, software, accessibility, employability and working in isolation or together. A three-year plan was developed to address these needs, starting with improving wifi infrastructure and developing digital literacies in year one, and introducing "software reading lists" and workshops in years two and three. Staff and students provided input into what technologies and support methods were needed through a jigsaw workshop activity. The overall goal was to bring the research findings together into a coherent action plan to implement ABL
Work-force and Employer Needs – A Collaborative Solution. Presented by Andrew Comrie and Janis Deane (Edinburgh Napier University), Morag Gray and Barbara Lawson (Edinburgh's Telford College). Facilitated by Paul Richardson (RSC Cymru).
Jisc conference 2011
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...Ryerson Student Affairs
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Jobs
by Paulina Nozka & Kaitlyn Taylor-Asquini
As part of its commitment to preparing students for life after graduation, Ryerson University is embedding learning outcomes and implementing a professional development program into its 1,000+ on-campus student jobs. Informed by leading theories in student and career development, Career Checkpoint is composed of five key components, including supervisor toolkits and a student employee development program. The pilot year includes test and control groups involving multiple University departments, to demonstrate the benefit of embedding co-curricular learning in the workplace.
Data driven innovation for student success (Studiosity Symposium 2017)Studiosity.com
Empowering cross-institutional collaboration to drive holistic approaches to student success that leverage the power of student centered analytics and prepare our graduates for the new world of work
Keynote:
Associate Professor Jessica Vanderlelie
Innovative Research Universities Vice Chancellors’ Fellow, Australian Learning & Teaching Fellow
This keynote presentation will provide an overview of field-based learning - an active, inquiry-based teaching and learning strategy where teaching and learning is extended beyond the classroom/laboratory walls and where students are exposed to real-world teaching and learning settings in the broader community. In field-based learning, students learn by hands-on application of course content and though direct interaction with the environment rather than solely through textbooks and lectures.
Teaching as a vehicle to wider development for doctoral researchersRob Daley
This document discusses the teaching development opportunities provided to doctoral researchers. It notes that several reviews from 1996 onward recommend training PhD students in teaching skills. It outlines the UK Professional Standards Framework and Vitae Researcher Development Framework that institutions can use to design teaching development programs. Examples of programs provided at the University of York are described, including introductory courses, accredited certificates, and mentoring support. Research is presented finding teaching experience improves PhD students' communication skills and helps prepare them for various career paths beyond academia.
Findings from the research project Horizon on "Student-centered learning approaches in teaching and engineering education - characteristics and challenges" (in English)
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
This document outlines a 6-week technology integration unit for 5th grade students to create PowerPoint presentations about the history and facts of different states. Students will research states using online and print resources, compile information, and present their findings. The unit goals are for students to learn research, PowerPoint skills, and give effective presentations.
Understanding student digital literacies: reflecting on differences, divids, ...Jane Secker
The document summarizes the Student Ambassadors for Digital Literacy (SADL) program at the London School of Economics. The 3-year program trains undergraduate students to become peer mentors who help other students improve their digital and information literacy skills through workshops. Workshops cover topics like finding and evaluating information, academic research practices, and managing digital footprints. Evaluations found the program improved students' skills and confidence while also providing leadership experience for senior ambassadors. The document discusses challenges like engaging more students and integrating social media platforms to encourage online participation.
The document discusses using livestreamed fieldcasts to provide remote interactive field experiences for large numbers of students. The goals are to increase student confidence in fieldwork participation, teach the scientific investigation process, and provide a remote field experience. The fieldcasts follow a progression where students make observations and hypotheses, then methods and data collection, followed by analysis, interpretation and conclusions. Feedback showed students found the fieldcasts informative, helpful, enjoyable, interesting and that they felt more involved. Evaluations aim to assess if the assignment and student learning improved after participating in the fieldcasts. The model also aims to be transferable to other presenters and contexts like face-to-face fieldwork.
