1. Technology Enhanced and Field Based Learning Prof. Derek France Dept of Geography & Development Studies (d.france@chester.ac.uk)d.france@chester.ac.uk New To Teaching in GEES Workshop: University of Birmingham, December 2012

2. Ice breaker….. Form a line up for all workshop participants.. –by date of birth Jan1st to Dec 31 st You have 1 minute –Your understanding, experience and application of technology enhanced learning. You have 1 minute

3. An appreciation of how technology can enhance teaching practice To demonstrate potential transferability of technology into practitioners own teaching An evidence-base for colleagues on how to use appropriate learning and teaching strategies to integrate technology in curricula. Objectives of Workshop

4. Why Engage with Digital Technologies? The modern day University student is often referred to as: –The Net Generation (Tapscott, 1998), –The Millenials (Oblinger and Oblinger, 2005) –Digital Natives (Prensky, 2001) Oblinger and Oblinger (2005)… digitally literate, highly Internet familiar, highly social, crave interactivity in image rich environments and dont think in terms of technology, they think in terms of activity which technology enables. Think in terms of Digital Wisdom and Digital Enhancement Prensky (2009)

5. Why Engage with Digital Technologies? Lord Puttnam – Handheld Learning Conference 08 advocated that only building upon the possibilities opened up by digital technologies can we ensure that education will triumph the use of digital technologies changes the meaning of the learning activity, subtly or profoundly Beetham and Sharpe (2007, p.33) However, a recent study by Jones et al (2010) reports variability of the net generation with the use and appreciation of new technologies

6. Web 2.0 Social Web Software that supports group interaction (Shirky, 2003)

7. Great Expectations Study commissioned by JISC 2008

8. What two words best describes your opinion of using digital technologies for teaching and learning Goto to the Wiki Activity 1

9. Wiki Screen Shot

10. Learner Generated Video Podcasts and Digital Stories

11. Lights, Camera, Action! Purpose Extension To Lectures Support Fieldwork Support Practical Work Supplement Online Teaching Assessment Develop Students Study Skills Bring Topical Issues Convergence Developer Length Structure Reusability Medium Style Capacity Frequency Stand Alone LecturesTutorsStudentsSenior StudentsOthers (Experts) AudioVideo Integrated with VLE Temperate (Immediacy, Alive)Reusable Single SessionMultiple Sessions Short (10 minutes or less)Longer (10+) Formal (Lecture)Informal (Conversation, Discussion) Large Student CohortsSmall Groups of Students WeeklyFortnightlyMonthlyRegularly …… A Framework for Developing Podcast Content (Nie, 2007)

12. Lights, Camera, Action! Model 1: Support Lectures Model 2: Support Fieldwork Model 5: Assessment Tool Screencasting, podcating lectures Lecture summaries Pre-lecture listening materials (complex concepts) iWalk: Location-based information Instruction on technique & equipment use Video footage prepare for field trip Model 4: Support Practical-based Learning Model 3: Support 3-Dimensional Learning Model 6: Provide Feedback Lecture recordings Digital Story-telling Anatomical Specimens (Structures, tissues, dissections) Software teaching & learning (replace text-based instructions) Student-created podcast based on field trips Student-created podcast to address climate change Model 7: Supplement Lectures Bring topical issues Guidance & tips Assessment tasks Supplement Online teaching Skills Development Models of Podcasting (Impala project, 2007)

13. Hardware

14. Software

15. Audio Feedback

16. Generic Large Group Feedback N = 90

17. More personalised: This feedback felt that the work had really been looked at and evaluated personally. I listened to this at home and it felt like you were in the room with me and I wasnt totally comfortable with that. More understandable? You get the tone of voice with the words so you could understand the importance of the different bits of feedback. Responsiveness to receiving information verbally: Dont just briefly read it, you actually listen to it and take it in. Better, goes in more. Can remember feedback from podcast but not from written. Greater sensitivity to the spoken word: I liked the feedback for what it was, but I also found it a bit depressing. It was very personal… I felt I let you down. May be harder to hear a poor mark, rather than receiving it in writing. Nature and content of the feedback

