Does digital video enhance student learning in field-based experiments and develop graduate attributes beyond the classroom?

Fuller, Ian C.

doi:10.1080/03098265.2016.1141186

Cited by 30 publications

(22 citation statements)

References 30 publications

(31 reference statements)

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“…However, subsequently, recognising that 'Geographers learn through the soles of their feet', fieldwork became stablished as the heartwood of the Geography curriculum (McEwen, 1996;Lloyd et al, 2015, Gold et al, 1991. Martin Higgitt (1996b) Recently, such thinking has blossomed into writings that link fieldwork closely to the development of the general and discipline-specific 'graduate attributes' including emotional intelligence, critical thinking, problem solving and global citizenship (Couper & Porter, 2016;France et al, 2016;Fuller & France, 2016;Haigh, 2016;Hill, Walkington, & France, 2016;Spronken-Smith et al, 2016).…”

Section: Mode 4: Curriculum Centred ('Look Learn Do Use and Be Assmentioning

confidence: 99%

Fieldwork@40: fieldwork in geography higher education

France

Haigh

2018

Journal of Geography in Higher Education

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Fieldwork is the most powerful learning invitation in the toolkit of Geographical Education.This review of papers in The Journal of Geography in Higher Education (JGHE) suggests seven modes in the development of fieldwork. These are arrayed as a kind of historical, perhaps evolutionary, sequence but most remain current in Geography fieldwork practice. At the far end (1960's) of the sequence are didactic modes that are teacher centred and use the field as an adjunct to the classroom, in the middle (1990's) are modes that involve active learning and focus on the development of students as investigators, and at the near end (2010's) are those that centred on the field study area and its qualities, that involve concern about the ethics of student engagement and that employ blended learning technologies. The review charts the JGHE's gradual shift away from its original, almost exclusively, UK-focus toward something rather more international and inclusive. Fieldwork is where Geographers learn 'from doing' Geography to 'do' Geography. Its special attributes include providing experiential, sometimes transformative, learning through the immersion of the learner in the field experience. In 40 years, JGHE has helped Geography Fieldwork move from the margins of the curriculum to its current place at its core.

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Section: Mode 4: Curriculum Centred ('Look Learn Do Use and Be Assmentioning

confidence: 99%

Fieldwork@40: fieldwork in geography higher education

France

Haigh

2018

Journal of Geography in Higher Education

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“…These digital media skills have been highlighted as desirable graduate attributes across all disciplines in the 21st century [54,87,88]. Nevertheless, in LGDM assignments the primary benefit of producing a storyboard is to learn the subject content.…”

Section: Discussionmentioning

confidence: 99%

“…Current research in the field of digital literacy has identified that the issue with technology is not ownership or access, but fluency of use [59]. Research has pointed to the need for student support with LGDM assignments [27,54,58]. In this regard, the LGDM Framework offers extensive support to students in acquiring digital media production skills like storyboarding and includes training on software and digital media principles.…”

Section: Discussionmentioning

confidence: 99%

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Using the Learner-Generated Digital Media (LGDM) Framework in Tertiary Science Education: A Pilot Study

Reyna

Meier

2018

Education Sciences

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Learner-Generated Digital Media (LGDM) has become prevalent in higher education. Frameworks have been developed for video-making in the classroom that consider technical requirements, pedagogies, and the combination of both. However, missing is a practical model to guide academics and students on the implementation of LGDM assignments. This research aims to test a model to design, implement, and evaluate LGDM as an assessment tool. The model was built based on research gaps and it considers the following elements: (1) pedagogy, (2) student training, (3) hosting of videos, (4) marking schemes, (5) group contribution, (6) feedback, (7) reflection, and (8) evaluation. For this purpose, five science subjects (N = 270) were used to test the model as a guide to implementing LGDM assignments. Data was gathered using a validated 33-step questionnaire instrument. Additionally, group contributions were received using the SPARKPlus peer review application, and marks attained were gathered. Methodological triangulation of the datasets suggested that students have a positive attitude toward LGDM for science learning. Students enjoyed the group work and creativity, and they identified digital media support as a critical component of their learning experience. Preliminary data support using the LGDM framework to design digital media assignments for science education.

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“…Mobile devices have great potential to enhance undergraduate geography teaching, with recent studies focusing on the adoption of such devices by students in field locations (France et al, 2013;Welsh et al, 2015). This research has shown benefits in the form of enhanced data sharing and processing, post-fieldwork reflection and, more recently, development of graduate attributes (France et al, 2016;Fuller & France, 2016). Nevertheless, barriers to the use of mobile technology include cost and reliability/durability of devices, staff competence, and concern from some students that technology can distract them from their learning unless applied strategically and pedagogically (France et al, 2015).…”

Section: Looking To the Futurementioning

confidence: 99%