Joanna Bagniewska Accessibility of fieldwork for the deaffieldwork_ntf
This document discusses making ecological fieldwork more accessible for deaf students. It notes that deafness is an "invisible disability" and that deaf students rely on interpreters, lip reading, hearing aids, or written language. It recommends preparing deaf students for fieldwork by discussing any challenges openly, providing materials in advance, and being flexible based on their needs. During fieldwork, it suggests ensuring the instructor is visible for lip reading and having meetings with notes. While some ecological survey methods rely on visuals and are accessible, others like birdwatching and bat detection rely on audio, so alternative methods may be needed for deaf students. The document demonstrates using an Echo Meter bat detector that visually displays ultrasonic bat calls to enable deaf students
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Similar to Fieldcourse to develop key graduate skills workshop - BES Annual Mtg 11.12.2019
1) The document outlines the direction and priorities for learning and teaching at the University of Northampton, as presented by Prof Alejandro Armellini.
2) Key priorities include providing high quality online and blended learning programs, professional development for faculty through the C@N-DO program, and promoting openness through the Open Northampton initiative.
3) Principles that will guide these priorities are designing learning that is low-cost but high-value, sustainable by reusing content, and forward-looking by incorporating techniques like rapid feedback. The presentation inspires attendees to consider how their own teaching can reflect these changes at the university.
Learning analytics research informed institutional practiceYi-Shan Tsai
The document summarizes learning analytics research and initiatives at the University of Edinburgh. It discusses early MOOC and VLE analytics projects that aimed to understand student behaviors and identify patterns. It also describes the Learning Analytics Map of Activities, Research and Roll-out (LAMARR) and efforts to build institutional capacity for learning analytics. Challenges discussed include the effort required to analyze raw data and involve stakeholders. The document advocates developing critical and participatory approaches to educational data analysis.
This document outlines an action research project involving multiple local learning and opportunity (LLO) organizations. The project aims to investigate the business case for LLOs providing workplace-based training in literacy and numeracy skills. It involves four stages: 1) assessing LLO training capacity, 2) identifying local businesses' training needs, 3) securing a training contract with a business, and 4) implementing and evaluating the training. LLOs will receive support through workshops and mentors. The goal is to strengthen LLOs' ability to provide flexible workplace training and deepen understanding of business needs to improve worker skills.
Prof Liz Johnson: Growing the ACDS T&L CentreACDSTLCentre
This document discusses topics related to science learning and teaching at ACDS, including quality assurance, assessment, and building capability. It provides an overview of the role of faculties and the ACDS Teaching and Learning Centre in supporting quality standards. Potential projects for 2015 are identified, such as diagnostic math testing and providing assessment advice. Building resources and seed funding for faculty projects to strengthen teaching are also discussed.
A Departmental Information Literacy Strategy and Frameworks for Independent L...Lyn Parker
The document discusses developing an information literacy strategy for the Department of Town and Regional Planning at the University of Sheffield. It aims to empower students to become independent learners through improving their ability to find, evaluate, and use information effectively. The strategy identifies gaps, sets expectations for information literacy skills at each academic level, and develops targeted teaching and assessments to strengthen these skills. By explicitly integrating information literacy across the curriculum, the strategy intends to facilitate research-led teaching and support students beyond graduation.
The Student Ambassadors for Digital Literacy (SADL) programme aimed to improve undergraduate students' digital and information literacy skills through peer-led workshops. Senior student ambassadors helped deliver workshops on topics like evaluating information, academic research practices, and digital identity. Evaluations found the programme improved students' skills and confidence, and benefited both participants and senior ambassadors, though some wanted more technical skills covered. Maintaining the community and scaling the programme while keeping it student-focused were noted as ongoing challenges.
This document provides an overview and guide to project-based learning (PBL). It defines PBL, discusses when to use it, conditions that support it, and research supporting its effectiveness. PBL engages students in learning knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. It is most effective when students have voice and choice, work with others, and produce a public product or presentation. Conditions that support PBL include a safe classroom environment, personalized learning, collaborative work, and involvement of community partners. Research shows PBL can boost achievement and help students develop skills like problem-solving that transfer beyond school.
This document discusses a project at the University of Northampton to enhance the student experience through active blended learning (ABL). It involved research with staff and students to understand technology needs, learner experience, and preferences for support. The research identified needs related to hardware, software, accessibility, employability and working in isolation or together. A three-year plan was developed to address these needs, starting with improving wifi infrastructure and developing digital literacies in year one, and introducing "software reading lists" and workshops in years two and three. Staff and students provided input into what technologies and support methods were needed through a jigsaw workshop activity. The overall goal was to bring the research findings together into a coherent action plan to implement ABL
Work-force and Employer Needs – A Collaborative Solution. Presented by Andrew Comrie and Janis Deane (Edinburgh Napier University), Morag Gray and Barbara Lawson (Edinburgh's Telford College). Facilitated by Paul Richardson (RSC Cymru).