18. Podcasts from the field Fieldwork element Potential to increase student engagement through:- –Digital story telling –Learner generated video podcasts Integrated component of the field report Record the video sequence using digital cameras to cut down post production editing Back at University compile podcast and share on the VLE

19. Marking Criteria Research report (weighted 70%)Digital component (weighted 30%) Research objectives Project rationale/justification Methods of data collection Analysis and interpretation Conclusion (including critique) Writing style Use and incorporation of digital component Quality of content Content complements / enhances the report Quality of presentation Sound quality Creativity Wakefield and France (2010)

20. n=63 Digital Stories / Video Podcasting

21. Further sources of information

22. Project Outline 3-year National Teaching Fellowship project Funded by the Higher Education Academy in the UK Cross-disciplinary: Geography, Earth sciences, Geology, Biosciences and allied subjects Aims of the Project to enhance student learning in fieldwork through the use of technology to focus on hardware and software that may enhance learning to gather and share good practice of fieldwork

23. Fieldwork is expensive in terms of money and time Students must make good use of the time in the field Fieldwork is not accessible for all students, however, by using technology students can remotely access field sites if necessary. Technology can speed up data collection and allow students to begin analysis during the field trip rather than back at the University – increases student engagement & enthusiasm levels Aspects of Fieldwork Learning

24. http://www.enhancingfieldwork.org.uk Twitter: @fieldwork_ntf Using geomeasure app to calculate the shortest distance by road from the University rail station to The Clock Tower, the area around Edgbaston Park, Work in small groups for 5 mins plus verbal feedback Activity 2

25. 1.Lack of time to implement new technology 2.Cost of technology/limited resources 3.Limited staff/student technology skills Results of International Practitioners Survey 2011: 1.Increase speed and volume of data collection 2.To enable students to begin analysis during field trip 3.Improve digital literacy of students Why was this technology introduced? What are the barriers to using technology in fieldwork?

26. Using iPads for sketching Activity 3 Open the skitch app….and select either a photo from the camera role or take a new photograph. Using the selected photo, add appropriate labels and annotations of your choice. 5 mins plus verbal feedback

27. Useful fieldwork apps GeoMeasure – an app to measure distances and areas on satellite images. iGeology – an app from the British Geological Survey showing bedrock and superficial geology in the UK. Earth Observer – an app which generates a wide range of maps from across the globe. Panoramio – an app which has geotagging of photos enabled. Integrates with Google Maps. iTalk – a high-quality voice recorder for qualitative data gathering. Polldaddy – create a free 10 question survey to gather and collate data (no 3G/wifi needed ) iCelcius – use with an iPad temperature (~£50) probe to record and graph temperature data.

28. iPads

29. Activity 4 In groups discuss the benefits and challenges of the practicalities of using iPads in teaching sessions, Time – 5 minutes

30. Fieldwork and Technology Reluctant colleagues are often cited as a barrier to using technology in fieldwork. Bring your own device (BOYD) is a concept whereby students are encouraged to use their own technological device for fieldwork. What are the challengers with this concept?

31. E-learning design: consider What are the learning outcomes of the course? What are the aims for the students? – skills development What learning activities may encourage the above E-learning tools: What tools are supported by your institution? Can you use freely available Web 2.0 tools? Any local policies, technical or cultural barriers? Support of institution? Will the students be absolutely clear about the purpose of the learning activities Reusable learning objects (RLOs), free resources: Explore iTunes U for educational content; Open Learn from the Open University Jorum UKs online repository; MIT OpenCourseware initiative Opportunities for Change

32. Future technologies

33. Jarvis & Dickie (2010) Video podcasting of field methods Scott et al. (2009) Virtual Field Guide Netskills (2011) Using QR codes to add layers of information to locations Cremona et al. (2011) Using shared spreadsheets on Smartphones & Tablets Welsh et al. (2012) Geotagging photographs France and Wakefield (2011) Digital storytelling Case Studies Welsh & France (2012) Smartphones and fieldwork

34. Action Plan What have I learnt? What I am going to do next? –Where will I be in 6 months What 3 things can you feedback to colleagues?

