Mobile Learning in a Human Geography Field Course

Abstract

This paper reports on reusable mobile digital learning resources designed to assist human geography undergraduate students in exploring the geographies of life in Dublin. Developing active learning that goes beyond data collection to encourage observation and thinking in the field is important. Achieving this in the context of large class sizes presents several challenges. Combining in-situ learning with spatially-accurate historical and contemporary multimedia, we developed a set of location-aware digital mobile tools or 'mediascapes'. We explore how scaffolding can be achieved in such a context, focusing on the development of students' observational, enquiry and thinking skills in the field.

Conceptual Design of a Mobile Application for Geography Fieldwork Learning

“…Proposed and applied strategies include the appropriate design of the fieldwork e.g., [6,7], and the proper integration of technology e.g., [2,8]. Certainly, the technologies used in fieldwork and the ways of using them have been promoted by technological innovations.…”

“…Fieldwork provides a real world context to geography education [1,2]. As such, fieldwork learning can bring students cognitive, affective and ethical benefits to produce deeper experiences of the fieldwork place(s) [3].…”

User-centered design of a mobile application using a combination of augmented reality and maps for geo-fieldwork education

“…In fact, in the book Geography Teacher's Guide to the Classroom, a guide of geography field education written by Laws (1990), gives a clear picture of these three stages and their main tasks from both the perspectives of teachers and students (Table 2.3). In addition, considerable scientific publications and HE fieldwork practical cases have also demonstrated the three stages of (geography) fieldwork (see e.g., Maskall & Stokes, 2008;Hsu & Chen, 2010;Jarvis et al, 2016). This research will also address the use of the visual tools in these three stages.…”

“…In general, one fieldwork could comprise multiple kinds of field activities. However, as argued by Jarvis et al (2016), within this fieldwork classification, there is a lack of reflections to incorporate the role of using assistance tools like technology while technological elements have been increasingly integrated in fieldwork teaching-learning processes. Responding to this situation, this research addresses the use of technology in fieldwork activities.…”

“…Among the teaching and learning strategies of delivering better fieldwork experience, the appropriate design of the fieldwork itself (e.g., Marvell et al, 2013;Remmen & Frøyland, 2014) and the proper integration of technology solutions (Jarvis et al, 2016;Welsh et al, 2013) should be highlighted. The focus of this research is on the latter one, namely the proper integration of relevant technologies.…”