Use of multi-media in virtual, problem-based field trips: a pilot study

Use of multi-media in virtual, problem-based field trips: a pilot study Andrew M Folkard Lancaster Environment Centre Lancaster University

A Virtual Fieldtrip Pilot GEOG 203 - Earth Surface Processes : a 2nd yr UG core Phys. Geog. Module Requires attendance on two fieldtrips: • Catchment Hydrology • Glacial Landscapes & Processes Reports form 15% each of module mark All photos from: http://www.leaney.org/lake_district_walk.php?walk_id=783

A Virtual Fieldtrip Pilot GEOG 203 - Earth Surface Processes : a 2nd yr UG core Phys. Geog. Module Requires attendance on two fieldtrips: • Catchment Hydrology • Present-day processes • Glacial Landscapes & Processes • Reconstruction of past environment Reports form 15% each of module mark

A Virtual Fieldtrip Pilot GEOG 203 - Earth Surface Processes : a 2nd yr UG core Phys. Geog. Module Requires attendance on two fieldtrips: • Catchment Hydrology • Glacial Landscapes & Processes Reports form 15% each of module mark

Catchment Hydrology Fieldtrip Intention: To get students to think about, and collect, the data necessary to create a rainfall-runoff hydrological model of a small catchment (Guided) Problem-Based Learning: “Your client requires you to deliver a rainfall-runoff model of the catchment, to help them assess flood risk to the nearby campsite” Learning Outcomes: • Ability to identify, map & quantify effects of relevant variables (landcover, orientation, gradient, stream networks) • Ability to create, interpret and critique limitations of an Excel-based rainfall-runoff model of the catchment from the data collected • Ability to take effective field notes • Ability to work in a group • Appreciation of operation of rainfall-runoff processes in natural environment • Identification of geomorphological features not related to primary intention of the fieldtrip

Catchment Hydrology Fieldtrip Learning Outcomes: • Ability to identify, map & quantify effects of relevant variables (landcover, orientation, gradient, stream networks) • Ability to create, interpret and critique limitations of an Excel-based rainfall-runoff model of the catchment from the data collected • Ability to take effective field notes • Ability to work in a group • Appreciation of operation of rainfall-runoff processes in natural environment • Identification of geomorphological features not related to primary intention of the fieldtrip Directly assessed via coursework report

Catchment Hydrology Fieldtrip Learning Outcomes: • Ability to identify, map & quantify effects of relevant variables (landcover, orientation, gradient, stream networks) • Ability to create, interpret and critique limitations of an Excel-based rainfall-runoff model of the catchment from the data collected • Ability to take effective field notes • Ability to work in a group • Appreciation of operation of rainfall-runoff processes in natural environment • Identification of geomorphological features not related to primary intention of the fieldtrip Directly assessed via coursework report Likely to have an impact on coursework report

Catchment Hydrology Fieldtrip Learning Outcomes: • Ability to identify, map & quantify effects of relevant variables (landcover, orientation, gradient, stream networks) • Ability to create, interpret and critique limitations of an Excel-based rainfall-runoff model of the catchment from the data collected • Ability to take effective field notes • Ability to work in a group • Appreciation of operation of rainfall-runoff processes in natural environment • Identification of geomorphological features not related to primary intention of the fieldtrip Directly assessed via coursework report Likely to have an impact on coursework report Incidental, but related to coursework

Catchment Hydrology Fieldtrip Learning Outcomes: • Ability to identify, map & quantify effects of relevant variables (landcover, orientation, gradient, stream networks) • Ability to create, interpret and critique limitations of an Excel-based rainfall-runoff model of the catchment from the data collected • Ability to take effective field notes • Ability to work in a group • Appreciation of operation of rainfall-runoff processes in natural environment • Identification of geomorphological features not related to primary intention of the fieldtrip Directly assessed via coursework report Likely to have an impact on coursework report Incidental, but related to coursework Incidental, and not related to coursework

Processes involved in fieldtrip & post-fieldtrip • Identification & mapping of relevant variables • Quantification of their effects • Creation & interpretation of rainfall-runoff model • Critique of rainfall-runoff model • Observation of operation of rainfall-runoff processes in natural environment • General observation of catchment