Jisc conference 2011
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...Ryerson Student Affairs
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Jobs
by Paulina Nozka & Kaitlyn Taylor-Asquini
As part of its commitment to preparing students for life after graduation, Ryerson University is embedding learning outcomes and implementing a professional development program into its 1,000+ on-campus student jobs. Informed by leading theories in student and career development, Career Checkpoint is composed of five key components, including supervisor toolkits and a student employee development program. The pilot year includes test and control groups involving multiple University departments, to demonstrate the benefit of embedding co-curricular learning in the workplace.
Data driven innovation for student success (Studiosity Symposium 2017)Studiosity.com
Empowering cross-institutional collaboration to drive holistic approaches to student success that leverage the power of student centered analytics and prepare our graduates for the new world of work
Keynote:
Associate Professor Jessica Vanderlelie
Innovative Research Universities Vice Chancellors’ Fellow, Australian Learning & Teaching Fellow
This keynote presentation will provide an overview of field-based learning - an active, inquiry-based teaching and learning strategy where teaching and learning is extended beyond the classroom/laboratory walls and where students are exposed to real-world teaching and learning settings in the broader community. In field-based learning, students learn by hands-on application of course content and though direct interaction with the environment rather than solely through textbooks and lectures.
Teaching as a vehicle to wider development for doctoral researchersRob Daley
This document discusses the teaching development opportunities provided to doctoral researchers. It notes that several reviews from 1996 onward recommend training PhD students in teaching skills. It outlines the UK Professional Standards Framework and Vitae Researcher Development Framework that institutions can use to design teaching development programs. Examples of programs provided at the University of York are described, including introductory courses, accredited certificates, and mentoring support. Research is presented finding teaching experience improves PhD students' communication skills and helps prepare them for various career paths beyond academia.
Findings from the research project Horizon on "Student-centered learning approaches in teaching and engineering education - characteristics and challenges" (in English)
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
This document outlines a 6-week technology integration unit for 5th grade students to create PowerPoint presentations about the history and facts of different states. Students will research states using online and print resources, compile information, and present their findings. The unit goals are for students to learn research, PowerPoint skills, and give effective presentations.
Understanding student digital literacies: reflecting on differences, divids, ...Jane Secker
The document summarizes the Student Ambassadors for Digital Literacy (SADL) program at the London School of Economics. The 3-year program trains undergraduate students to become peer mentors who help other students improve their digital and information literacy skills through workshops. Workshops cover topics like finding and evaluating information, academic research practices, and managing digital footprints. Evaluations found the program improved students' skills and confidence while also providing leadership experience for senior ambassadors. The document discusses challenges like engaging more students and integrating social media platforms to encourage online participation.
Similar to Fieldcourse to develop key graduate skills workshop - BES Annual Mtg 11.12.2019 (20)
The document discusses using livestreamed fieldcasts to provide remote interactive field experiences for large numbers of students. The goals are to increase student confidence in fieldwork participation, teach the scientific investigation process, and provide a remote field experience. The fieldcasts follow a progression where students make observations and hypotheses, then methods and data collection, followed by analysis, interpretation and conclusions. Feedback showed students found the fieldcasts informative, helpful, enjoyable, interesting and that they felt more involved. Evaluations aim to assess if the assignment and student learning improved after participating in the fieldcasts. The model also aims to be transferable to other presenters and contexts like face-to-face fieldwork.
Joanna Bagniewska Accessibility of fieldwork for the deaffieldwork_ntf
This document discusses making ecological fieldwork more accessible for deaf students. It notes that deafness is an "invisible disability" and that deaf students rely on interpreters, lip reading, hearing aids, or written language. It recommends preparing deaf students for fieldwork by discussing any challenges openly, providing materials in advance, and being flexible based on their needs. During fieldwork, it suggests ensuring the instructor is visible for lip reading and having meetings with notes. While some ecological survey methods rely on visuals and are accessible, others like birdwatching and bat detection rely on audio, so alternative methods may be needed for deaf students. The document demonstrates using an Echo Meter bat detector that visually displays ultrasonic bat calls to enable deaf students
Graham Scott Choice and ownership in field learningfieldwork_ntf
1) The document discusses using choice and ownership to engage students in fieldwork-based learning. It describes how traditional approaches where all students do the same tasks can lead to disengagement.
