Extended work-related placements in developing countries: supporting remote learning and assessment

Winlow, Heather; Simm, David; Haslett, Simon K.

doi:10.11120/plan.2007.00180028

Cited by 4 publications

(1 citation statement)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Nonetheless, and despite such concerns, pressing questions of academic responsibility continue to receive somewhat less attention than more vociferous debates around the pedagogies and practicalities of global South fieldcourses (see for example, Winlow et al . ; Glass ; Hill et al . ; McGuiness and Simm ).…”

Section: Introductionmentioning

confidence: 99%

Negotiating the responsibilities of collaborative undergraduate fieldcourses

Bhakta

Dickinson

Moore

et al. 2015

Area

View full text Add to dashboard Cite

Undergraduate fieldcourses to destinations in the global South have received much critical scholarly and pedagogic attention. This article reflects on a third‐year Geography fieldcourse to Kenya, which aimed to collaborate with local partners in providing an immersive and co‐constitutive learning environment that transcended the politics of knowledge production defining the global South as a distanciated object of study. We shape our reflections on this fieldcourse through a conceptualisation of responsibility as a relational, inter‐subjective achievement borne out of negotiation and encounter. Focusing in particular on the trade‐offs that are required when taking into account different staff, students and partner organisations' positionalities, expectations and experiences, we argue that scholarship concerning the responsibilities of geographers' engagements with the global South needs to account for the emotional, embodied and affective challenges inherent in practising collaborative academic endeavour.

show abstract

Section: Introductionmentioning

confidence: 99%

Negotiating the responsibilities of collaborative undergraduate fieldcourses

Bhakta

Dickinson

Moore

et al. 2015

Area

View full text Add to dashboard Cite

show abstract

Using Focus Group Research to Support Teaching and Learning

Winlow

Simm

Marvell

et al. 2013

Journal of Geography in Higher Education

View full text Add to dashboard Cite

Prior use of Google Earth by undergraduate Geography students

Haslett

2009

Planet

View full text Add to dashboard Cite

Google Earth is a web-based virtual globe, launched in 2005, that offers signifi cant potential as a teaching tool and a learning resource for undergraduate geography, earth and environmental science students, as well as other disciplines. In 2008, 56 undergraduate geography students were surveyed regarding their prior use of Google Earth to inform the delivery of classes that used Google Earth. Surprisingly, 25% of students had not previously used Google Earth and, amongst those that had, only 23% had used it in academic study, and only 11% had used it in a taught class. Differences between fi rst and fi nal year students were evident, with 40% of fi rst year, but only 18% of fi nal year, students having used Google Earth previously for academic study, possibly refl ecting time since the launch, and the differential use of Google Earth in schools, colleges and university. Although the situation is likely to change rapidly, tutors may not assume all students have used Google Earth prior to university, and those that have may not have used it in academic study, and even less likely in a taught class.

show abstract

Extended work-related placements in developing countries: supporting remote learning and assessment

Cited by 4 publications

References 7 publications

Negotiating the responsibilities of collaborative undergraduate fieldcourses

Negotiating the responsibilities of collaborative undergraduate fieldcourses

Using Focus Group Research to Support Teaching and Learning

Prior use of Google Earth by undergraduate Geography students

Contact Info

Product

Resources

About