Fieldwork: What can we do to make it even better

Fieldwork learningWhat makes it good and can we make it even better?Julian Park, Faculty of Life Sciences Director of Teaching and Learning & Subject Advisor for the HEA Centre for Bioscience

Fieldwork is essential…

• For learning in two main subject areas:– Geology, geography, environmental science (GEES)– Biological sciences

• For learning subject specific skills

• For learning various generic skills

• For providing a valuable social context for relationship building

• For making the subject ‘come alive’ (4 students)

• But fieldwork provision is under pressure

Amount of fieldwork

Has the amount of fieldwork changed over the past 5 years?

Decreased (15%)

Increased (27%)

Stayed approximately the same (58%)

What do you think makes fieldwork learning successful?

Think about a recent successful fieldwork learning experience. Please note down 2 or 3 reasons as to why you think it was successful?

Success cards

What makes fieldwork learning good?

• Your thoughts

• Thoughts from some students

(Podcasts from students)

• My thoughts

( Julian’s video)

Reasons to retain fieldwork

Maw et al. (2011) Biological fieldwork provision in Higher Education. Bioscience Education, 17-1.

Tutors' most important reasons from 2010 survey:

1 To experience ‘real’ biology

2 To learn key practical skills (including taxonomic skills, quantitative methods, observation, field sampling etc.)

3 To enthuse and motivate students

4 To develop group and social cohesion and learning

5 To develop professional skills (including team working, presentational skills etc.)

Main Bioscience skills developed in the field

Tutors' top five most important skills from 2010 survey:

1. Identification/classification

2. Monitoring/sampling/surveying

3. Teamworking

4. Research/experimental design

5. Observation

Maw et al. (2011) Biological fieldwork provision in Higher Education. Bioscience Education, 17-1.

Main GEES skills developed in the field

1. Development of observational skill

2. Facilitation of experiential learning

3. Encouragement of student responsibility for their own learning

4. Development of analytical skills

5. Provision of a taste of ‘real’ research

6. Kindling of a respect for the environment

7. Development of personal skills

8. Promotion of social interaction between staff and students on residential courses.

Fuller et al. (2000) based on Gold et al. (1991).

How can we make it better?

Challenge cards

• List 2 or 3 aspects of student learning during fieldwork you think could be improved?

• What are the obstacles preventing this from happening?

How can we make it better?

• Your thoughts

• Thoughts from some students

(Podcasts from students)

• My thoughts

( Julian’s video)

The Fieldwork Audit Tool

• Reflective tool designed to help staff examine and develop current fieldwork practices

• Series of questions that help staff identify– Aspects of current good practice– Areas where change might be needed– Innovations in fieldwork learning

• Staff can then review & improve on any aspects that are underperforming

www.enhancingfieldwork.org.uk

What could you do to make fieldwork more effective?

Live audience poll• Participate by sending a text message

• Standard rate text message

• Enter the mobile number:

07624 806527

• In the message section add:

249124

followed by your answer

• Press ‘send’

07624 806527

249124Practise with GPS

Concluding comments

• Important learning environment

• Being maintained but some concerns

• Important to ensure effective learning in the field

• Make sure we make best use of pre, peri and post experience.

• Share good practice

Further literature1. Maw, S.J., Mauchline, A.L. and Park, J.R. (2011) Biological

fieldwork provision in Higher Education. Bioscience Education, 17-1.

2. Maskall, J. and Stokes, A. (2008) Designing effective fieldwork for the Environmental and Natural Sciences. GEES Teaching and Learning Guide. HE Academy Subject Centre for Geography, Earth and Environmental Sciences

3. Peacock, J., Mauchline, A. and Park J.R. (2011) Fieldwork. In Effective Learning in the Life Sciences: How students can achieve their true potential. Ed Adams D. Forthcoming September 2011. Wiley-Blackwell.

Thank you