• Ability of students to recognize the relationship between using mobile apps for learning during fieldwork and the development of graduate attributes

      France, Derek; Powell, Victoria; Mauchline, Alice; Welsh, Katharine E.; Park, Julian R.; Whalley, W. Brian; Rewhorn, Sonja; University of Chester; University of Reading; University of Sheffield (Taylor & Francis, 2016-05-08)
      The increasing importance of employability in Higher Education curricula and the prevalence of using mobile devices for field-based learning, prompted an investigation into student awareness of the relationship between the use of mobile apps for learning and the development of graduate attributes (and the link to employability). The results from post-fieldwork focus groups from four field courses indicated that students could make clear links between the use of a variety of mobile apps and graduate attribute development. The study suggests a number of mobile apps can align simultaneously with more than one graduate attribute. Furthermore, prior experience and the context of use can influence students’ perceptions of an app and its link with different graduate attributes
    • Enhancing Fieldwork Learning Using Mobile Technologies

      France, Derek; Whalley, W. Brian; Mauchline, Alice; Powell, Victoria; Welsh, Katharine E.; Lerczak, Alex; Park, Julian R.; Bednarz, Robert S.; University of Chester; University of Reading and Texas A&M University (Springer, 2015-10-26)
      This book aims to share and develop pedagogic fieldwork practice of practitioners through the applications of new digital technologies. The book showcases 29 case studies. Fieldwork is a core element of many Bioscience, Geography, Geology, Earth & Environmental Science degree courses. Fieldwork can provide opportunities for experiential learning and research-led teaching in a ‘real-world’ setting. Teaching and learning on fieldwork can be enhanced through the use of digital technologies; tablets provide opportunities to develop novel approaches to fieldwork pedagogy that neither students nor tutors envisaged possible through traditional means.
    • Every Student use of iPads: A Vade Mecum for Students' Active Learning

      Whalley, W. Brian; France, Derek; Mauchline, Alice; Welsh, Katharine E.; Park, Julian R.; University of Sheffield, University of Chester, University of Reading (Cambridge Scholars, 2017-01-01)
      The iPad has evolved into a very capable computer with high processor power, enhanced screen resolution, and good battery life. However, this capability is still largely untapped in higher education by students or staff where there is still reliance on a Victorian higher educational system; that is, content delivery by lectures and assessment by examination. Massive Open Online Courses (MOOCs) are, mostly, a modernisation of such content delivery. However, active learning , coupled with increased availability of cloud services and iPads/smartphones, provides opportunities for students to use practical mobile devices anywhere. Such ubiquity allows tutors to promote active learning in any location, even in the lecture theatre. We examine some of the practicalities and pedagogy behind this trend and suggest ways in which students’ educational experiences are enhanced via active learning with iPads, whether cloud linked or not. Involved, active learning promotes digital information and literacy skills into the curriculum as well as integrates knowledge bases via an Internet of Everything. Moreover, employability skills can be incorporated into the learning experiences and the personalisation of iPads can accommodate the needs of students with mobility and specific difficulties. Tutors seem reluctant to use iPads in educational environments. We expect this to diminish as students become empowered to use smart-cloud technologies to promote their educational needs. The iPad and its kin can be thought of as a vade mecum, enhancing everyone’s learning in a fourth dimension and can fit into modern pedagogies.
    • Geotagging photographs in student fieldwork

      Welsh, Katharine E.; France, Derek; Whalley, W. Brian; Park, Julian R.; University of Chester ; University of Chester ; University of Sheffield ; University of Reading (Routledge, 2012-01-23)
      This article provides guidance for staff and students on the potential educational benefits, limitations and applications of geotagging photographs.
    • iPad use in Fieldwork: Formal and informal use to enhance pedagogic practice in a Bring Your Own Technology world.

      Whalley, W. Brian; France, Derek; Mauchline, Alice; Welsh, Katharine E.; Park, Julian R.; University of Sheffield; University of Reading; University of Chester (Cambridge Scholars, 2014-03-31)
      We report on use of iPads (and other IOS devices) for student fieldwork use and as electronic field notebooks. We have used questionnaires and interviews of tutors and students to elicit their views on technology and iPad use for fieldwork. There is some reluctance for academic staff to relinquish paper notebooks for iPad use, whether in the classroom or on fieldwork. Students too are largely unaware of the potential of iPads for enhancing fieldwork. Apps can be configured for a wide variety of specific uses that make iPads useful for educational as well as social uses. Such abilities should be used to enhance existing practice as well as make new functionality. For example, for disabled students who find it difficult to use conventional note taking iPads can be used to develop student self-directed learning and for group contributions. The technology becomes part of the students’ personal learning environments as well as at the heart of their knowledge spaces – academic and social. This blurring of boundaries is due to iPads’ usability to cultivate field use, instruction, assessment and feedback processes. iPads can become field microscopes and entries to citizen science, and we see the iPad as the main ‘computing’ device for students in the near future. As part of Bring Your Own Technology/Device the iPad has much to offer, although both staff and students need to be guided in the most effective use for self-directed education via development of personal learning Environments.
    • Student perceptions of iPads as mobile learning devices for fieldwork

      Welsh, Katharine E.; Mauchline, Alice; Powell, Victoria; France, Derek; Park, Julian R.; Whalley, W. Brian; University of Chester (2015-09-01)
      This paper reports findings from six field courses about student’s perceptions of iPads as mobile learning devices for fieldwork. Data were collected through surveys and focus groups. The key findings suggest that the multi-tool nature of the iPads and their portability were the main strengths. Students had some concerns over the safety of the iPads in adverse weather and rugged environments, though most of these concerns were eliminated after using the devices with protective cases. Reduced connectivity was found to be one of the main challenges for mobile learning. Finally, students and practitioners views of why they used the mobile devices for fieldwork did not align.
    • Would Bring Your Own Device (BYOD) be welcomed by undergraduate students to support their learning during fieldwork?

      Welsh, Katharine E.; Mauchline, Alice; France, Derek; Powell, Victoria; Whalley, W. Brian; Park, Julian R.; University of Chester; University of Reading; University of Sheffield (Taylor & Francis, 2018-02-15)
      This paper reports student perceptions of the benefits and challenges of Bring Your Own Device (BYOD) in a fieldwork context. Student perceptions from six field courses across two institutions have been gathered using questionnaires and focus groups. Whilst a number of studies have focused on BYOD in a classroom context, little research has been undertaken about BYOD in a fieldwork context. The key findings suggest that around one fifth of students were not willing to use their own device during fieldwork citing loss or damage as the main reason. This key challenge is different to that which are found in a classroom which generally focus on network security, connectivity etc. The findings also suggest that some students believe that BYOD can have a negative impact on group work. There is a misalignment here between student and practitioner thinking with previous literature which suggests that practitioners believe BYOD and smart devices can enhance group work. The one key challenge which is found regardless of learning environment is inequality between those who have a device and those who do not.