Session Title:

Geography, knowledge and society: combining pedagogy and technology in teaching, learning, assessment and career planning

Session Affiliation:

Higher Education Research Group

Session Organiser(s):

Jenny Hill (University of the West of England)

Derek France (University of Chester)

Session 1 Chair:

Jenny Hill (University of the West of England)

Session Abstract:

The use of information and communications technology (ICT) to aid geography teaching in Higher Education has grown markedly over recent years (Lynch et al. 2008). This ranges from the more traditional use of PowerPoint and the World Wide Web in support of teaching, to the more advanced integration of Web 2.0 (blogs, social networking sites, wikis, etc), audio/video podcasting, GIS, GPS and PDAs within thematic modules and personal development planning. Whilst there is the potential for such technology to enhance teaching, learning and assessment, there is equally a need to investigate its effectiveness via empirical investigation (HEFCE 2005).

The acquisition of spatial knowledge in geography is a highly visual process and much of this new technology delivers visual representations of both the physical and cultural environments in a manner that can be directed autonomously by students. By contrast, constructivist approaches to learning recognise the importance of communities of learners and the social construction of knowledge. So how can pedagogy be combined appropriately with innovations in technology? This session aims to encourage a reflexive and critical examination of the utility of different technologies in geography education. Questions that may be addressed include:

- What can different technologies offer teachers and learners, both in theory and practice?

- How can different technologies support specific module aims and learning outcomes, including enhanced skills acquisition and employability?

- How do students engage with different technologies: spaces of learning and times of use; method(s) of use; levels of enjoyment?

- What is the value of the technologies as a learning resource

to access, difficult to interact with?)

- What is the value of the technologies for student revision and summative assessment?

- What is the value of the technologies for teachers in providing student feedback?

- What barriers reduce the uptake of ICT for staff and students?

Session: 1

Geography, knowledge and society: combining pedagogy and technology in teaching, learning, assessment and career planning

Paper 1

Title:

Video podcasts as a learning support resource for Geography

Author(s):

Jenny Hill (University of the West of England)

Mandy Nelson (The Quality Assurance for Higher Education (QAA))

Presenter:

Jenny Hill (University of the West of England)

Mandy Nelson (The Quality Assurance for Higher Education (QAA))

Abstract:

The use of ICT to support geography teaching and learning in Higher Education has grown markedly over recent years (Lynch et al. 2008). Whilst there is the potential for this technology to enhance student learning, there is equally a need to investigate, via empirical investigation, its effectiveness in mediating the student learning process. In particular, few formal studies exist on the effectiveness of podcasting in engaging students and influencing their learning (Edirisingha & Salmon 2007, France & Wheeler 2007, Winterbottom 2007). It is important, therefore, to examine the utility of podcasting technology in supporting specific module aims and learning outcomes, and in promoting a positive student experience and learning response.

The research presented here examines undergraduate student perceptions of the learning utility of video podcasts, with particular reference to their understanding of exotic ecosystems. Podcasts have been made available to students via the Faculty intranet and they have been accessed either on-line or downloaded to appropriate mobile technology. The effectiveness of the technology in student engagement and learning is being assessed by questionnaire, focus groups and summative assessment. Preliminary results are presented here concerning i) student engagement with the technology: location(s) and time(s) of use, method(s) of use, enjoyment; and ii) their perceived value as a learning resource: positive (immediacy, flexibility, repeatability, attention holding?) and negative (easy to ignore, difficult to access, difficult to interact with?).

Paper 2

Title:

Perception of faculty to internet-based courses: A Case Study of the UAE University

Author(s):

Mohamed M. Yagoub (United Arab Emirates University)

Presenter:

Mohamed M. Yagoub (United Arab Emirates University)

Abstract:

In 2001, the United Arab Emirates (UAE) University led strong campaign for adoption of Information and Communication Technology (ICT) in the learning process and as a result it launched what is known as the Academic Computing Environment (ACE) program. The objective of the program is to provide access to resources in the University, for example, Student Information System (BANNER) and course management software (BLACKBOARD). A number of courses had already been uploaded to the web site of the University. Key to the success of online courses are faculty members, therefore, understanding of their perceptions to online courses is an important element for Internet-ization of any academic institute. The objective of this article is to study the major factors that affect on adoption of Internet in the learning process. A self-administered questionnaire was used to collect primary data from UAE university faculty members. Analysis of the surveyed data identified the factors that influenced implementation of Internet in the learning process. The understanding of the factors will help UAE University or any other academic institutes to draft plans and policies that support online courses and e-learning.

