“I don’t wanna leave...” Developing methodologies to understand and guide the ways that Geographies learn on human geography fieldtrips

Catherine White Department of Geography and Environmental Management, University of Northumbria catherine.white@northumbria.ac.uk

An Outline

This presentation gives a brief overview of different approaches to learning fieldwork.

The approaches are linked to Higgitt’s (1996)

intellectual, technical and personal objectives for fieldwork.

A case study is given in which students in a Spanish village were given flipcams to record their impressions of Spain.

Ideas as to how this approach could be developed are considered

The examination of the pedagogy of fieldtrips has evolved from an examination of the ‘look and see’ or Cook’s tour (Kent et al 1997:316) through a focus on experiential and active learning (Cosgrove and Daniels 1991, Healey and Jenkins 2000, Healey and Roberts 2004) to constructivist learning (Haigh 2001, McMorrow 2005, Livingstone and Lynch 2002, Hovarka and Wolf 2009).

These approaches have developed an emphasis

on student centred learning, with lecturers seen as facilitators in creating an optimal learning environment.

Approaches to fieldwork learning

Developing a ‘deep learning approach’

Healey and Jenkins 2000 used Kolb’s ExperientialTheory

Active learning- Pawson and Teather 2002

Problem based learning

Constructivist learning –Horvorka and Wolf 2009

Approaches to fieldwork learning

Intellectual objectives

Technical objectives

Personal objectives

Inter Alia objectives

Higgitt’s Objectives of Fieldwork

This study focused on the technical objective of field

work of providing an approach which uses advanced

technology to enhance learning.

Flipcams were used as an experimental method on the

second year Spanish field trip to enable students to

work on an individualistic basis to both capture and construct their own learning about a particular

village in which they were staying.

Background to the study using flipcams

Background to the study

The fieldtrip includes a visit to three separate areas comprising a stay in Malaga for three days, a stay

in one of three villages in the Alpujarras, Yegen, Valor and Laroles and a day in Granada so that the

students are exposed to a diversity of geographicalenvironments.

The assessment of the field trip is divided into three

parts; background research into the Alpujarran environment, a report on the Malaga project and a village workshop.

The author had access to a number of flipcams due to

STEM work which she had undertaken with the Geographical Association.

The author used the flipcams to experiment with an

assessment of the village which could develop technical

skills and allow students to construct their own knowledge of place.

Background to the study

The author drew on ideas from the academic literature including McEwen’s proposition (McEwen 1996: 383) “to reinforce field work

as a dynamic learning environment” and McEwen

and Harris’( 1996) acknowledgement of the pressures that there are on most disciplines including geography to become more

innovative in their teaching and learning strategies.

Background to study

On arriving at the Alpujarran village of Yegen students

were given a flipcam in pairs and asked to record their

impressions of the fieldtrip, the impressions of Spain,

Malaga and the villages.

It was the intention that they should impart their discovery about the places and that they should

learn a skill namely of using the flipcam both to record

their ideas and edit their footage.

The case study

The films covered a number of differing approaches.

Students L, S and M gave their first impressions of the village with student L showing how different

both the village and Spain generally were from his preconceptions.

Students S and D talked about their feelings for the

places that they visited and discussed their feelings

for fieldwork. This was a more personal account and

gave a vivid account of fieldwork and what Higgitt(1996)calls ‘inter alia’ objectives of the

respect and knowledge of other places.

The case study

Student J produced a detailed account of the village

which showed detailed observation and evaluation of

how the environment which she had both discussed and

literally constructed in class by her mapping techniques linked to the real world. This was an example of the flipcam being used to record a

detailed factual account; it does not include discussion of feelings for place or the environment.

The Case Study

The Case Study

Student G took the flipcam home at the end of the trip

and edited it on his own software adding music too.

He covered Higgitt’s (1996) intellectual objectives as

well as technical ones of using the flip cam in a more

developed way. He has both linked his experiences with prior knowledge and has used his experience in the

village to connect ‘theoretical concepts’ with real world scenarios as well as his respect for the

environment and the development of values associated with the environment

The flipcams do have much potential for fieldwork use

Flipcams can contribute to producing an innovative

learning environment. This draws on McEwen’s 1996:38

suggestion of “to reinforce fieldwork as a dynamic learning environment”

They can contribute to individualistic student centred

learning, with students constructing new and meaningful knowledge for themselves.

Potentials of flipcam use

Students using flipcams can produce deep learning,

experiential learning, active learning and constructivist

learning experiences.

Students used the flipcams in developing intellectual

objectives (Higgitt 1996) linking experience with previous knowledge and using experiences to

connect theoretical concepts with real world scenarios.

They use critical skills in selecting their material for the filming.

Potentials of flipcam use

The use of the flipcams led to a more immediate understanding of concepts visually.

The use of the vibrant visual images gave students a

new way of looking at features in the field.

It helped prepare the students for an engagement with

the field, it provided a means by which the students

could familiarise themselves with the village.

The use of the flipcams appealed to visual learners.

Potentials of flipcam use

Students used the flipcams in developing technical objectives (Higgitt 1996).

Students developed technical skills and enjoyed the use

of the new technology.

The flipcams were used in 2010 and 2011 and on both

occasions they were very popular. Two students in 2011 mentioned them in their course

reviews, one finding that he had learnt a new skill and

the other finding it fun to use.

Potentials of flipcam use

Students used the flipcams in developing personal objectives (Higgitt 1996) with students D and S discussing the new relationships they made in the

field.

Students were able to develop their reflexive feelings

for fieldwork as well as personal transferable skills.

Using the flipcams improved the students’ self confidence.

Potentials of flipcam use

Students used the flipcams in developing what Higgitt

(Higgitt 1996) calls inter alia objectives.

Through their flipcam work they showed a respect and

knowledge of place, a respect for the environment and

a development of values associated with the environment.

Potentials of flipcam use

Flipcams were used to enable the students to connect

with and reflect upon place.

Initially it had been envisaged that the use of flipcams

would be an individualistic endeavour particularly with

the focus on capturing an individual’s feelings about

place.

The use of flipcams has also been seen to work successfully in terms of small group work and they could be used by small groups to present problem based learning

Potentials of flipcam use

For the learning environmentThe expense of the equipment.Problems with colleagues who do not embrace technology.The new approach might not fit in with the learning outcomes of the module.Training in familiarising the students with the technology would take staff time.Time is needed to prepare this new way of

learning.

Barriers

For StudentsSome students might find being ‘active learners’

too demanding.Some students will not be keen to engage with new technology and will leave others to complete the

work.Some students could be distracted by the new technology seeing it as having ‘novelty’ value.Students might find the critical skills involved in selecting appropriate material for filming

difficult.kk

Barriers

The use of flipcams produces a new learning environment which can be seen as a

more immediate way of bringing the field into the classroom.

In conclusion