Processes involved in fieldtrip & post-fieldtrip Learning Outcomes: Ability to identify, map & quantify effects of relevant variables (landcover, orientation, gradient, stream networks) Ability to create, interpret and critique limitations of an Excel-based rainfall-runoff model of the catchment from the data collected Ability to take effective field notes Ability to work in a group Appreciation of operation of rainfall-runoff processes in natural environment Identification of geomorphological features not related to primary intention of the fieldtrip • Identification & mapping of relevant variables • Quantification of their effects • Creation & interpretation of rainfall-runoff model • Critique of rainfall-runoff model • Observation of operation of rainfall-runoff processes in natural environment • General observation of catchment

Can this fieldtrip be “virtualised”? Why might we want to do this?

Can this fieldtrip be “virtualised”? Why might we want to do this? Student illness

Can this fieldtrip be “virtualised”? Why might we want to do this? Student illness Student incapacity

Can this fieldtrip be “virtualised”? Why might we want to do this? Student illness Student incapacity Cost/time of trip

Can this fieldtrip be “virtualised”? How might we to do this? Video the fieldtrip Set up a website containing: Video Links to reading list Maps Model spreadsheet template Instructions

Can this fieldtrip be “virtualised”? Did it work? Needs an experienced video-maker & editor Difficulties with weather – especially when fieldtrip is in Cumbria in mid-November! But … At least enabled students unable to attend the field trip to do the coursework

Can this fieldtrip be “virtualised”? What did the students think? Those who used the virtual fieldtrip: “I could use the video to do the coursework, but it wasn’t the same as actually going on the field trip.” “It was difficult knowing how to interpret the video, and I wasn’t confident about the map I drew from it.” Those who went on the actual fieldtrip: “The fieldtrip was really interesting and I learnt a lot from going on it” “Most of the work for the report was done after the trip and we could have got the landcover from Google Earth, so I didn’t really see the point of going”

Can this fieldtrip be “virtualised”? Are the activities achievable via the virtual trip? • Identification & mapping of relevant variables • Quantification of their effects • Creation & interpretation of rainfall-runoff model • Critique of rainfall-runoff model • Observation of operation of rainfall-runoff processes in natural environment • General observation of catchment

Can this fieldtrip be “virtualised”? Are the activities achievable via the virtual trip? • Identification & mapping of relevant variables • Quantification of their effects • Creation & interpretation of rainfall-runoff model • Critique of rainfall-runoff model • Observation of operation of rainfall-runoff processes in natural environment • General observation of catchment 

Can this fieldtrip be “virtualised”? Are the activities achievable via the virtual trip? • Identification & mapping of relevant variables • Quantification of their effects • Creation & interpretation of rainfall-runoff model • Critique of rainfall-runoff model • Observation of operation of rainfall-runoff processes in natural environment • General observation of catchment  

Can this fieldtrip be “virtualised”? Are the activities achievable via the virtual trip? • Identification & mapping of relevant variables • Quantification of their effects • Creation & interpretation of rainfall-runoff model • Critique of rainfall-runoff model • Observation of operation of rainfall-runoff processes in natural environment • General observation of catchment   

Can this fieldtrip be “virtualised”? Are the activities achievable via the virtual trip? • Identification & mapping of relevant variables • Quantification of their effects • Creation & interpretation of rainfall-runoff model • Critique of rainfall-runoff model • Observation of operation of rainfall-runoff processes in natural environment • General observation of catchment    

Can this fieldtrip be “virtualised”? Are the activities achievable via the virtual trip? • Identification & mapping of relevant variables • Quantification of their effects • Creation & interpretation of rainfall-runoff model • Critique of rainfall-runoff model • Observation of operation of rainfall-runoff processes in natural environment • General observation of catchment     ~

Can this fieldtrip be “virtualised”? Are the activities achievable via the virtual trip? • Identification & mapping of relevant variables • Quantification of their effects • Creation & interpretation of rainfall-runoff model • Critique of rainfall-runoff model • Observation of operation of rainfall-runoff processes in natural environment • General observation of catchment     ~ ~

