Fieldwork Education and Technology
Contents
Project Members
Derek France (Chester College of Higher Education) (Project Leader), Steve Fletcher (Southampton Institute), Kate Moore, (University of Leicester), Geoff Robinson (University of Leicester).
Abstract
This short paper summarises the initial findings of the Fieldwork Education and Technology group of the LTSN-GEES pedagogic research and fieldwork programme. The project investigates the relationship between C&IT and fieldwork education as used in the undergraduate curriculum in Geography, Earth and Environmental Sciences. A postal survey was sent to all relevant UK higher education GEES departments and a workshop and focus group was held at the University of Leicester in May 2002. Salient points from the questionnaire and the expert-group discussions provide insights into trends, driving forces, hindrances and impacts of C&IT within field courses.
Methodology
In 2002 all relevant UK GEES departments in HE institutions were surveyed
on their use of C&IT in fieldwork teaching and learning, as exemplified
by one or more 'typical' fieldcourse modules. This survey involved the design
of a questionnaire which was interrogated electronically. Additionally, a
thematic one-day workshop (see Fletcher et.al.,2002) provided a forum for
participants to display, exchange and
develop ideas on the pedagogic use of C&IT with fieldwork. The workshop
presentations demonstrated, in particular, the use of multimedia and the Web
as a successful teaching, learning and assessment tool in association with
field courses (see http://www.gees.ac.uk/pedresfw/citfw/fetwkshp.htm). Participants
in the
workshop then convened as an expert group led by Alan Jenkins (Oxford Brookes
University) to discuss related pedagogical issues and to distil the major
themes and impacts of C&IT in fieldwork teaching. A series of questions
were posed and answered individually in an initial round. Small groups then
formed to discuss the ideas about the key impacts that were generated. The
following day the group findings were further discussed at a meeting of the
Fieldwork Education and
Technology project team, members acting as a tighter focus group to refine
the summary points from the workshop.
Findings
The national postal survey had a response rate of 22% (43 module/unit returns from 36 HEIs) with pre-1992 universities accounting for 57%, post-1992 universities 29% and Higher Education Colleges accounting for 14% of returns. The responses provided a 'snapshot' of 'typical' modules with substantial fieldwork elements, demonstrating the nature of hardware (Figure 1) and software that are used (Figure 2).
Figure 1. Usage of Hardware Devices in relation to Fieldwork Education.
Abbreviations denote: Desktop = Desktop Computer; Laptop = Laptop
Computer; GPS = Global Positioning Systems; Palm = Palmtop / Handheld
Computer; Mobile = Mobile Phone; Digital = Digital Camera;
Wearable = Wearable Computing.
The use of technology in fieldcourses, as reported in the postal survey, (see Figure 1) demonstrates the highest pre-fieldwork technology (over 80%) was the desktop computer. The use of the mobile phone during fieldwork accounted for 30% of responses, with all other technologies recording approximately 20%. Only the Palmtop computer and Wearable computing produced no returns within the fieldwork experience.
Figure 2. Usage of Software Applications in relation to Fieldwork Education.
Abbreviations denote: HE Software = Higher Education generic software;
Spreadsheet = (e.g.) Excel Spreadsheets; CAA=Computer Assisted Assessment;
Power Poin t = Power Point presentations; GIS = Geographical Information Systems;
Other Map =Additional mapping software; Web based = Internet based software.
The reported use of software applications in the postal survey (see Figure
2) varied considerably, with only partial usage of generic HE software, in
the pre- and post-fieldwork experience. Spreadsheet applications and Power
Point presentations are used throughout fieldwork; over 50% of post fieldwork
software activity can be
attributed to spreadsheets whilst over 40% of during fieldwork activity can
be attributed to PowerPoint. From the results, there was limited reported
use of GIS (~10%) and almost no use of Computer- Aided Assessment.
The 12 presentations at the May 2002 workshop clearly reflected the rise of the use of C&IT within learning and teaching environments. Use of IT to deliver course notes and computer-aided learning packages has proliferated. Computer-based testing is now a regular mode of assessment in many institutions (though not necessarily in fieldwork modules). Computer technology is able to provide more than just passive teaching. Its strengths lie in the ability of students to benefit from interactive and dynamic virtual environments. The workshop presentations demonstrated, in particular, the use of multimedia and the Web as a successful teaching, learning and assessment tool in association with fieldcourses
Here we summarise the major pedagogical findings obtained from the postal survey and the May 2002 workshop.
Central trends in the use of C&IT in fieldcourses
There is an expanding use of C&IT with fieldcourses. Of the 20 workshop participants, 15 noted that the web features prominently, with resources becoming increasingly interactive rather than passive information providers. Typical areas of application included:
- using 'web-type' technology to present and integrate a variety of information types (e.g. to integrate student collected data in the field; or the compilation of long-term datasets resulting from successive field visits);
- producing web-resources to direct or support fieldcourses (e.g. to enable students to rehearse field skills; or to reduce student anxiety by demystifying aspects of the fieldcourse);
- replacing staff-time in the field through 'virtual' re-creation of the field activity experience of materials. There was also evidence that in some cases, virtual field courses were used as additional field opportunities rather than to replace field-work.
