enhancingfieldwork.uk Twitter: @ fieldwork_ntf

1. Innovative and Successful Fieldwork Practice Derek France1, Alice Mauchline2, Katharine Welsh1, Julian Park2 & Brian Whalley3 1University of Chester; 2University of Reading; 3University of Sheffield http://www.enhancingfieldwork.org.uk Twitter: @fieldwork_ntf

2. Objectives of Workshop • 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.

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

4. 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

5. Rationale “only building upon the possibility opened up by digital technology can we ensure that education will triumph ” (Lord Putnam, Handheld Learning Conference, 2008) “effective learning cannot be expected just because we take students into the field” (Lonergan & Andreson, 1998, p.70) “the use of digital technologies changes the meaning of the learning activity, subtly or profoundly” Beetham and Sharpe (2007, p.33) “digital wisdom and digital enhancement” (Prensky, 2009) On using technology in field courses, practitioners have reported “greater enthusiasm, greater engagement, deeper preliminary learning and time saving benefits for students”(Fletcher et al. 2007) HEFCE, UK (2009, p.6) states that, ‘focus should be on student learning rather than on developments in technology per se, enabling students to learn through, and be supported by technology’ ‘the principal training of geographers should come, wherever possible by doing fieldwork.’ Sauer, 1956, p.296

6. Aspects of Fieldwork Learning • 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

7. Activity 1 Using geomeasure app to calculate the distance to your hotel from the RGS, the area of the of Hyde Park, etcWork in small groups for 5 mins plus verbal feedback http://www.enhancingfieldwork.org.uk Twitter: @fieldwork_ntf

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

9. Using iPads for sketching Activity 2 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

10. 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/wi-fi needed) • iCelcius – use with an iPad temperature (~£50) probe to record and graph temperature data.

11. How are you/could you use ipads in your field teaching? • Live audience poll • Participate by sending a text message • Standard rate text message • Enter the mobile number: • 07624 806527 • In the message section add: • 229578 • followed by your answer • Press ‘send’ 07624 806527 229578 hmmmm

12. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

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

14. Action Plan • What have I learnt? • What I am going to do next? • What will I have changed in 6 months? • Fill out the postcard • What 3 things can you feedback to colleagues about the use of ipads in field teaching?

15. Ways to Get Involved: • Submit a case study of successful fieldwork practice, to the website. • Free 2 residential workshop on Transforming departmental fieldwork practice. 10th -11th July 2012, University of Birmingham. Submit a fieldwork project proposal form to d.france@chester.ac.uk . • Free places available at the residential Showcase Event in FSC Preston-Montford, Shrewsbury, UK, 14th-16th September 2012 • Take a look at our website: • http://www.enhancingfieldwork.org.uk • or • Contact Dr Katharine Welsh ( k.welsh@chester.ac.uk ) for more information. http://www.enhancingfieldwork.org.uk Twitter: @fieldwork_ntf