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It's a big field out there!
- 1. It’s a big field out there! Reflections on over 40 years of residential field courses Profs Mark Langan and Phil Wheater Faculty of Science and Engineering Manchester Metropolitan University
- 2. QAA ES3 Benchmark Statement QAA Geography Benchmark Statement AQA A Level Syllabus (Environmental Studies)
- 3. >140 residential courses covering ~200 weeks from 1975 / 1991 ~46 weeks on other student based field work >50 remotely supervised students in the field Biology field courses taught / led Other biology field courses Other biology field work Other field courses >5000 student participants
- 4. Ecological knowledge Ecological techniques Statistics Communication skills Other knowledge Experimental design Report writing Group work Information technology Students’ perceptions of how they benefited from field courses Data from post-field course feedback surveys, from 5 series of field courses (UK and overseas) covering up to 21 years Earlier academic years Later academic years
- 5. Numbers = number of field course series analysed (maximum = 5) Information technology (1) Information technology (3) Ecological knowledge (2) Ecological techniques (2) Experimental design (4) Statistics (2) Report writing (1) Communication skills (1) Group work (1) Information technology (1) Ecological knowledge (3) Ecological techniques (3) Experimental design (1) Statistics (3) Report writing (3) Communication skills (3) Group work (2) Newly established field courses More mature field courses Students’ perceptions of how they benefited from field courses Longer series of field courses
- 6. Staff number and experience Questionnaire timing Assessment type/loading Student involvement Feedback timing Style of delivery Location Familiarity Size of course Gender ratio Weather, etc.
- 8. “I go to biology lectures” “I concentrate in biology classes” “I am immersed in learning biology” “I am excited by learning biology” “I learn with biologists” “I am a biologist” Source: Prof Nicola Whitton
- 9. A place to (have the confidence to) fail…
- 10. Something I learned about games… Difficulty Skills See:Schell,J.(2004).TheArtofGamesDesign.ABookofLenses. What is the role of failure in HE?
- 11. Engagement improves outcomes General abilities and critical thinking (Kuh and Gonyea, 2003) Student satisfaction (Kuh et al., 2007)*Moral and ethical development (Jones and Watt, 1999) Practical competence and skills transferability (Kuh, 1995) Self-esteem, psychosocial development (Chickering and Reisser, 1993) Cognitive development (Pascarella and Terenzini, 2005)
- 12. Learning includes goals, purposes, intentions, choice and decision-making, and it is not at all clear where these elements fit into the learning cycle In the early 1980s, Freire and others stressed that the heart of all learning lies in the way we process experience, in particular, our critical reflection of experience. (Rogers, 1996) Psychology Piaget,Gagne (etc) Kolb 1984 Bloom 1956
- 13. A place for educational research… M13 F1 F6 M4 M2 M3 F5 M11 F7 M14 F12 M10 M9 M8 S1 S2 S3 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 ♂ ♂ ♂ ♂ ♂ ♂ ♂ ♂ ♀ ♀ ♀ ♀ ♀ ♀ ♀ ♀ ♀ ♀ ♀ ♀ M13 F1 F6 M4 M2 M3 F5 M11 F7 M14 F12 M10 M9 M8 S1 S2 S3 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 ♂ ♂ ♂ ♂ ♂ ♂ ♂ ♂ ♀ ♀ ♀ ♀ ♀ ♀ ♀ ♀ ♀ ♀ ♀ ♀ S3 S7 S9 S12 S14 S20 S1 S5 S10 S11 S19 S6 S21 S2 S17 S15 S16 S13 S18 S8 ♀ ♂ ♀ ♀ ♀ ♀ ♀ ♀ ♀ ♀ ♀ ♀ ♀ ♂ ♂ ♂ ♂ ♂ ♂ ♂ Student-student interactionsStudent-tutor interactions (Source: Langan et al. 2007)
- 15. Don’t let it stop you…! • Health and safety • Liabilities (incl CMA) • Reliabilities • Costs • Staffing • International • Environmental impact (travel) • Crime • Behaviour • Cultural • Equivalent experiences for non-participants • Accessibility (eg ERAC) • … more?!
- 16. Next 40 years? • Online • Virtual Reality • Augmented Reality • ‘Kit’ • Use of data • Ethics (etc) • Student demands • National curriculum drivers
- 17. Next 40 years? • Online • Virtual Reality • Augmented Reality • ‘Kit’ • Use of data • Ethics (etc) • Student demands • National curriculum drivers
- 18. … importance of practical skill development, especially in field situations … an emphasis on practical (especially field-based) investigation … integration of fieldwork, experimental and theoretical investigations underpinning the learning experience, especially in Earth and environmental sciences (although this may also be important in environmental studies) Practical skills associated with laboratory and field situations It is impossible for students to develop a satisfactory understanding of ES3 without significant exposure to field-based learning and teaching Much of the advancement in knowledge and understanding in these subject areas is founded on accurate observation and recording in the field Developing field-related practical and research skills is therefore essential for students wishing to pursue careers in ES3 … conduct fieldwork and laboratory investigations competently … undertake laboratory and fieldwork ethically and safely QAA ES3 (Earth Science, Environmental Science & Environmental Studies) Benchmark Statement
- 19. An essential and characteristic aspect of geography is the role of fieldwork and other forms of experiential learning in the development of knowledge and understanding Programmes develop familiarity with a range of methodologies including: field, laboratory and process- modelling skills Geography is intrinsically a field-based subject. Field experience is an essential part and all geographers require the opportunity to plan, undertake and report significant fieldwork during their programme Fieldwork and experiential learning constitutes an essential aspect of this engagement and thus has a variety of roles in: providing an opportunity to apply theoretical, technical and scientific laboratory methods and findings to more complex, uncontrolled field environments identifying problems and framing research questions, testing hypotheses and designing research encouraging consideration of the ethical aspects of research processes developing a sense of place, identity, awareness of difference, and sensitivity to others promoting generic skills such as teamwork and observation. QAA Geography Benchmark Statement
- 20. An honours degree programme in the biosciences is designed to provide graduates with a broad understanding of the scientific basis of the study of living systems and practical experience of working in a laboratory and/or field situation They are aware of the need for good practice in the laboratory and in the field, including health and safety, and legal and ethical aspects of research design and analysis … identify individual and collective goals and responsibilities and perform in a manner appropriate to these roles, in particular those being developed through practical, laboratory and/or field studies … obtain, record, collate and analyse data using appropriate techniques in the field and/or laboratory, working individually or in a group, as is most appropriate for the subject under study … undertake field and/or laboratory investigations of living systems in a responsible, safe and ethical manner carry out sample selection; record and analyse data in the field and/or the laboratory … exhibit practical fieldwork skills including but not limited to ecological survey techniques, taxonomic identification of organisms and ecological impact assessments QAA Biosciences Benchmark Statement
- 21. Environmental studies Species diversity in the context of ecological stability Calculation of an index Candidates should study appropriate examples drawn from fieldwork as far as possible Students will be given the opportunity to develop fieldwork skills This gives students the choice of being assessed on a fieldwork investigation of their choice and fieldwork skills by taking the Geography Fieldwork Investigation paper (Unit 4A) or by taking the Issue Evaluation Paper (Unit 4B). … use sampling techniques in fieldwork (one of 12 practical exercises) Identifies hazards and assesses risks associated with those hazards, making safety adjustments as necessary, when carrying out experimental techniques and procedures in the lab or field. Geography Biology AQA A Level Syllabus