This document discusses the development of virtual fieldwork at Newcastle University to replace in-person fieldwork due to the pandemic. It notes that fieldwork is traditionally seen as essential in bioscience teaching for hands-on learning, observation skills, and teamwork. Newcastle developed virtual fieldwork involving online briefings, 3-4 hour practical sessions using virtual tours of field sites like rocky shores and salt marshes, and follow-up sessions. Initial feedback from students was positive about continuing to gain field-based skills and knowledge through the virtual approach. More details are available in a case study on their virtual fieldwork teaching.

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2. From Newcastle. For the world.
Dr Sara Marsham
sara.marsham@ncl.ac.uk
@sara_marine
Dr Heather Sugden
heather.sugden@ncl.ac.uk
@hes_1
School of Natural and Environmental Sciences
@SciencesNCL
@newcastlemarine
@NCLDoveMarine
The Art of the Possible
7th July 2021
Fieldwork in a virtual world

3. From Newcastle. For the world. 3
The Art of the Possible
o Fieldwork assumed to be essential within biosciences teaching (e.g. Cook et
al., 2006; Peasland et al., 2019; QAA, 2019)
o Scientific basis for study of organisms and ecosystems
o Observation-based knowledge acquisition
o Analytical research skills
o Decision-making and team-work
o Provides social interactions - improves contentment, recruitment and retention (Boyle et al., 2007)
o Recently, virtual resources used to augment physical fieldwork
o Observation, data-gathering and problem solving using computer-generated approaches
o Limited practice in the biosciences (Shim et al., 2003; Horodyskyj et al., 2018)
Importance of field teaching
Boyle et al. (2007). Journal of Geography in Higher Education, 31: 299–317; Cook et al. (2006). Area, 38: 413–20; Horodyskyj et al. (2018). Astrobiology, 18: 86-99. Peasland et al.
(2019). International Journal of Science Education, 41: 2369-2388; QAA (2019). Benchmark statement for biosciences; Shim et al. (2003). Journal of Biological Education, 37: 71-
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The Art of the Possible
o Replaced in-person, in-field delivery with online provision
o Formative and summative sessions
o Briefing ahead of the practical
o Three-four hour practical session
o Follow up after the practical
o Range of field sites
o Rocky shore
o Estuary environment
o Sand dune
o Salt marsh
oResearch vessel
Development of virtual fieldwork

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The Art of the Possible
Canvas Compatible

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The Art of the Possible
Virtual Tour

7. ncl.ac.uk
Dr Sara Marsham Dr Heather Sugden School of Natural and Environmental Sciences
sara.marsham@ncl.ac.uk heather.sugden@ncl.ac.uk @SciencesNCL; @newcastlemarine;
@sara_marine @hes_1 @NCLDoveMarine
What did our
students think?
The Art of the Possible
7th July 2021
Further details in our
virtual fieldwork teaching case study

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