Student perceptions of skills development through fieldwork
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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 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.
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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 learning
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.
Derek France Storymaps
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.
Alison Dunn Invasive species and fieldwork
This document discusses the importance of biosecurity practices to reduce the spread of invasive alien species through various pathways. It provides examples of harmful invasive species and their impacts. Research and fieldwork are highlighted as major pathways that can transport invasive species unintentionally. The document advocates for raising awareness of biosecurity protocols like check, clean, and dry among researchers and other sectors. Embedding biosecurity training across universities and research institutes is suggested to help reduce the spread and costs of invasive species to the environment.
Kearti Mondair Overcoming plant blindness
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 fieldwork
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.
Fieldcourse to develop key graduate skills workshop - BES Annual Mtg 11.12....
Workshop at the British Ecological Society Annual Meeting - Belfast 2019 #BES2019. Developing key graduate skills for ecology students while on fieldwork.
Latitude 360 enhancing fieldwork showcase
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 2020
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.
Access Anglesey: tablets to enable learning for autistic students
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.
Longitudinal fieldwork-based research projects
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.
Teaching with Impact: From Field Course to Protected Area
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.
Virtual Landscapes - where's the dead sheep?
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.
Using Mobile Technologies in fieldwork in Thailand
This document discusses using mobile technologies to support fieldwork and challenge-based learning in Thailand. It describes 7 challenges addressed by interdisciplinary teams, including using rivers to educate local schools about water quality and sustainability. It also details the development of a digital heritage trail to promote cultural preservation. New projects focus on citizen inquiry, where learners define their own questions and work collaboratively on real-world issues. Recent awards support exploring plastic waste and circular economies through citizen science with youth. The goal is to empower local communities and students to influence decisions through mobile-enabled environmental investigation.
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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Joanna Bagniewska Accessibility of fieldwork for the deaf
Joanna Bagniewska Accessibility of fieldwork for the deaf
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Graham Scott Choice and ownership in field learning
Fieldcourse to develop key graduate skills workshop - BES Annual Mtg 11.12....
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Access Anglesey: tablets to enable learning for autistic students
Teaching with Impact: From Field Course to Protected Area
Teaching with Impact: From Field Course to Protected Area
Using Mobile Technologies in fieldwork in Thailand
Using Mobile Technologies in fieldwork in Thailand
Revisiting Open Data Kit for Fieldwork Teaching EFL Workshop: 8th September 2017
Revisiting Open Data Kit for Fieldwork Teaching EFL Workshop: 8th September 2017
Mapping biodiversity in Pembrokeshire – A biological fieldwork application of...
Mapping biodiversity in Pembrokeshire – A biological fieldwork application of...
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Introduction
In the realm of entertainment, few names resonate as Orpah Winfrey Dwayne Johnson. Both figures have carved unique paths in the industry. achieving unparalleled success and becoming iconic symbols of perseverance, resilience, and inspiration. This article delves into the lives, careers. and enduring legacies of Orpah Winfrey Dwayne Johnson. exploring how their journeys intersect and what we can learn from their remarkable stories.
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Early Life and Backgrounds
Orpah Winfrey: From Humble Beginnings to Media Mogul
Orpah Winfrey, often known as Oprah due to a misspelling on her birth certificate. was born on January 29, 1954, in Kosciusko, Mississippi. Raised in poverty by her grandmother, Winfrey's early life was marked by hardship and adversity. Despite these challenges. she demonstrated a keen intellect and an early talent for public speaking.
Winfrey's journey to success began with a scholarship to Tennessee State University. where she studied communication. Her first job in media was as a co-anchor for the local evening news in Nashville. This role paved the way for her eventual transition to talk show hosting. where she found her true calling.
Dwayne Johnson: From Wrestling Royalty to Hollywood Superstar
Dwayne Johnson, also known by his ring name "The Rock," was born on May 2, 1972, in Hayward, California. He comes from a family of professional wrestlers, with both his father, Rocky Johnson. and his grandfather, Peter Maivia, being notable figures in the wrestling world. Johnson's early life was spent moving between New Zealand and the United States. experiencing a variety of cultural influences.
