IMPALA Informal Mobile Podcasting and Learning Adaptation
The Use of Podcast to Record Field Trips
Earth Sciences and Geography, Kingston University
Summary
This podcast application was developed for a level three module entitled ‘Water Resources Management’, within Earth Sciences and Geography, Kinston University. The lecturer recorded and edited student field work and made them available as video podcasts on Blackboard VLE. The purpose was to aid student preparation for forthcoming fieldwork in Geography.
Context
The colleague from the School of Earth Sciences and Geography, Kingston University recorded and edited student field trips and made them available as video-podcasts on Blackboard VLE. Fieldwork is an integral part of module delivery in physical geography and includes a variety of different teaching methods, for example the module Water Resources Management is delivered through lectures, seminars, fieldwork, and student-based presentation. It was assessed through two essays, a fieldwork report, and a debate.
The lecturer on this module has been experimenting on a whole range of different types of technology, particularly using video to support teaching and learning in Geography for a few years, e.g. embedding video clips in lectures, getting students to use video and using video as a means for presentation.
Rationale
The purpose of the podcasts was to help students to prepare for fieldwork. Students can preview and learn about the different sites and environments they are going to visit and the activities they are going to do in advance.
Application
The lecturer recorded and edited student field work and made them available as video podcasts on Blackboard VLE.
Technology
High resolution digital video-cameras were used to record student field work.
Benefits
Preparing for fieldwork
Some students thought that making video documentaries based in part on information (e.g. video) acquired from previous student fieldwork and made them available as podcasts are useful for them to prepare for coming fieldwork.
“Last year there was a trip to Malta and (the lecturer) came with us and he was doing podcasting and he did interview some of us. I happened to be interviewed by him and that was very good, because it would have been a small video and say for the second years who are going to Malta, it’s not going to be a long video and even if it is going to be covering a lot of things, that’s going to be a great introduction to the topic. Because a lot of people they don’t know what to expect when they go to a different area and think that’ll be very good.”
“ Yeah, I watched them. Assuming I haven’t gone to the field trip, I think it could be quite handy. You wouldn’t have to go all the way, and you have the essentials of what is this. ”
Review the fieldwork
Another student commented that the video-podcasts on fieldwork reminded her what happened in the field trip and helped her to write the fieldwork report.
“Yes we watched one of them for one of the lectures for the fieldtrip we went to and it was quite useful because we had to write a report about that fieldtrip so it was good to see it again.”
“There was a lot to take in one day and it was nice to be reminded of things because a lot of the fieldwork report was on our own observations and to include those, so it was useful to be able to see that again. So it was really good idea. Because that was directly relevant to our coursework.”
Another student also found the video-podcasts useful for doing the assignment because he missed one of the fieldwork.
“So he (the lecturer) suggested me to listen to the podcast, which is actually saved me a bit time because I can’t do my assignments, because we’re doing assignments on two field works and I missed one, fortunately (the lecturer) had it on podcast.”
Lessons Learned
Video-based podcasts provide an effective means to aid student preparation for forthcoming fieldwork in Geography. The nature of the podcast, e.g. its length, subject depth, etc., can be tailored to the requirements of the teaching and learning objectives of the particular field trip. For example, the video podcast may be short and focused on a particular theme at a particular site, or the podcast may be more general and synoptic in nature, providing the student with an overview of the areas of study or a more contextural appreciation of the study area under investigation. In both cases the quality of the podcast must be considered. Clarity and efficiency of communication of the theme is essential as students will disengage if the podcast loses their attention.
Students are also switched on by viewing descriptions by their peers. Recording students themselves in the field and explaining what they are observing or describing a particular methodology to camera and then using these edited footage for future student cohorts is valuable.
Future Work
As more video is acquired in the field, the ability to re-edit and to fine-tune the podcasts to the student needs prior to fieldwork is improved. The lecturer also notes that the student learning experiences need not be passive. By providing students with video cameras (typically the video function on a digital camera), the students will be encouraged to acquire their own videos. This will be used in two ways: (i) to acquire a spatially referenced video depository of footage after the field trip where student-acquired video can be freely viewed (and later edited) by all fieldwork participants (and the lecturers), and (ii) to encourage the students to create their own video-podcasts as a means of assessment (formative and summative) that may be used in subsequent years for future student cohorts as a learning or familiarisation tool in advance of fieldwork.
#
