9/28/2023 0 Comments Virtual field tripsConsider using aerial drone footage of the site, 360º ground shots and even sound recordings. Try to replicate field conditions by giving students an immersive experience online. This means that all students can complete assessments linked to the field trip, supporting a more inclusive and equitable approach. Include all the data and information on the virtual field trip that you would need for those students who might be ill on the day or those with disabilities that may prevent them attending the trip. Introduce students to the concept of the virtual field trip early in the module so they can familiarise themselves with the way it works before they go out into the field, use it as a resource or walking guide within the field or as a post-fieldwork resource. They can guide you in best practice for digital pedagogies and will be able to make the virtual field trip delivery more professional and accessible to students. Work closely with your digital education team. Our top tips for creating a virtual field trip: Virtual field trips allow a more inclusive student learning experience, particularly if students are unable to attend on the day or have disabilities that mean they physically struggle with taking part in the in-person field trip. Where field trips have to be cancelled completely, as during the pandemic, such virtual platforms can enable the full delivery of all field teaching elements if planned out well. Virtual field trips can augment face-to-face field trips as a resource that can be used before, during and after the trip or, where this is not possible, as a stand-alone resource.īefore the in-person field trip, students can familiarise themselves with the field site.ĭuring the field trip, the virtual platform can be used on mobile devices as a handheld “tour guide” to manoeuvre around the field site.įollowing the field trip, students can revisit the field site and access the data and information needed to complete their assessments. We have discovered several benefits to creating a virtual field trip, so here we offer tips for those considering this approach. This was developed in anticipation of further unforeseen circumstances and could be used as a continual teaching resource that can be updated year-on-year with minimal effort. However, with a little more time and forethought, we have been able to create a full virtual field trip for the 2021 academic year. Where face-to-face field trips had to be cancelled at short notice, online alternatives such as data provision and drone footage were able to provide a high standard of teaching and allowed students to complete assessments. While some responses were adequate, this quick transition to different forms of learning illustrated how the higher education sector must be more resilient and anticipatory in order to withstand unforeseen circumstances while maintaining high-quality teaching. The sudden move to online learning halfway through UK university semesters in March 2020 meant that initial teaching responses were reactionary. The changes to teaching delivery in the past 18 months have been particularly challenging for subjects that require field-based learning, such as geography, life sciences and environmental sciences.
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