2) Examples are provided of giving students more choice over what they study, working in small groups, and determining some module content themselves. When students have more ownership, marks tend to go up.
3) Reflections from students on multi-location field courses found higher motivation when students had more autonomy over their independent work, faced fewer "tension points" from breaks in routine, and gained familiarity and confidence in their work. Managing expectations and avoiding boredom or repetition is important to engagement.
This document discusses using Story Maps to enhance fieldwork learning through a coastal dune ecosystem study. Students used ArcGIS Online to create individual accounts, collect data offline using Collector, and develop a Story Map with a web map and journal template to submit assignments. Feedback was positive about learning new skills through an interactive presentation format, though some students found Story Maps difficult to use and time-consuming. The partnership with Esri UK aims to better support student skills development with ArcGIS Online.
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This document discusses common plant species recognition and overcoming plant blindness. It provides survey results showing wildflowers were better identified by all groups except one, and the public identified plants better than either student group. It then discusses ways to overcome plant blindness such as identification in the field, field guide organization, and focusing on key features. Finally, it addresses the importance of future work in areas like early education, public engagement, and university field courses because plants are fundamental to diversity and dealing with invasive species.
Marcus Badger Distance learning fieldworkfieldwork_ntf
This document discusses a distance learning environmental science module at The Open University that aims to provide engaging field experiences to students remotely. It describes how the module uses interactive online content and an independent field exercise to teach forest sampling techniques. For the field exercise, students work in pairs to measure the basal area of trees in a nearby woodland area using simple equipment and digital mapping tools. Student response to the remote fieldwork was very positive, with some sharing videos of their experiences on social media. The document considers opportunities to enhance the module by compiling students' tree measurement data into a shared database to allow larger-scale analysis across a wide geographical area.
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The document discusses a project by the Digital Learning Team at the University of Southampton to create virtual reality experiences to enhance fieldwork for various disciplines. They are using a GoPro Fusion 360 degree camera, iPad, microphones and Oculus Go headset to film locations that are otherwise difficult to access. So far they have filmed locations in Spain, the New Forest, West Wales, a clinical skills lab, and Belize to create VR videos for biology, ocean and earth sciences, health sciences and geography. The goal is to make more locations available virtually, improve reflection and decision making, and reduce isolation and anxiety for students.
Multidisciplinary Field workshops 2019 2020fieldwork_ntf
The aim of these workshops is to provide inspiration and practical advice over four days for planning and implementing successful international field courses through discussions on pedagogy, health and safety, innovation, networking, logistics, and dealing with challenges. The workshops will be held in Portugal from October 2019 to March 2020, with 10-16 participants selected from UK universities in each workshop. The workshops aim to maximize student learning through effective field activities in a variety of environments and disciplines.
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The document discusses a study that provided tablets to autistic and neurotypical students for use during field trips to enable learning. For autistic students, the tablets helped with coordination issues and allowed for easy deletion if mistakes were made. They also found tablets less distracting than paper materials in wind. Neurotypical students generally preferred notebooks and pencils, citing additional items to carry and potential for breaking tablets. Both groups found benefits to tablets for annotating photographs. The conclusion was that tablets helped reduce stress for autistic students and could engage them more in field trips, while neurotypical students preferred traditional notebooks but may use tablets in some cases.
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This document summarizes a longitudinal research project involving students collecting ecological data from ponds and rivers located in a university botanical garden. The project aims to have students practice basic environmental data collection techniques and make recommendations to restore the ponds' natural habitats. Students collect field data using mobile devices and tools to measure variables like dissolved oxygen, pH, temperature, conductivity and turbidity. The project aims to teach students about ecosystem functioning while also contributing to long-term citizen science-style research. It also explores how outdoor learning can foster nature connection and positively impact students' attitudes, empathy and well-being.
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This document discusses students' perceptions of the skills developed through fieldwork experiences. It finds that students identified both technical skills specific to their discipline as well as transferable skills. Students recognized more technical skills from staff-led fieldwork where specific techniques were taught, while student-directed fieldwork led to the development of more transferable skills through independent work. Most students felt the skills learnt, such as data collection, teamwork and project planning, would be useful for future projects and careers. The document recommends including a mix of staff-led and student-directed activities in fieldwork designs and inviting student reflection to help them recognize the full range of skills gained.