Paper 3

Title:

Can a virtual world of work prepare students for work placements?

Author(s):

Jennifer M. Jones (Liverpool John Moores University)

Presenter:

Jennifer M. Jones (Liverpool John Moores University)

Abstract:

Short work-based learning and traditional sandwich placements have been available to geoscience undergraduates at LJMU for many years. Despite the value of work placements, the rate of uptake varies among cohorts. Some students reveal that one barrier to uptake is the personal effort required to prepare for a placement. Further scrutiny suggested that many students have an underlying anxiety about engaging with a professional workplace while others find the prospect of negotiating a learning agreement daunting. A virtual world of work (GEES funded) was developed to provide a learning tool to support students in their preparations for the workplace to help overcome some of these potential barriers.

The web-based World of Work was designed to guide students through the process of CV design, interview preparation and learning agreement development for geoscience placements. Resources including video clips, audio extracts, interactive panoramic images of field locations, and text-based materials enable students to prepare independently for placements. The resource is not module-based so students can work with tutors and/or their peers in communities of learning.

We have now evaluated the resource to assess its success. Evaluation comprised questionnaire analysis and focus group discussions with Level 2 and 3 students. Issues explored ranged across practical aspects of accessing the site, student attitudes to blended learning and technology, and independent preparation for placements. This presentation will report on the outcomes of our evaluation and will assess student attitudes to the use of this technology.

Paper 4

Title:

“Lights, Camera, Action” Student podcasts from the field

Author(s):

Derek France (University of Chester)

Chris Ribchester (University of Chester)

Kelly Wakefield (University of Chester)

Presenter:

Derek France (University of Chester)

Chris Ribchester (University of Chester)

Kelly Wakefield (University of Chester)

Abstract:

Students entering University with technological gadgetry and form part of the modern day 'net generation' (Oblinger and Oblinger, 2005). They bring with them a wealth of online experiences and skills, which can to be utilized by today's practitioners and incorporated more fully into student learning activities. A recent UK strategy document by the Higher Education Funding Council for England stated 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." This paper reports on a new initiative in which students have created their own video podcasts / digital stories as part of geographical fieldwork activities and considers the value of using this technology to enhance the student learning experience. This question is addressed through the study of students participating in a new first year module. Students were asked a series of questions via questionnaire before and after generating their own digital media to assess perceptions, attitudes and value of the video podcasting / digital stories. All participating students were encouraged to attend voluntary focus groups, where they reflected upon their own learning experiences, and were encouraged to explore and clarify some of the themes emerging on the value of video podcasting. One of the outcomes from this research is to better understand the impact and barriers on the student learning experience with a view to enhance future teaching and learning strategies of how best to integrate video podcasting into the curricula.

Geospatial Literacy and Environmental Awareness: Combining Pedagogy and Technology with Participatory GIS.

David Higgitt, Chen-Chieh Feng and Yi-Chen Wang (National University of Singapore)

The paper reports the initial stages of a project funded by the Ministry of Education, Singapore to promote geospatial literacy and environmental awareness among university and school students through targeted development of participatory GIS (PPGIS). PPGIS is a term given to initiatives to utilize the capacity of geospatial information technologies to enhance community engagement and ownership in the management of spatial information. It is a bottom-up approach that places more emphasis on the involvement of persons who have a stake in the issues at hand than on the suggestions by the experts. When applied in the context of formal education (e.g. as project assignments in assessed modules) it can be valued for engaging learners in the process of conceptualizing approaches to handling spatial data.  At the same time PPGIS provides a mechanism for engaging learners in a community-based and meaningful exercise. In this case, the subject of the PPGIS is catchment management and the project is aligned with Public Utility Board’s ABC Programme, which aims to increase community awareness of water-related issues and enhance the aesthetic, ecological and recreational value of river corridors. However, unleashing the considerable technologies of GIS, Remote Sensing and GPS is not unproblematic, particularly in terms of finding the right balance between the technical issues of operating equipment and software and the substantive objective to make better decisions through critical spatial thinking.  In this project PPGIS is the mechanism used to investigate how learners can acquire enhanced geospatial literacy – an ability to conceptualize and think spatially.  The paper considers how to examine the pedagogic benefits of geospatial technologies imparting skills and encouraging community involvement in water-related issues.