1. Using technology inside and out: The changing nature of fieldwork in the undergraduate L & T experience Jennifer Hill 1 & Catherine White 2 1 UWE, Bristol 2 University of Northumbria Fieldwork in GEES Event, Southampton Solent, 11November 2011

2. 1. Session aims 1) To showcase 2 examples of utilising audio-visual technology inside and outside the field 2) To encourage YOU to consider the implications of utilising the technology - allied to fieldwork - for the undergraduate L & T experience 3) To highlight the potentials and barriers identified in the studies in adopting the technology for field-based L&T 4) To consider a model of good practice for effective integration of the technology into L&T

3. 2. Case studies Case Study 1: Staff bringing the outside in (Jenny Hill, UWE) using video podcasts filmed in exotic locations to supplement lecture material (2 nd yr UG optional module) supporting student learning about environments that are largely inaccessible to them capitalising on the visual medium: - contextualises abstract concepts (Ansell 2002) - engages long-term memory (Clark & Paivio 1991)

4. tutor produced a series of video podcasts (6 x 15-20 minutes), made accessible via university VLE: on-line or to download to mobile technology DesertsRain forests rf_podcast.wmv

5. Student responses students engaged with the podcasts, watching them multiple times, often outside working hours engagement largely at home, split almost equally between accessing VLE remotely and laptop download - convenient + flexible - could self-pace, make notes, concentrate

6. 12 responses to i-pod downloading Why? i-pod is a good, convenient way to watch them. Useful on train journeys Flexibility of watching them when I had a spare 5 minutes and could access them from anywhere

7. It was good being able to refer to the information unlimited times whenever I wanted Not all the locations will be accessible, so good to see them via podcasts. Puts information into context They are visual and so you can associate some subjects with a picture Visually being able to look at plants and species helped me to link together all my learning Perceived value as learning & teaching resource

8. podcasts perceived as useful/very useful for revision + assessment: I was able to picture images from podcasts in my mind. They were also an enjoyable alternative to revising with books no significant difference in exam performance prior to and post- adoption of podcasts

9. Brainstorm What are the implications of utilising the technology - allied to fieldwork - for the undergraduate L & T experience?

10. Opportunities podcasts rated as enjoyable and engaging: make learning fun podcast engagement created flexible times / spaces of learning empowered a diversity of students to elect when and where to use the technology, based on individual learning styles added variety to learning resources, supporting range of learner styles

11. Barriers substantial investment of staff time podcasts supported factual retention over deeper understanding supports Heilesen (2010): little evidence for podcasting having consistent beneficial effect on student exam performance poor substitute for intellectual, technical and personal development (Higgitt 1996) experienced in the field?

12. Case Study 2: Students using technology in the field (Catherine White, Northumbria University) students on a yr 2 Spanish fieldtrip employ flipcams to record their impressions of place (used 2010 and 2011) trip includes a stay in the village of Yegen in the Alpujarras students work in pairs to capture and construct their own learning about the village and its context

13. films covered a number of differing approaches student G took the flipcam home at the end of the trip and edited it using his own software covered Higgitts (1996) intellectual and technical objectives linked his experiences with prior knowledge and connected theoretical concepts with the real world showed deep thinking about place and society Yegen.wmv

14. Opportunities flipcams offer enjoyable and innovative way of learning in the field can contribute to autonomous, student-centred learning can support deep learning, linking field experiences with prior knowledge and connecting theoretical concepts with the real world engage technical, intellectual and inter-personal skills can link to constructivist learning experiences

15. Barriers expense of the equipment time needed to familiarise students and staff with the technology problems with colleagues not embracing technology use of technology must fit module learning outcomes some students might find technology detracts from learning and so disengage with it

16. 3. A model of good practice? employ video technology critically and unite it with reflective discussion in a social constructivist framework