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The document describes a virtual landscape project created by the University of Leeds to enhance geological fieldwork training. The virtual landscapes were created using Unity 3D and aim to (1) enhance training for students before fieldwork, (2) develop 3D visualization skills, and (3) provide accessible alternatives for students unable to attend field trips. The virtual landscapes allow students to practice important geological mapping skills like plotting outcrops and interpreting data to construct geological maps, cross-sections and stratigraphic columns. Feedback indicated the virtual landscapes helped students feel more prepared for fieldwork and focused classroom time on skill development.
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The document reflects on over 40 years of experience conducting residential field courses in biology, ecology, and environmental studies. It discusses that over 5,000 students have participated in over 140 residential field courses totaling around 200 weeks, focusing on developing students' ecological knowledge, field techniques, and other practical and professional skills. Surveys of students show that field courses particularly helped them to improve skills in areas like experimental design, statistics, report writing, communication, and group work.
Revisiting Open Data Kit for Fieldwork TeachingEFL Workshop: 8th September 2017fieldwork_ntf
This document discusses using Open Data Kit (ODK) for mobile data collection in fieldwork teaching. It outlines some advantages of mobile data collection like cleaner workflows with less transcription errors and better data sharing. It then describes three scenarios where ODK could be used: 1) managing group data collection, 2) getting better supervision, and 3) overseeing remote group data collection. The document proceeds to explain the components of the ODK system including ODK Collect, Aggregate, and XLSForm. It provides details on using these tools to manage forms and data on mobile devices for fieldwork data collection.
Mapping biodiversity in Pembrokeshire – A biological fieldwork application of...fieldwork_ntf
The document describes a project that mapped biodiversity in Pembrokeshire using ArcGIS software with post-16 students. Students collected field data on sand dunes and the project coordinator used ArcGIS online to compile the data and begin creating a dataset to record and present information on potential biodiversity issues at the field sites. The project aimed to increase the use of technology in biology fieldwork and identify opportunities for further study of biodiversity in the region.
Citizen science and participatory research methods in fieldwork teachingfieldwork_ntf
This document outlines four levels or types of citizen science and participatory research projects, providing examples of each. Level 1 is crowdsourcing, exemplified by the Ocean Sampling Day project led by Matthias Ullrich at Jacobs University Bremen. Level 2 is distributed intelligence, such as the Marine biotope mapping in Mersea Harbour project led by Dr. Leanne Hepburn at the University of Essex. Level 3 is participatory science and includes Project Splatter led by Dr. Sarah Perkins at the University of Cardiff. Level 4 is collaborative science, like the Increasing efficiency of powdery mildew identification project with a PhD student leader Oliver Ellingham at the University of Reading.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
1. Workshop: How to run the best
fieldcourse to develop key
graduate skills
Alice Mauchline, Emma Peasland,
Rebecca Thomas & Nick Worsfold
2. Objectives of session
• To share ideas and develop a peer network
• To explore the key skills needed by ecology
graduates
• To consider ways to develop these during
fieldwork
• To share fieldwork resources
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
3. Maw et al. (2011) Biological fieldwork provision in Higher Education. Bioscience Education, 17-1.
Tutors' most important reasons for fieldwork from
2010 survey:
1 To experience ‘real’ biology
2 To learn key practical skills
3 To enthuse and motivate students
4 To develop group and social cohesion and learning
5 To develop professional skills
Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
4. Three key skills you want your
ecology graduates to develop
during fieldwork
Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
5. Key skills for ecology graduates – Word Cloud
Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
6. Line up!
In order of the number of years of
field teaching experience you have
Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
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@FIELDWORK_NTF
7. Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
8. Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
9. Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
10. Workshop: Fieldwork to
develop key graduate skills
Fieldwork skills
Summarised from the literature in Peasland et al.
(2019) The influence of fieldwork design on
student perceptions of skills development during
field courses, International Journal of Science
Education.
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
11. Pictionary
Describe how you would develop
a key graduate skill during a
fieldwork activity
Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
12. Workshop: Fieldwork to
develop key graduate skills
Peasland, E.L., Henri, D.C., Morrell , L.J. & Scott, G.W. (2019) The influence of fieldwork design on student
perceptions of skills development during field courses, International Journal of Science Education.
