Student-Produced Podcasts as an Assessment Tool: An Example from Geomorphology

Abstract

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Securing field learning using a twenty-first century Cook's Tour

“…HMI 1992) has been transformed into an enjoyable, engaging, fun means of learning in the approach adopted here (see Figure 2; Table 2, rank #3). Kemp et al (2012) suggest that a similar approach incorporating podcasting into fieldwork was also enjoyed by students and motivated students in their study. The spin--off to such enjoyable learning is that digital video assessment has improved levels of understanding of the environment.…”

“…Kemp et al, 2012), has been deemed to be successful in engaging students at a more advanced level in physical geography fieldwork. Jarvis & Dickie (2010) and Kemp et al (2012) review a range of uses for similar podcasts in student learning, among which is the suggestion that they provoke reflective thought (Fisher & Baird, 2006), which in turn fosters deeper levels of learning and engagement (Jarvis & Dickie, 2010;Kemp et al, 2012). Mavroudi & Jöns (2011) also recognised similar benefits of incorporating video documentaries into their assessment of human geography fieldwork and concluded that "video documentary works extremely well to stimulate students' interest and critical thinking" p.18.…”

“…Similarly, digital technology in the form of podcasts (e.g. Kemp et al, 2012), has been deemed to be successful in engaging students at a more advanced level in physical geography fieldwork. Jarvis & Dickie (2010) and Kemp et al (2012) review a range of uses for similar podcasts in student learning, among which is the suggestion that they provoke reflective thought (Fisher & Baird, 2006), which in turn fosters deeper levels of learning and engagement (Jarvis & Dickie, 2010;Kemp et al, 2012).…”

The introduction and refinement of the assessment of digitally recorded audio presentations

“…From this point of view, it could indeed be argued that this form of assessment might have a broader relevance beyond distance learning institutions (Armstrong et al, 2009;Kemp et al, 2012;Lee et al, 2008;Pegrum et al, 2015).…”

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

“…Fieldwork is an integral component of a wide range of Bioscience, Geography, Earth and Environmental Science undergraduate programmes. Student reflection and engagement during fieldwork can be promoted through the integration of technology into the learning activities (Fisher & Baird, 2006;Jarvis & Dickie, 2010;Mavroudi & Jöns, 2011;France & Wakefield, 2011;Kemp et al, 2012;Dando & Chadwick, 2014 and Fuller & France, this volume). The use of mobile technologies in the field is perceived to enhance fieldwork learning through improved speed, ease and immediacy of data collection, sharing, analysis and presentation (Welsh et al, 2013).…”