Latitude 360 enhancing fieldwork showcase
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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.
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3. During the required site visit, students will explore and document their experiences and observations through photos, videos, sketches and notes to inform their project work. They will analyze the habitat and natural elements found.
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This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students experiencing and documenting nature through a site visit. They must then create (1) a 5-minute documentary video in groups showcasing their experiences and (2) an individual scrapbook journal. Additionally, groups must design an informational pop-up poster on an approved topic relating to the site. The poster and video will be graded based on content, creativity, and meeting objectives. The journal will be assessed for content and originality. Students are to submit their work by specified deadlines in March and April.
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This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and sensory observations, as well as information about plant and animal species. The project aims to increase students' awareness and appreciation of natural elements and habitats.
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1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and document their experiences and observations through photos, videos, sketches and notes to inform their project work. They will analyze the habitat and natural elements found.
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1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and document their experiences and observations through photos, videos, sketches and notes to inform their project work. They will gain awareness of natural elements and ecosystems.
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1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and collect data about the natural environment using their five senses, documenting the site and surroundings. This information will inform the group project components.
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1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and collect data about the natural environment using their five senses, documenting the site and surroundings. This information will inform the group project components.
Enbe.project one jan 2015 (1)
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and document their experiences and observations through photos, videos, sketches and notes to inform their project work. They will gain awareness of natural elements and ecosystems.
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This document discusses a field school partnership between the University of the West of England (UWE), the University of Antananarivo (UoA) in Madagascar, and a local NGO called Sadabe. The field school involves UK and Malagasy students conducting research over 16 days in the biodiverse Tsinjoarivo Classified Forest in Madagascar. The partnership benefits all parties by providing educational opportunities for students, raising the universities' profiles, enabling research collaborations, and allowing Sadabe to engage local communities and create a protected area with continued funding and projects. There is potential to expand the field school to additional locations and develop further aligned degree programs between the universities.
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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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Field technology training for undergraduates
The document describes an ecology practical field training for undergraduates that teaches students various technologies and traditional field methods. It is split into two parts, with the first focusing on hands-on experience with camera traps, GPS tracking, sampling techniques and software. The second part involves developing a hypothesis and study design. Feedback found 95.5% saw relevance to their degrees and appreciated learning techniques useful for careers and degrees.
Setting up a successful field course
Slides from the Workshop 'Setting up a successful fieldcourse' - BES Annual Meeting 2018. Updated with suggestions from the workshop
It's a big field out there!
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 Teaching EFL Workshop: 8th September 2017
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...
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.
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- 1. Latitude 360° VIRTUAL REALITY TO ENHANCE FIELDWORK EXPERIENCES Sarah Fielding, Digital Learning Team, University of Southampton @Shieldingafar
- 2. Project team Faculty of Environmental and Life Sciences Digital Learning Team
- 3. Project overview ➢ Faculty funded (Environmental and Life Sciences) ➢ Started Spring 2019 ➢ Virtual Reality (VR) media kit and training ➢ Cross-disciplinary ◦ Health Sciences, Geography, Biology, Ocean and Earth Sciences
- 4. Why use immersive resources? ➢ Make previously inaccessible (or rarely accessible) environments available. ➢ Improve personal reflection and more nuanced understanding of decision making and in situ responses ➢ Provide rich personal narratives from a learner perspective (reduce sense of isolation in new cohorts). ➢ Reduce anxiety levels in some students by managing expectations.
- 6. What kit do we use? ▪ Go Pro Fusion (waterproof 360° camera) £500 ▪ iPad Pro (for live preview and reviewing raw footage on location) circa £1350 ▪ Tascam mics (improved quality of audio when recording outdoors) £160 ▪ Oculus Go (VR Headset, videos installed directly onto device) £250 Total cost £2,500 (rounding up to include sundries – light stand, bag, SD cards etc
- 7. Workflows and progress ▪ Mixed methods approach to development ▪ Digital Learning team films on location with staff ▪ Staff film unassisted ▪ Digital Learning Team involved in editing, publishing Biology • Spain • New Forest Ocean & Earth Sciences • West Wales Health Sciences • Clinical skills lab • Cath lab Geography • Belize rainforest ▪ Outputs so far... ▪ VR versions shown at 4 University Open Days ▪ 3 completed videos published publically on YouTube/Vimeo 360 ▪ Next phase of project includes student feedback and co-creation
- 8. On location in Bolonia (1st yr Ecology)
- 9. Please share your feedback and comments on this Padlet wall: https://bit.ly/31MkG2L
- 12. Top tips for filming ➢ Use a light stand, not a tripod ➢ Don’t carry the camera around! ➢ Position the camera at eye height ➢ Allow a few extra seconds before narration/action starts so viewer can ‘settle in’ ➢ Be aware of stitch lines ➢ Consider how to interact with the audience
- 13. Thanks for participating! Project team: Sarah Fielding (iSolutions) Judith Lock, Neil Gostling, and Bjorn Robroek (Biological Sciences) Eloise Monger (Health Sciences) Jake Snaddon (Geography) Martin Solan, and Phil Fenberg (Ocean and Earth Sciences)