Skills – as identified by students (Peasland et al. 2019)
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
13. Workshop: Fieldwork to
develop key graduate skills
Peasland, E.L., Henri, D.C., Morrell , L.J. & Scott, G.W. (2019) The influence of fieldwork design on student
perceptions of skills development during field courses, International Journal of Science Education.
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
14. Pictionary
Describe how you could
co-create a field activity with
your students that would
develop a key graduate skill
Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
16. Fieldwork Audit Tool
• Reflective tool designed to help staff examine and
develop current fieldwork practices
• Series of questions that help staff identify
– Aspects of current good practice
– Areas where change might be needed
– Innovations in fieldwork learning
• Staff can then review & improve on any aspects that are
underperforming
• Available at: www.enhancingfieldwork.org.uk
Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
17. Setting up a successful
fieldcourse
https://enhancingfieldwork.org.uk/author/fieldwor
kntf/
https://www.slideshare.net/fieldwork_ntf/setting-
up-a-successful-field-course
Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
18. Tips: Pre-fieldwork
Have clear learning outcomes
Skills development
Find the right field site
Prepare students
Prepare fieldwork methods
Prepare field kit (inc.
technology?)
Risk assessment and H&S
Consider the sustainability and
ethics of the work
Insurance
Data collection, storage &
sharing
Accessibility & wellbeing
Assessment & supervision
Social cohesion
Plan travel and logisitcs
Check permissions for
access to field sites
Consider value for money
Consider different learning
opportunities
Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
19. Tips: During fieldwork
Consider student wellbeing
Allow time for students to plan and develop hypotheses
Encourage team-working
Provide informal feed-back during activities
Consider how mobile technologies might be useful
Provide good communication routes
Be flexible and adapt to situations
Avoid students working alone
Make contingency plans
Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
20. Tips: Post-fieldwork
Set reflective tasks
Provide feedback promptly
Develop fieldwork learning in follow-on lectures etc.
Reflect yourself and amend plans for next time
Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
21. • Aim – To enhance student learning during fieldwork
through the use of technology
• Investigating use of mobile technologies to enhance
learning including concept of ‘Bring Your Own Device’
• Website full of fieldwork teaching resources
• Showcase – The Open University – Sept 2020
Networks: Enhancing Fieldwork Learning
www.enhancingfieldwork.org.uk
@fieldwork_ntf
Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
22. Networks: BES Teaching and Learning SIG
Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
23. Books
• Maskall, J. and Stokes, A. (2008) Designing Effective Fieldwork
for the Environmental and Natural Sciences. GEES Subject
Centre Learning and Teaching Guide.
https://www.heacademy.ac.uk/knowledge-hub/designing-
effective-fieldwork-environmental-and-natural-sciences
• France, D. et al. (2015) Enhancing Fieldwork Learning using
Mobile Devices. Springer Briefs in Ecology, Springer.
• Henderson, P.A. and Southwood, T.R.E. (2016) Ecological
methods. 4th Edition. John Wiley & Sons.
Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
@BES_TLSIG
@FIELDWORK_NTF
24. Resources for students
• Peacock, J., Mauchline, A. and Park, J.R. (2011) Fieldwork. In:
Effective Learning in the Life Sciences: How students can
achieve their true potential. Ed. Adams, D. Wiley-Blackwell.
• EFL Student pages https://enhancingfieldwork.org.uk/student-learning/
https://enhancingfieldwork.org.uk/student-research/
• Travel guide - helping you prepare for your travel abroad
https://www.heacademy.ac.uk/system/files/travel20guide20for20students2
0and20staff20unbranded.pdf
• Coming soon… BES Guide to Field Research
Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
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25. • Field Studies Council www.field-studies-council.org
• British Ecological Society
https://www.britishecologicalsociety.org/learning-and-
resources/learning-resources/
• Royal Geographical Society https://www.rgs.org/in-the-field/
• The Geological Society https://www.geolsoc.org.uk/FieldResources
• Enhancing Fieldwork Learning www.enhancingfieldwork.org
• DIG UK https://theiagd.org/dig-uk/
• Advance HE (formerly HEA) www.heacademy.ac.uk
Fieldwork Websites
Workshop: Fieldwork to
develop key graduate skills
Workshop: Fieldwork to
develop key graduate skills
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