35. Department for Education and Skills (2005) Harnessing technology transforming learning and childrens services. Retrieved fromhttp://www.dfes.gov.uk/publications/e-strategy/http://www.dfes.gov.uk/publications/e-strategy/ France, D., and Ribchester, C. (2008) Podcasts and Feedback. In Salmon, G., Edirisingha, P. (Ed.) Podcasting for Learning in Universities, pp. 70-79. Milton Keynes: Open University Press. France, D., and Wheeler, A. (2007) Reflections on Using Podcasting for Student Feedback. Planet 18, 9-11. http://www.gees.ac.uk/pubs/planet/p18/df2.pdfhttp://www.gees.ac.uk/pubs/planet/p18/df2.pdf Gibbs, G. (2006). How assessment frames student learning. In C. Bryan and K. Clegg (Eds.), Innovative Assessment in Higher Education (pp 23-36). London: Routledge. GfK (2008) NUS/ HSBC Students Research. GfK Financial London, Study Number 154021 References

36. Handley, K., Szwelnik, A., Ujma, D., Lawrence, L., Millar, J. & Price. M. (2007). When less is more: Students experiences of assessment feedback. Paper presented at the Higher Education Academy Annual Conference, July 2007. Retrieved from http://www.heacademy.ac.uk/assets/York/documents/events/conference/E5.doc http://www.heacademy.ac.uk/assets/York/documents/events/conference/E5.doc HEFCE. (2009). E-learning strategy. Retrieved from www.hefce.ac.uk/pubs/hefce/2005/05_12/ www.hefce.ac.uk/pubs/hefce/2005/05_12/ Higher Ambitions (2009) Higher Ambitions, Online at http://www.bis.gov.uk/wp- content/uploads/publications/Higher-Ambitions.pdfhttp://www.bis.gov.uk/wp- content/uploads/publications/Higher-Ambitions.pdf Juwah, C, Macfarlane-Dick, D, Matthew, B, Nicol, D, Ross D., & Smith, B (2004) Enhancing the Student Learning through effective formative feedback. Higher Education Academy, York. www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id35 3_senlef_guide.pdf www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id35 3_senlef_guide.pdf References

37. Nie, M. (2007). Podcasting for GEES Subjects. Paper presented at the IMPALA 2 workshop, Dec 2007. Retrieved from http://www2.le.ac.uk/projects/impala2/presentation/2nd%20Workshop/Presentatio ns/Ming%20Nie http://www2.le.ac.uk/projects/impala2/presentation/2nd%20Workshop/Presentatio ns/Ming%20Nie Oblinger, D. G, and Oblinger, J. L. (2005) Educating the Net Generation. Educause. Available online Retrieved from Prensky, M. (2001) Digital Natives Digital Immigrants. On the Horizon, 9, No 5. MCB University Press http://www.marcprensky.com/writing/Prensky%20- %20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdfhttp://www.marcprensky.com/writing/Prensky%20- %20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf Prensky, M. (2009) H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom. Innovate, 5, No3, pp1-9. Retrieved from http://innovateonline.info/index.php?view=article&id=705&action=article http://innovateonline.info/index.php?view=article&id=705&action=article References

38. IMPALA. (2007). Resources and tools for creating podcasts. Retrieved from https://swww2.le.ac.uk/projects/impala/documents/resources-and-tools-for- creating-podcasts https://swww2.le.ac.uk/projects/impala/documents/resources-and-tools-for- creating-podcasts Salmon, G. & Edrisingha, P. (2008). Eds. Podcasting for Learning in Universities. Maidenhead: Open University Press. Including companion website: http://www.atimod.com/podcasting/index.shtml http://www.atimod.com/podcasting/index.shtml Miller, S & France, D (in press) Real-time emergency response scenario using a Web 2.0 technology. Planet. HEA GEES Shirky, C. (2003) Social software and the politics of groups. Networks, economics and culture mailing list [online] 9 th March 2003. Retrieved from http://shirky.com/writings/group_politics.html http://shirky.com/writings/group_politics.html Wakefield, K., and France, D. (2010) Bringing digital technology into Fieldwork. Planet 23, pp. 63- 67