Before entering the world of professional wrestling. Johnson had aspirations of becoming a professional football player. He played college football at the University of Miami. where he was part of a national championship team. But, injuries curtailed his football career, leading him to follow in his family's footsteps and enter the wrestling ring.
Career Milestones
Orpah Winfrey: The Queen of All Media
Winfrey's career breakthrough came in 1986 when she launched "The Oprah Winfrey Show." The show became a cultural phenomenon. drawing millions of viewers daily and earning many awards. Winfrey's empathetic and candid interviewing style resonated with audiences. helping her tackle diverse and often challenging topics.
Beyond her talk show, Winfrey expanded her empire to include the creation of Harpo Productions. a multimedia production company. She also launched "O, The Oprah Magazine" and OWN: Oprah Winfrey Network, further solidifying her status as a media mogul.
Dwayne Johnson: From The Ring to The Big Screen
Dwayne Johnson's wrestling career took off in the late 1990s. when he became one of the most charismatic and popular figures in WWE. His larger-than-life persona and catchphrases endeared him to fans. making him a household name. But, Johnson had ambitions beyond the wrestling ring.
In the early 20
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Leonardo DiCaprio House: A Journey Through His Extravagant Real Estate Portfolio
Introduction
Leonardo DiCaprio, A name synonymous with Hollywood excellence. is not only known for his stellar acting career but also for his impressive real estate investments. The "Leonardo DiCaprio house" is a topic that piques the interest of many. as the Oscar-winning actor has amassed a diverse portfolio of luxurious properties. DiCaprio's homes reflect his varied tastes and commitment to sustainability. from retreats to historic mansions. This article will delve into the fascinating world of Leonardo DiCaprio's real estate. Exploring the details of his most notable residences. and the unique aspects that make them stand out.
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Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
His Malibu beachfront house is one of the most famous properties in Leonardo DiCaprio's real estate portfolio. Situated in the exclusive Carbon Beach. also known as "Billionaire's Beach," this property boasts stunning ocean views and private beach access. The "Leonardo DiCaprio house" in Malibu is a testament to the actor's love for the sea and his penchant for luxurious living.
Architectural Highlights
The Malibu house features a modern design with clean lines, large windows. and open spaces blending indoor and outdoor living. The expansive deck and patio areas provide ample space for entertaining guests or enjoying a quiet sunset. The house has state-of-the-art amenities. including a gourmet kitchen, a home theatre, and many guest suites.
Sustainable Features
Leonardo DiCaprio is a well-known environmental activist. whose Malibu house reflects his commitment to sustainability. The property incorporates solar panels, energy-efficient appliances, and sustainable building materials. The landscaping around the house is also designed to be water-efficient. featuring drought-resistant plants and intelligent irrigation systems.
Leonardo DiCaprio House: Hollywood Hills Hideaway
Privacy and Seclusion
Another remarkable property in Leonardo DiCaprio's collection is his Hollywood Hills house. This secluded retreat offers privacy and tranquility. making it an ideal escape from the hustle and bustle of Los Angeles. The "Leonardo DiCaprio house" in Hollywood Hills nestled among lush greenery. and offers panoramic views of the city and surrounding landscapes.
Design and Amenities
The Hollywood Hills house is a mid-century modern gem characterized by its sleek design and floor-to-ceiling windows. The open-concept living space is perfect for entertaining. while the cozy bedrooms provide a comfortable retreat. The property also features a swimming pool, and outdoor dining area. and a spacious deck that overlooks the cityscape.