Can this fieldtrip be “virtualised”? Are the LO’s achievable via the virtual trip? • Ability to identify, map & quantify effects of relevant variables • Ability to create, interpret and critique limitations of rainfall-runoff model • Ability to take effective field notes • Ability to work in a group • Appreciation of operation of rainfall-runoff processes in natural environment • Identification of geomorphological features not related to primary intention of the fieldtrip

Can this fieldtrip be “virtualised”? Are the LO’s achievable via the virtual trip? • Ability to identify, map & quantify effects of relevant variables • Ability to create, interpret and critique limitations of rainfall-runoff model • Ability to take effective field notes • Ability to work in a group • Appreciation of operation of rainfall-runoff processes in natural environment • Identification of geomorphological features not related to primary intention of the fieldtrip 

Can this fieldtrip be “virtualised”? Are the LO’s achievable via the virtual trip? • Ability to identify, map & quantify effects of relevant variables • Ability to create, interpret and critique limitations of rainfall-runoff model • Ability to take effective field notes • Ability to work in a group • Appreciation of operation of rainfall-runoff processes in natural environment • Identification of geomorphological features not related to primary intention of the fieldtrip  

Can this fieldtrip be “virtualised”? Are the LO’s achievable via the virtual trip? • Ability to identify, map & quantify effects of relevant variables • Ability to create, interpret and critique limitations of rainfall-runoff model • Ability to take effective field notes • Ability to work in a group • Appreciation of operation of rainfall-runoff processes in natural environment • Identification of geomorphological features not related to primary intention of the fieldtrip   

Can this fieldtrip be “virtualised”? Are the LO’s achievable via the virtual trip? • Ability to identify, map & quantify effects of relevant variables • Ability to create, interpret and critique limitations of rainfall-runoff model • Ability to take effective field notes • Ability to work in a group • Appreciation of operation of rainfall-runoff processes in natural environment • Identification of geomorphological features not related to primary intention of the fieldtrip    ~

Can this fieldtrip be “virtualised”? Are the LO’s achievable via the virtual trip? • Ability to identify, map & quantify effects of relevant variables • Ability to create, interpret and critique limitations of rainfall-runoff model • Ability to take effective field notes • Ability to work in a group • Appreciation of operation of rainfall-runoff processes in natural environment • Identification of geomorphological features not related to primary intention of the fieldtrip    ~ ~

Can this fieldtrip be “virtualised”? Are the LO’s achievable via the virtual trip? • Ability to identify, map & quantify effects of relevant variables • Ability to create, interpret and critique limitations of rainfall-runoff model • Ability to take effective field notes • Ability to work in a group • Appreciation of operation of rainfall-runoff processes in natural environment • Identification of geomorphological features not related to primary intention of the fieldtrip    ~ ~ ~

Is the virtual fieldtrip a good idea? Yes… …in that it captures the “intellectual” coursework-assessed aspects of the actual fieldtrip No… …in that it misses the “visceral” non-assessed aspects of the actual fieldtrip The latter, though not strictly part of the syllabus, are often a strong reason why students choose to study field-related disciplines in the first place

Are virtual fieldtrips a good idea in general? For some cases, the whole point of fieldtrip is to see things first-hand (e.g. Engineering: water treatment works, construction sites etc.)… …so in those cases, “No” In others, the point is to practice specific field skills (e.g. surveying, making field measurements) …so in those cases, “No” But in others, it requires some imagination (e.g. assessing visibility from Hadrian’s Wall, identifying the location and size of a British glacier). …so in those cases, “Yes”

Summary Virtual fieldtrips have a valid role to play Can help where there are restrictions on ability to provide actual field trips But they are not always appropriate… Not appropriate where first-hand experience of practising of skills is key aim of field trip Need to take into account implicit, “visceral” value of trips, as well as their explicit “intellectual” value Most valuable where imagining of entities not actually present in the field is an important part of the fieldtrip i.e. virtual fieldtrips are best when the focus of the field trip is also “virtual”/imaginary

Thankyou

Use of multi-media in virtual, problem-based field trips: a pilot study