scholarly journals Being on Country as Protest: Designing a Virtual Geography Fieldtrip Guided by Jindaola

2020 ◽  
Vol 17 (4) ◽  
pp. 108-117
Author(s):  
Jennifer Atchison ◽  
◽  
Jade Kennedy ◽  
Keyword(s):  
Experiential Learning ◽  
Field Trip ◽  
Field Trips ◽  
Educational Design ◽  
Indigenous Knowledges ◽  
Learning Contexts ◽  
Virtual Field ◽  
Country Culture ◽  
Virtual Field Trip ◽  
Work Integrated Learning

The fieldtrip has long been a key component of the geography curriculum, described as a ‘touchstone’ for learning in, on and about place. Learning on Country provides an opportunity to embody Indigenous knowledges and experience places and people in field classes. However, such opportunities are increasingly under threat as the costs and risks of running field trips have risen, and more recently, faced challenges such as those presented by the COVID-19 pandemic. In this paper, we describe the transformation of a third-year undergraduate geography field trip into a virtual field trip using online resources. We reflect on the processes and challenges of doing so in ways that privilege and respect Aboriginal pedagogies and practices in educational design. Drawing on the philosophies and frameworks of Jindaola, an Aboriginal way of embedding Indigenous knowledges into the curriculum, we show how the virtual field trip, as a form of non-placement work-integrated learning, can embed place-based experiential learning into online learning contexts. This paper outlines how the design, articulation and practice of that process is grounded in Country, culture and customs.

scholarly journals Learning outcomes, learning support and cohort cohesion on a virtual field trip: an analysis of student and staff perceptions

2021 ◽  
Author(s):  
Clare E. Bond ◽  
Jessica H. Pugsley ◽  
Lauren Kedar ◽  
Sarah R. Ledingham ◽  
Marianna Z. Skupinska ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Online Teaching ◽  
Field Trip ◽  
Field Trips ◽  
Learning Support ◽  
Virtual Field Trips ◽  
Positive Elements ◽  
Virtual Field ◽  
Negative Perceptions ◽  
Virtual Field Trip

Abstract. The rise of the virtual field trip was unprecedent in 2020 and 2021 due to the global COVID-19 pandemic. Virtual field trips aim to replicate the learning outcomes and experiences of actual field trips, by providing a digital alternative to in-field courses. They provide valuable opportunities for those unable to visit the field and alternative learning experiences for those that can. However, understanding their efficacy in term of learning outcomes, the effectiveness of learning support offered, and cohort cohesion generally remains untested. Here we show how negative aspects of a virtual field trip both pre- and post-course are countered by positive outcomes in terms of breadth of learning outcomes and experience. As part of our analysis, we tested methods to mitigate barriers to inclusion and learning on a virtual field trip including internet connectivity and hardware access, use of printed workbooks, and limitations to interaction, support and cohort cohesion. Our results show that although negative perceptions, as evidenced through questionnaire responses, are dominant, with 71 %–88 % of respondents commenting on these aspects across both student and staff cohorts pre- and post-course; positive aspects of virtual field trips (43 %–57 %) also feature highly. Students show a positive shift in their perception of online teaching and learning over the course with positive comments moving from 19 % pre-course to 71 % post-course, whereas positive comments by staff are low pre- and post-course at 14 %. Printed workbooks, staff: student ratios and interaction are received positively. Overall, we find that negative perceptions of virtual field trips pre- and post-course exist, but that both students and staff identify positive elements including breadth of learning outcomes, particularly regarding data synthesis and analysis. We suggest ways to learn from these findings to design virtual field trips that deliver effectively in blended learning environments for the benefit of all.

scholarly journals From Virtual Field Trip to Geologically-Reasoned Decisions in Yosemite Valley

2021 ◽  
Author(s):  
Nicolas C. Barth ◽  
Greg M. Stock ◽  
Kinnari Atit
Keyword(s):  
Spatial Information ◽  
Opportunity To Learn ◽  
Field Trip ◽  
Google Earth ◽  
Learning Goals ◽  
Spatial Skills ◽  
Yosemite Valley ◽  
Wide Range ◽  
Virtual Field ◽  
Virtual Field Trip

Abstract. This study highlights a Geology of Yosemite Valley virtual field trip (VFT) and companion exercises produced as a four-part module to substitute for physical field experiences. The VFT is created as an Earth project in Google Earth Web, a versatile format that allows access through a web browser or Google Earth app with the sharing of an internet address. Many dynamic resources can be used for VFT stops through use of the Google Earth Engine (global satellite imagery draped on topography, 360° street-level imagery, user-submitted 360° photospheres). Images, figures, videos, and narration can be embedded into VFT stops. Hyperlinks allow for a wide range of external resources to be incorporated; optional background resources help reduce the knowledge gap between general public and upper-division students, ensuring VFTs can be broadly accessible. Like many in-person field trips, there is a script with learning goals for each stop, but also an opportunity to learn through exploration as the viewer can dynamically change their vantage at each stop (i.e. guided discovery learning). This interactive VFT format scaffolds students’ spatial skills and encourages attention to be focused on a stop’s critical spatial information. The progression from VFT to mapping exercise to geologically-reasoned decision-making results in high quality student work; students find it engaging, enjoyable, and educational.

The Story of Ice

2019 ◽  
pp. 1-16 ◽  
Author(s):  
Joseph A. Gutierrez ◽  
Natalie Bursztyn
Keyword(s):  
Climate Change ◽  
Modern Technology ◽  
Field Trip ◽  
Field Trips ◽  
Virtual Field Trips ◽  
Geologic History ◽  
Traditional Lectures ◽  
Virtual Field ◽  
History Of ◽  
Actual Field

Increasing enrollment and costs in introductory geoscience classes are making the logistics of organizing on-location field trips challenging; but with modern technology, virtual field trips (VFTs) can provide a proxy. Students entering college today are digital natives with short attention spans, suggesting they would find a VFT appealing and easy to navigate. While not a replacement for an actual field trip, VTFs offer interactive alternatives to traditional lectures, and several have been successful in engaging and educating students. This proposed VFT utilizes the iconic geology of Yosemite National Park to teach the effects of climate change at geologic and anthropogenic timescales. The story is told along Yosemite's four roads and is designed for use as a roadside geology accompaniment in the park, or as a standalone interactive tool in the classroom. VFT stops narrate the geologic history of the area and use photos with illustrated overlays to further describe concepts.

Virtual Field Trips: Synthetic Experiences and Learning

2005 ◽  
Vol 49 (6) ◽  
pp. 732-736 ◽  
Author(s):  
Alicia D. Sanchez ◽  
Haydee M. Cuevas ◽  
Stephen M. Fiore ◽  
Janis A. Cannon-Bowers
Keyword(s):  
Experiential Learning ◽  
Educational System ◽  
Real World ◽  
State Of The Art ◽  
Field Trips ◽  
Anchored Instruction ◽  
Virtual Field Trips ◽  
Virtual Field

Founded on the principles of experiential learning and anchored instruction, Virtual Field Trips utilize state-of-the art technologies to create immersive, multi-sensory, interactive experiences with real world environments. Virtual Field Trips are designed to be an integral part of a technology-enabled educational system to teach targeted material and motivate students.

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