Teaching with Impact: From Field Course to Protected Area
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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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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.
Student perceptions of skills development through fieldwork
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.
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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- 1. Teaching with Impact: From Field Course to Protected Area Mark Steer, University of the West of England
- 2. Overview Why Madagascar? Field School Benefits to each partner Opportunities
- 3. Why Madagascar? 10-12,000 vascular plants – 85% endemic (c. 96% for trees and large shrubs) c. 900 land vertebrates – 84% endemic (95-100% for terrestrial species)
- 4. Why Madagascar? Extensive and ongoing deforestation and degradation Image: Vieilledent et al. 2018
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- 7. Field School
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- 10. Benefits to UoA • Student Opportunities (fieldwork, language) • Profile • Research • Impact
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