End of the Field? Hacking Online and Hybrid Environments for Field-Based Learning in Geography Education

Larsen, Thomas Barclay; Tabor, Lisa; Smith, Patrick H.

doi:10.1080/00221341.2020.1858325

Cited by 20 publications

(18 citation statements)

References 82 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They cannot be readily scaled and outsourced online…” (Roberts, 2016: 169). On the other hand, Larsen et al (2021: 4) note, “Access to the field becomes an exclusive privilege, relegated to teachers with institutional influence, learners who have the funds, and schools with financial support and encouragement from stakeholders.” Online and hybrid models for teaching biblical geography allows a larger network of students to learn to “read the land.”…”

Section: Methodsmentioning

confidence: 99%

Biblical field study as experiential pedagogy: Jerusalem University College as a case study

Austin

2022

International Journal of Christianity & Education

View full text Add to dashboard Cite

This paper examines the pedagogical framework of Jerusalem University College (JUC) for biblical field studies in the Holy Land. JUC’s program revolves around three pedagogical pillars, “Read the Land. See the Text. Live the Book,” centered on geographical comprehension, biblical texts, and practiced Christianity. This mixed methods analysis concludes that experiential learning in the Holy Land through field studies is an effective and transformative tool of biblical education. Further, the necessary move to online education during the COVID-19 global pandemic has demonstrated that the JUC model can be effectively adapted by utilizing visual and technological resources.

show abstract

Section: Methodsmentioning

confidence: 99%

Biblical field study as experiential pedagogy: Jerusalem University College as a case study

Austin

2022

International Journal of Christianity & Education

View full text Add to dashboard Cite

show abstract

“…To address these losses in opportunities for students to engage in face-to-face learning, collaboration, and building student skills, it is necessary to produce virtual field lessons. Larsen et al (2021) describe the need to hack online and hybrid learning environments to bring field geography to students and educators to cope with scenarios associated with the "Coronapause, Coronacene, and the Anthropause" (Rutz et al, 2020). The pandemic is a disruptive event, or threshold, that requires a new way to experience field opportunities (See Figure1).…”

Section: A Call To Innovatementioning

confidence: 99%

“…Larsen et al's (2021) "hacking" requires a transfer of on-ground lessons in field-based education into the online environment. Virtual trips focused on topics in field-based education are a proxy of the on-ground site visit with an authentic experience reconstructed within visual environments enriched with auditory soundscapes mimicking what Larsen et al (2021) referred to as "the great outdoors from the great indoors." Fieldwork is an important component for the learner, "an upward spiral toward a more holistic and sophisticated understanding of the planet" (Larsen et al, 2021).…”

Section: A Call To Innovatementioning

confidence: 99%

“…Virtual trips focused on topics in field-based education are a proxy of the on-ground site visit with an authentic experience reconstructed within visual environments enriched with auditory soundscapes mimicking what Larsen et al (2021) referred to as "the great outdoors from the great indoors." Fieldwork is an important component for the learner, "an upward spiral toward a more holistic and sophisticated understanding of the planet" (Larsen et al, 2021). To translate this "learning" spiral from on-ground to online environments, designers of virtual field-based experiences need to create a landscape for learners to discover education content.…”

Section: A Call To Innovatementioning

confidence: 99%

See 1 more Smart Citation

GeoEPIC: Innovating a Solution to Implement Virtual Field Experiences for Education in the Time of COVID-19 and the Post-Pandemic Era

2021

JHETP

View full text Add to dashboard Cite

The spring of 2020 marked the start of many countries closing their borders to travel due to the COVID-19 pandemic. These closures disrupted travel and learning opportunities for K-16 education. International field trips and study abroad programs were some of the first canceled opportunities with domestic field trips becoming more complicated to implement safely. With termination of these experiences, students lost cooperative and collaborative opportunities for place-based, field-based education. To address these losses of situated learning opportunities for students, a digital learning platform was developed to increase access to educators and students to free virtual field-based experiences. The platform is enhanced to allow teachers easy adoption of resources with supporting workshops to help educators in creating and delivering this rich education content through authentic, virtual landscapes.

show abstract

“…Nonetheless, the COVID-19 situation brought VFTs to a more widespread and mainstream educational standpoint. This is reflected in both the scientific and geoscience education literature where an influx of recent works is apparent [1,2,[33][34][35][36]. In addition, organisations such as the National Association of Geoscience Teachers (NAGT) have built spaces for the compilation of "remote field experiences" emphasising the growing importance of this topic [37].…”

Section: Introduction: Project Rational Aims and Motivationsmentioning

confidence: 99%

Geoscience Fieldwork in the Age of Covid-19 and Beyond: Commentary on the Development of a Virtual Geological Field Trip to Whitefish Falls, Ontario, Canada

Peace¹,

Gabriel²,

Eyles³

2021

Preprint

View full text Add to dashboard Cite

In response to the COVID-19 pandemic, and resultant cancellation of geoscience fieldwork, as well as outstanding accessibility issues inherent in conducting fieldwork, we developed a virtual geological fieldtrip (VFT) to the Huronian age deposits in the Whitefish Falls area, Ontario, Canada. This region is a geologically significant site in which many Ontario universities conduct undergraduate teaching due to the high-quality exposures. In this contribution we describe and comment on the development of this openly available resource, the motivations in doing so, the challenges faced, its pedagogical impact and relevance, as well as provide suggestions to others in the development of such resources. Our multimedia VFT combines 360° imagery, georeferenced data on integrated maps, and multi-scale imagery (aerial/drone, outcrop, and thin section images). The VFT was built using the Esri Storymaps platform, and thus offers us the opportunity to review the effectiveness of building such resources using this medium, as well as our approach to doing so. We conclude that the Esri Storymaps platform provides a sound medium for the dissemination of multimedia VFTs, but that some aspects of in-person fieldwork remain hard to replicate. Most notably, ‘hands on experience’ and specific activities such as geological mapping. In addition, while VFTs alleviate some accessibility barriers to geoscience fieldwork, substantial barriers remain that should remain the focus of both pedagogical and geoscience work.

show abstract

End of the Field? Hacking Online and Hybrid Environments for Field-Based Learning in Geography Education

Cited by 20 publications

References 82 publications

Biblical field study as experiential pedagogy: Jerusalem University College as a case study

Biblical field study as experiential pedagogy: Jerusalem University College as a case study

GeoEPIC: Innovating a Solution to Implement Virtual Field Experiences for Education in the Time of COVID-19 and the Post-Pandemic Era

Geoscience Fieldwork in the Age of Covid-19 and Beyond: Commentary on the Development of a Virtual Geological Field Trip to Whitefish Falls, Ontario, Canada

Contact Info

Product

Resources

About