Environmental Initiatives
The Hollywood Hills house incorporates several green features that are in line with DiCaprio's environmental values. The home has solar panels, energy-efficient lighting, and a rainwater harvesting system. Additionally, the landscaping designed to support local wildlife and promote
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Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
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Student perceptions of skills development through fieldwork
- 1. Students’ perceptions of skills development through fieldwork Emma Peasland, Dominic Henri, Lesley Morrell and Graham Scott @Peas_E
- 2. Fieldwork Benefits Real-world experience of classroom learning Learn discipline- specific techniques Can promote deeper learning Builds social bonds Inspiring / enjoyable / fun Motivating Skills development (Kent et al., 1997; Boyle et al., 2007; Stokes & Boyle, 2009; Wheeler et al., 2011; Scott et al., 2012; Dykas & Valentino, 2016; Wilson et al., 2016; Fleischner et al., 2017)
- 3. Skills development Technical skills Transferrable skills Personal development • Identifying organisms • GPS Use • Mapping • Dissection • Describing soil profiles • Experimental design • Conducting field research • Understanding natural processes • Using standard survey methods • Identifying / describing habitats • Identifying geomorphological features • Sampling • Teamwork • Decision making • Observation • Problem solving • Data collection • Applying theoretical knowledge • Planning • Research design • Collaboration • Project management • Data management • Numeracy / mathematics • Communication • Presentation • Organisation • Reflection • Time management • Critical thinking • Creativity • Data analysis • Leadership • Adapting to new situations • Self-management • Interpersonal skills • Building confidence • Environmental respect (Compiled from: Kent et al., 1997; Hovorka & Wolf, 2009; Maw et al., 2011; Goulder et al., 2012; Wall & Speake, 2012; Mauchline et al., 2013; France et al., 2016; Wilson et al., 2016; Larsen et al., 2017)
- 4. Fieldwork designs Student-Directed Observations Students independently record observations. E.g. on self-guided trails Student-Directed Investigations Students design and undertake autonomous investigations Staff-Led Observations Staff lead students around field sites directing their observations. E.g. a ‘Cook’s Tour’ Staff-Led Investigations Staff design an investigation and students collect data as directed by staff. Autonomous Staff-Led Observation Participation (Adapted from: Herrick, 2010; Kent et al., 1997; Panelli & Welch, 2005)
- 5. Research questions 1. What skills do students identify? 2. Does the fieldwork design – staff-led or student-directed – affect the skills that students identify? 3. Do students recognise the potential enhancement to their employability from skills developed through fieldwork?
- 6. Data Collection Malaysia n = 22 Malham Tarn n = 19 Mallorca n = 20 • Optional final-year residential field course • 61 Respondents
- 7. Malaysia 4 days of staff- led fieldwork 4 days of student-directed fieldwork Mallorca 5 days of staff- led fieldwork 3 days of student-directed fieldwork Malham 3.5 days of staff- led fieldwork 2.5 days of student-directed fieldwork Data Collection
- 8. Data Collection 1380 Diary entries Skills Recognition Employability Recognition Transcription Thematic analysis
- 9. What skills did students identify? Technical Skills Transferable Skills • Specific field technique • Identification or taxonomy • Diving technique or skill • Scientific drawing or mapping • Generic field methods • Microscopy • Water quality monitoring 349 261 180 68 20 5 3 • Teamwork • Communication • Presentation • Planning or organisation • Data collection • Observation • Numeracy or statistics • Improvisation • Risk or hazard management • Time management • Analysis 57 53 26 21 17 15 10 9 9 6 6 • Project management • Computing or IT • Accuracy, precision or detail • Data presentation • Multitasking • Leadership • Creative thinking • Problem-solving • Delegation • Decision making 5 5 5 3 2 2 2 1 1 1 Invitation to reflect could have increased skills recognition
- 10. Did design affect the skills identified?
- 11. Did design affect the skills identified? More technical skills during staff-led fieldwork More techniques taught over multiple investigations Signposting skills aids recognition
- 12. Did design affect the skills identified? More transferable skills during student-directed fieldwork Delegated responsibility requires students to use more transferable skills
- 13. How will the skills learnt be useful? Useful n = 16 ‘Data collection and teamwork will be important and most useful’ (2017MAL18) Useful for projects n = 7 ‘Better at project planning and decision making for future projects’ (2017ESP01) Useful for career n = 27 ‘fieldwork, observation and project planning will help in future careers. Thinking on your feet to problem solve is important in any job’ (2017ESP02)
- 14. Maximising skills development • Include both staff-led and student-directed investigations • Signpost the skills students have practised during fieldwork • Invite students to reflect on the skills they have developed each day to facilitate their ability to recognise their skills. E.Peasland@2016.hull.ac.uk @Peas_EThank you