People & the planet最新文献

{"title":"The use of a fieldwork audit to anticipate barriers to fieldwork for disabled students","authors":"Hazel E. Clark, J. Jones","doi":"10.11120/plan.2011.00240042","DOIUrl":"https://doi.org/10.11120/plan.2011.00240042","url":null,"abstract":"Abstract Fieldwork is regarded as an integral component of geoscience and related curricula in most higher education institutions (HEIs). It offers undergraduates opportunities to apply their learning in diverse environments whilst also developing skills valued by employers. However, it is recognized that field activities may present barriers to disabled students thus, potentially, limiting opportunities available to them. Legislation requires that staff in HEIs anticipate disabled learners' needs, but this can be difficult and time-consuming, especially with regard to fieldwork. The aims of this paper are to present an audit tool that may be used to anticipate barriers that particular field locations or activities may present and report on a simple, yet effective, approach that will assist staff planning field-based activities.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"34 1","pages":"42 - 49"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81032803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Geological field skills course report and future plans Introduction","authors":"H. King, Jim R. Andrews","doi":"10.11120/PLAN.2011.00240055","DOIUrl":"https://doi.org/10.11120/PLAN.2011.00240055","url":null,"abstract":"PL A N ET I SS U E 24 Introduction The need for a geological field skills course for academic staff was raised at a meeting of Earth Science Heads of Teaching held in September 2006. Delegates at the event noted that unprepared and under-skilled non-specialist staff (i.e. not geoscientists) were increasingly expected to participate in or even lead field courses particularly in large, multi-disciplinary departments (Thomas, 2007). In order to begin to address this issue, a week-long residential field course was proposed as a pilot to determine levels of demand and appropriate activities.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"107 1","pages":"55 - 61"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73993941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Why C-Change and why the Cryosphere?","authors":"Richard T. Jones","doi":"10.11120/PLAN.2011.00240093","DOIUrl":"https://doi.org/10.11120/PLAN.2011.00240093","url":null,"abstract":"Abstract As a partner in the C-Change in GEES project the Geography Department at the University of Exeter contributed a virtual field course focusing on the Cryposphere. There were a number of challenges faced when repurposing the virtual field course to ensure the resource contained no copyright/IPR infringments. The obvious solution was to draw on the vast amount of photographs, film footage and experience generated by the staff during numerous trips to far flung places. The choice of the crysophere was also based on the fact that it was an area very few of us would ever get the chance to experience as a student or after graduation. The virtual field course was split into several components focusing on Antarctica, Svalbard and Greenland from both a Physical and Human geographical viewpoint to provide the maximum appeal to the GEES community. The decision to repurpose our own material worked to a point but the issues of producing resources that were copyright cleared still materialised. Whilst the case studies were easy to construct it was the ‘linking’ text and diagrams that caused the biggest issue. In order to achieve a fully open resource we had to draw upon the departmental drawing office; an increasingly rare resource across the GEES community. This article provides an account of the processes we undertook to make an existing virtual field course suitable to be used as an open educational resource. Exeter University's participation in the C-Change project was driven by a number of factors. OER is a new and exciting concept in higher education; as such participating in this project was a good opportunity to get involved from the start. It offered a chance to learn about IPR and copyright issues in relation to teaching materials. This is useful from a personal perspective but is also helpful in that this expertise can then be passed on to colleagues. From an institutional point of view, developing OER was an obvious way of showcasing staff research interests in the School, with potential benefits for recruitment of undergraduate and postgraduate students. Clearly, this is not without risk, should the resources fail to come up to scratch. The focus on the Cryosphere was chosen in part to reflect the research interests of the contributing staff and the wealth of material they possessed. It is a popular topic with the students at Exeter and aspects of the Cryosphere are covered in both physical and human geography modules across levels 1 to 4. It is also an area of the world few students will get the chance to visit but is a topic that lies at the heart of the climate change debate.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"37 1","pages":"93 - 95"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83578627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the perceived effectiveness of video podcasts as a learning resource for geography","authors":"Jennifer L. Hill, Mandy Nelson","doi":"10.11120/plan.2011.00240076","DOIUrl":"https://doi.org/10.11120/plan.2011.00240076","url":null,"abstract":"Abstract This paper examines undergraduate student perceptions of the learning utility of video podcasts, with particular reference to their understanding of exotic ecosystems. The podcasts were made accessible to students through a virtual learning environment, either on-line or to download to mobile technology. The perceived effectiveness of the technology was assessed by written questionnaire and focus groups. Students watched the podcasts numerous times, largely within a week of lectures and/or during revision. They agreed that the podcasts were effective in supporting learning and teaching on the module, largely by offering a flexible and visual learning experience. The podcasts were also perceived as a useful resource for revision and assessment, providing visual images that stimulated factual recall and highlighted knowledge gaps. The key to improving the student learning experience lies not in altering the podcasts, but in reflexively developing the pedagogic strategies employed by teachers and learners.