Fieldwork Going Digital
| dc.contributor.author | Fuller, Ian C. | * |
| dc.contributor.author | France, Derek | * |
| dc.date.accessioned | 2015-10-30T15:44:14Z | en |
| dc.date.available | 2015-10-30T15:44:14Z | en |
| dc.date.issued | 2014-12-01 | en |
| dc.identifier.citation | Fuller, I.C. and France, D. (2014) Fieldwork Going Digital In Thornbush, M. J., Allen, C. D., and Fitzpatrick, F.A. (Eds.) Developments in Earth Surface Processes: Volume 18: Geomorphological Fieldwork. pp. 117-128. Elsevier | en |
| dc.identifier.isbn | 9780444634023 | |
| dc.identifier.uri | http://hdl.handle.net/10034/581457 | en |
| dc.description.abstract | This chapter provides examples of best practice in teaching physical geography and geomorphology fieldwork in a range of settings from New Zealand and Europe. Firstly we evaluate the effectiveness of incorporating active learning and synthesis opportunities in a tour of North Island geomorphology, using learner-generated video clips summarizing landscape features, processes and management issues. Secondly, we focus on deploying digital video in field experiments within process geomorphology, which introduce students to sophisticated technology and standard field-sampling procedures. Digital video increases engagement and enjoyment involved in data collection and improves understanding of methods employed. Thirdly, we discuss the use of Web 3.0 Technology in field teaching more broadly in physical geography. Here iPads were primarily used to take photographs, video, browse the web, enter raw data and as a tool to aid reflection, through tweets and short videos. The devices facilitated engagement and group interactions on residential fieldwork.This chapter provides examples of best practice in teaching physical geography and geomorphology fieldwork in a range of settings from New Zealand and Europe. Firstly we evaluate the effectiveness of incorporating active learning and synthesis opportunities in a tour of North Island geomorphology, using learner-generated video clips summarizing landscape features, processes and management issues. Secondly, we focus on deploying digital video in field experiments within process geomorphology, which introduce students to sophisticated technology and standard field-sampling procedures. Digital video increases engagement and enjoyment involved in data collection and improves understanding of methods employed. Thirdly, we discuss the use of Web 3.0 Technology in field teaching more broadly in physical geography. Here iPads were primarily used to take photographs, video, browse the web, enter raw data and as a tool to aid reflection, through tweets and short videos. The devices facilitated engagement and group interactions on residential fieldwork. | |
| dc.language.iso | en | en |
| dc.publisher | Elsevier | en |
| dc.relation.ispartofseries | 18 | en |
| dc.subject | fieldwork | en |
| dc.subject | digital video | en |
| dc.subject | field experiment | en |
| dc.subject | Web 3.0 technology | en |
| dc.subject | active learning | en |
| dc.title | Fieldwork Going Digital | en |
| dc.type | Book chapter | en |
| dc.contributor.department | Massey University, New Zealand; University of Chester, UK | en |
| html.description.abstract | This chapter provides examples of best practice in teaching physical geography and geomorphology fieldwork in a range of settings from New Zealand and Europe. Firstly we evaluate the effectiveness of incorporating active learning and synthesis opportunities in a tour of North Island geomorphology, using learner-generated video clips summarizing landscape features, processes and management issues. Secondly, we focus on deploying digital video in field experiments within process geomorphology, which introduce students to sophisticated technology and standard field-sampling procedures. Digital video increases engagement and enjoyment involved in data collection and improves understanding of methods employed. Thirdly, we discuss the use of Web 3.0 Technology in field teaching more broadly in physical geography. Here iPads were primarily used to take photographs, video, browse the web, enter raw data and as a tool to aid reflection, through tweets and short videos. The devices facilitated engagement and group interactions on residential fieldwork.This chapter provides examples of best practice in teaching physical geography and geomorphology fieldwork in a range of settings from New Zealand and Europe. Firstly we evaluate the effectiveness of incorporating active learning and synthesis opportunities in a tour of North Island geomorphology, using learner-generated video clips summarizing landscape features, processes and management issues. Secondly, we focus on deploying digital video in field experiments within process geomorphology, which introduce students to sophisticated technology and standard field-sampling procedures. Digital video increases engagement and enjoyment involved in data collection and improves understanding of methods employed. Thirdly, we discuss the use of Web 3.0 Technology in field teaching more broadly in physical geography. Here iPads were primarily used to take photographs, video, browse the web, enter raw data and as a tool to aid reflection, through tweets and short videos. The devices facilitated engagement and group interactions on residential fieldwork. | |
| rioxxterms.publicationdate | 2014-12-01 | |
| dc.date.deposited | 2015-10-30 |
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