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| Titel |
Experiences of using mobile technologies and virtual field tours in Physical Geography: implications for hydrology education |
| VerfasserIn |
D. G. Kingston, W. J. Eastwood, P. I. Jones, R. Johnson, S. Marshall, D. M. Hannah |
| Medientyp |
Artikel
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| Sprache |
Englisch
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| ISSN |
1027-5606
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| Digitales Dokument |
URL |
| Erschienen |
In: Hydrology and Earth System Sciences ; 16, no. 5 ; Nr. 16, no. 5 (2012-05-03), S.1281-1286 |
| Datensatznummer |
250013287
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| Publikation (Nr.) |
 copernicus.org/hess-16-1281-2012.pdf |
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| Zusammenfassung |
| Education in hydrology is changing rapidly due to diversification of
students, emergent major scientific and practical challenges that our
discipline must engage with, shifting pedagogic ideas and higher education
environments, the need for students to develop new discipline specific and
transferrable skills, and the advent of innovative technologies for learning
and teaching. This paper focuses on new technologies in the context of
learning and teaching in Physical Geography and reflects on the implications
of our experiences for education in hydrology. We evaluate the experience of
designing and trialling novel mobile technology-based field exercises and a
virtual field tour for a Year 1 undergraduate Physical Geography module at a
UK university. The new exercises are based on using and obtaining spatial
data, operation of meteorological equipment (explained using an interactive
DVD), and include introductions to global positioning systems (GPS) and
geographical information systems (GIS). The technology and exercises were
well received in a pilot study and subsequent rolling-out to the full
student cohort (∼150 students). A statistically significant
improvement in marks was observed following the redesign. Although the
students enjoyed using mobile technology, the increased interactivity and
opportunity for peer learning were considered to be the primary benefits by
students. This is reinforced further by student preference for the new
interactive virtual field tour over the previous "show-and-tell" field
exercise. Despite the new exercises having many advantages, exercise
development was not trivial due to the high start-up costs, the need for
provision of sufficient technical support and the relative difficulty of
making year-to-year changes (to the virtual field tour in particular). Our
experiences are highly relevant to the implementation of novel learning and
teaching technologies in hydrology education. |
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