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"5 1","pages":"76 - 82"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84230553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Aligned assessment of technology-mediated field learning","authors":"C. Jarvis, J. Dickie, Gavin Brown","doi":"10.11120/PLAN.2010.00230068","DOIUrl":"https://doi.org/10.11120/PLAN.2010.00230068","url":null,"abstract":"Abstract Mobile technology-mediated learning is increasingly being adopted in geographical contexts, but considerably less thought has been applied as to how assessment protocols might be adjusted so that the overall learning experience remains appropriately aligned. In this case study, in which a suite of locationally situated mediascapes were constructed and used as part of a 2nd year Human Geography field course to Dublin, we explore our success or otherwise in designing an assessment regime that captures the field experience as a whole. Evaluation, conducted via a focus group, identified that the use of a combined mediascape-essay approach as a major component of the assessment successfully captured the main elements of the learning and teaching experience and facilitated deeper learning.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"1 1","pages":"68 - 71"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75816330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using portfolio assessment to engage Level 1 Geoscience students in their subject and to develop their learning skills","authors":"A. Boyle, D. Prior, A. Heath","doi":"10.11120/PLAN.2010.00230012","DOIUrl":"https://doi.org/10.11120/PLAN.2010.00230012","url":null,"abstract":"Abstract Portfolios provide a means of collecting together materials in an organised way that can help the portfolio creator understand the materials better. This article describes a lecture-based geology module designed to help students create a portfolio of lecture notes, annotated reading and summaries with the aim of improving their early understanding of geology as well as improving their study skills and engagement with their home department.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"30 1","pages":"12 - 15"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83868567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The use of Personal Response Systems (PRS) in multiple-choice assessment: benefits and pitfalls over traditional, paper-based approaches","authors":"H. Roe, D. P. Robinson","doi":"10.11120/PLAN.2010.00230054","DOIUrl":"https://doi.org/10.11120/PLAN.2010.00230054","url":null,"abstract":"Abstract In this paper we discuss our experiences of using wireless keypads for multiple-choice (MCQ) assessment and evaluate the benefits over traditional, paper-based MCQ assessment methods. A Personal Response System (PRS), TurningPoint ®, was trialled for two years for a Geography undergraduate class test, designed to provide both formative and summative assessment. The benefits of PRS are considered in terms of i) student performance; ii) students’ experiences, which were assessed by questionnaires; iii) quality of feedback; and iv) staff time inputs. Of the students surveyed, 74% stated that they strongly preferred PRS over paper-based MCQ assessment, whilst 6% of students disagreed. Students praised the immediacy and graphical nature of feedback associated with PRS, but some criticised the inflexibility of PRS to change answers after a fixed ‘per question’ time interval. Staff time inputs were substantially reduced (ca. 75% less) for PRS than for the equivalent paper-based test. PRS was found to be a useful tool in MCQ assessment, but it has some disadvantages. We highly recommend PRS for formative assessment but caution its use for summative assessment in its current form and recommend that it only be used for assessments carrying a small mark-weighting.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"52 1","pages":"54 - 62"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88928302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflections on using digital audio to give assessment feedback","authors":"Carol Ekinsmyth","doi":"10.11120/PLAN.2010.00230074","DOIUrl":"https://doi.org/10.11120/PLAN.2010.00230074","url":null,"abstract":"Abstract This paper aims to share the experiences of a group of geography department staff at the University of Portsmouth who have experimented with digital audio assessment feedback. In particular, the paper aims to indicate what it was like to do it, whether it was cost-benefit effective and whether the method was able to deliver superior feedback vis a vis traditional written feedback methods. There is some literature on the benefits of audio feedback, but most of this focuses on the student experience/ perspective. This article, after providing some justification for adopting the audio method, considers its advantages from the perspective of the teacher and begins to address the ways in which the audio method might most effectively be used.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"1 1","pages":"74 - 77"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89232543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using structured reflection to encourage more active use of feedback","authors":"J. Pates, Robert Blake, A. Cooper","doi":"10.11120/PLAN.2010.00230002","DOIUrl":"https://doi.org/10.11120/PLAN.2010.00230002","url":null,"abstract":"Abstract Students are frequently dissatisfied with the feedback they receive but providing more feedback is often unrealistic for staff. This paper reports on activities which helped students to make the most of the feedback they receive. Students were set weekly tasks and received rapid feedback aimed at the whole group. In-class activities, including personal reflections, encouraged engagement with the feedback. These activities turned feedback from a passive ‘receipt’ process to an active dialogue, in which there was scope for future action. The class became more aware of the variety of feedback methods being used with them, increased in confidence and changed their perceptions of the value of feedback to inform their work.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"11 1","pages":"10 - 2"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88140277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Formative assessment and feedback: a review","authors":"S. Gedye","doi":"10.11120/PLAN.2010.00230040","DOIUrl":"https://doi.org/10.11120/PLAN.2010.00230040","url":null,"abstract":"Abstract This review examines definitions of formative assessment and the factors that control the effectiveness of feedback. It summarises the various ways of delivering formative feedback and discusses the problems that may be encountered when assessment practice is altered to improve feedback.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"174 1","pages":"40 - 45"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76921676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}