Sharing and dissemination of good practice in fieldwork has been at the core of the Enhanced Fieldwork Learning project. As part of this practice sharing the project brought together a number of case studies of technology enhanced learning in the field, available through this part of the website. A number of these case studies are available in the book Enhancing Fieldwork Learning Using Mobile Technologies (2015) Springer.

Where available, links are given to an online version of the case study. It may be open access or may require registration or access via your institution.

Evaluation, research and reflection

37aThese case studies focus on the evaluation of technology use and evaluation of student produced outputs. They may also look at research undertaken by students and research into use of technology. All the case studies available on this page will consider research and evaluation, the following have a more specific focus.

E-Learning or a-Gimmick? Evaluating the use of rich media in Geography fieldwork, James Newman and Richard Jones

Student-produced posters of the fieldwork area, Brian Whalley

The use of video in field teaching, Julian Park

Bringing digital stories into assessment, Kelly Wakefield and Derek France

Remote access

IMG_0092Remote access to fieldwork sitess could be beneficial if, for example, a field site is inaccessible to large groups of students, students have mobility impairments or a scenario which occurs rarely in real life is being studied. These case studies also consider differences, for example, between the learning outcomes and student engagement from remote access and from being in the field.

MIS:TIQUE – Mobility Impaired Students: Teaching in Quite Unsuitable Environments, Ian Stimpson

Learning desert geomorphology virtually versus in the field, Richard J. Stumpf II, John Douglass and Ronald I. Dorn

Real-time emergency response scenario using a Web 2.0 technology, Servel Miller and Derek France

Developing a Web 2.0 technology for hazard response simulation, Servel Miller and Derek France

Landscape visualisation in fieldwork, Gary Priestnall

Using mobile phones and tablets in the field

IMG_0122Mobile phones and tablets can enable, for example, data recording, accessing information, making short films and taking photos to happen instantly in the field. This collection of case studies consider how mobile phones and tablets can be used in the field and also considers the apps and systems that could support student learning in the field. If you want to find out more about the apps you could use in fieldwork visit the apps page.

Using mobile applications to collect field data, Charles Harrison, Paul Wright and Rhu Nash

The educational potential of mobile computing in the field, Meg Stewart, Jeffrey Clark, Jeremy Donald, and Keri VanCamp

Smartphones and fieldwork, Katharine Welsh and Derek France

How the iPad transformed my teaching, Andrew Goodliffe

Using Twitter, Qwiki and Flipboard in student fieldwork, Peter Bunting and Carina Fearnley

Using Dropbox as a file storage system, Katharine Welsh

Creating and implementing a biodiversity recording app for teaching and research in Environmental Studies, Elizabeth White, Liam Basford, Stephen Birch, Alison Black, Alastair Culham, Hazel J. McGoff, Karsten O. Lundqvist, Philippa Oppenheimer, Jonathan Tanner, Mark Wells and Alice L. Mauchline

Using mobile devices to enhance undergraduate field research, Derek France, W. Brian Whalley and Alice L. Mauchline

Geotagging photographs in student fieldwork, Katharine E. Welsh, Derek France, W. Brian Whalley and Julian R. Park

Technology-enhanced learning on an international fieldtrip, Alice Mauchline, Derek France and Robert Jackson (also a short blog post from Robert Jackson)

Do you use technology in the field? Have examples of fieldwork practice you would be interested in sharing? Get in touch…