It was clear that a wide range of multimedia and virtual environments are also being used, together with GIS and other visualisation tools (as shown in Figure 2). Furthermore, data is used in the field to a great extent. Integration of primary (student-collected) and secondary data (e.g. satellite imagery or geological maps) is undertaken at the fieldwork base. Field-mapping projects are good examples of this where data can be integrated reasonably easily using C&IT. In the field, the increasing use of laptops, mobile phones, digital cameras and GPS is clearly identified in the postal survey (see Figure 1) as facilitating this trend.
Central factors driving the integration of C&IT in fieldcourses
Cheaper hardware, software and data are now readily available and our research suggested that there is a desire to use them to good effect with a variety of educational aims, such as improving training in the field. This was evident both through the postal survey and at the workshop. There was also recognition, particularly at the workshop, that care has to be taken that the driving force is not totally technology led, but that the use of IT has definite pedagogic benefits. This technology drive can be linked with a wish to make more effective use of student time, particularly time spent in the field, which was perceived to be at a premium. This was evidenced by the qualitative comments recorded by participants in the workshop and the national questionnaire:
- "students are far better prepared - compared with students on the
same fieldcourse before C&IT support packages were used. Not only
in terms of background information but also on what to expect in the
field". - "in the light of increased class sizes and diminished resources,
achieving the maximum student benefit for the time in the field".
Accessibility, on several levels, is a key factor. Legislation requiring provision of opportunities for people with special needs (e.g. SENDA) and the obvious problems encountered with visiting dangerous, physically inaccessible or distant sites were all seen as factors supporting the use of IT with fieldcourses.
Central factors hindering the integration of C&IT in fieldcourses
During workshop discussions, it was apparent that all of the positive factors in support of C&IT could also be viewed in a different light as possible hindrances. Costs of hardware and data for use in the field were identified as prohibitive to some institutions and the use of cutting-edge technologies to many more (particularly where the full cost of fieldwork was borne by the students). Transport of computer hardware to fieldwork areas may also be a problem. It was interesting to note that no institutions represented at the meeting or in the postal survey (see Figure 1) were yet using Palmtop computers. Motivating staff to undergo skills training and ensure that IT skills are integrated into fieldwork training for the students is another perceived need. A concern highlighted through the workshop was that additional time is needed for staff development and skills uptake to implement the use of new technologies. It was commented that without this support, it is likely that the development of C&IT in fieldwork would be restricted to a motivated minority. Time is also needed, particularly in the initial phase, to develop learning and teaching materials for use on-line. The combined cost issues and lack of relevant skills may lead to a widening gap between institutions with funds and skills and those without them.
Central educational impacts
The educational impacts of C&IT for staff and students seemed less easy to identify than the ergonomic impacts. The expectation of gains in time was reported to be illusory in the initial phases, as it takes considerable time to develop skills and resources. However, it was evident that the goals and learning outcomes of fieldcourses have not changed significantly as a result of C&IT playing a more significant role; what has changed are the skills to be developed, for example, using GIS/GPS instead of maps and compass. Students are more aware of the fieldcourse topic or region through more structured preliminary training. As C&IT becomes more embedded in the curriculum, the use of the technology becomes more transparent (just another tool). However, there is a danger that fieldcourse venues will become 'fossilised' over time, as teaching materials become dated. There is more emphasis on self-learning and problem-based learning than formal lectures and 'Cook's Tours'. Students therefore become more responsible for their own learning.
Implications for fieldcourse practice and policy
Evidence from the workshop illustrated that the fundamental basis of using
C&IT successfully in fieldwork education is that its use must be appropriate,
i.e. that teaching methods are aligned with the intended learning outcomes
of the fieldwork. Indeed, it was clear that traditional styles of fieldwork
teaching required reconsideration given the new opportunities offered by C&IT.
Accessibility and disability issues of fieldwork may also be more fully supported
with an integrated C&IT approach. The integration and application of C&IT
in fieldwork education requires co-ordinated staff development. Ideally, technology
will be more fully integrated in the whole experience of fieldcourses and
at all stages: pre-, during and post-fieldwork. If implemented well, C&IT
can generate a greater feeling of engagement with and understanding of the
topic or region. Therefore, C&IT can provide a platform to extend the
learning experience, leading to an independent learning culture.
Outputs
- Abstracts, powerpoint presentations and web links from the Fieldwork and Technology Workshop held on the 15th May 2002.
- Planet Article - Technology before Pedagogy? A GEES C&IT perspective from Planet Special Edition 5 - Part B Pedagogic Research in Geography, Earth and Environmental Sciences
- Technology Before Pedagogy? from Paper Presented at the LTSN-GEES Residential Conference held Monday June 30th - Tuesday July 1st 2003