Projects / themes

Home > Projects / themes > Subject Centre funded small-scale projects > Small Projects 2002

Small-scale Learning and Teaching Research and Development Projects: 2002

Student Publishing of Fieldwork Geography

John H. McKendrick & E. Mooney, Human Geography Subject Group, School of Social Sciences, Glasgow Caledonian University

StuP is a self-contained project that supports undergraduate geography students to publish briefing papers and teachers' resource packs on the environment/geography of the Isle of Bute. It is conceived as a demonstration project for GEES in the UK and, as such, StuP will also produce transferable resources and guidance that can be used to implement student publishing projects in other departments of geography, earth and environmental sciences. StuP aims to produce useful knowledge: dissemination/utilisation of student writing is of central importance. Outputs will be tailored to meet the specific needs of two user groups i.e. readers with a general interest in geography (briefing papers) and teachers of school geography (teacher resource packs). A steering panel (membership confirmed) has been formed to advise the project leaders to support StuP to reach user groups. Users will be involved as reader/referees prior to the publication of student papers and their wider dissemination among the user communities. Thereafter, the utility of the resources produced by students will be systematically evaluated by each of the user groups targeted (school teachers and general interest readers). The transferable resources that will be produced for the GEES HE community in the UK will comprise templates for students' output, guidance notes for authors, guidance notes for readers/referees, templates for the administration of the referee review process, and a StuP Handbook (which will offer advice on each implementation stage of a StuP project).

[ Top of Page ]

An illustrative Guide to Demonstrate the Concepts and processes in bringing web-based materials in line with SENDA legislation

Neil Witt, Institute of Marine Studies, University of Plymouth

The Special Educational Needs and Disability Rights in Education Act (SENDA), introduced this year, requires that all module developers and information providers have access to tools and advice which will ensure that both current and future material is compliant with the Act's requirements concerning disability access. This project will illustrate the conversion of an existing generic skills module by drawing on current accessibility guidelines. All stages of the conversion process will be made available via an annotated website, reflective log and reports. The module will be assessed to see how it measures up to suggested accessibility guidelines (such as the W3C Web Accessibility Initiative and Bobby 3.2). The rationale behind key changes to the material, assessment and user interface will be made explicit. The module developer or information provider will be able to perceive an interactive process whereby each step taken can be observed and related to the relevant guidelines and legislation. Compliance with the QAA precepts on disability will also be illustrated.

[ Top of Page ]

A web based interactive learning package to assist in the development of fieldwork skills

John Stainfield, Department of Geographical Sciences, University of Plymouth

The aim is to develop a generic web based interactive learning package to assist in the development of fieldwork skills and the acquisition of specific knowledge sets relevant to the chosen fieldwork location. The package will provide the student with the opportunity to carry out simulated fieldwork in advance of or possible in place of a field visit. This will be of particular value to those students who by reason of physical of financial constraints would not normally be able to undertake fieldwork. The package will have two parts.

1. An overview of the controlling parameters of geology, climate, soil temperatures, exposure, human interference and the manner in which plants have adapted to these sets of conditions together with a flora of the most common species found at the site.

2. A simulated field exercise designed from the outset to be a generic package as the basic methodological skills of data collection, species identification, data processing and data analysis are common to most field locations. The exercise will allow the student to identify and record species abundance via quadrat analysis and process the data through an integrated data manipulation package (Excel) and calculate ecological indices. From these results students will be able to draw meaningful conclusions regarding the relationships between biotic associations and the environment.

The package will include a tutorial on using functions in Excel and will be designed from the outset along Web Accessibility Initiative (WAI) guidelines. With this framework in place it is envisaged that similar packages specific to other sites can be easily created simply by the inclusion of site-specific html files.

[ Top of Page ]

The transition between 'AS' , 'A' and IB level and Honours Degrees in Geography, Environmental Science and Geology

David G. Croot, Department of Geographical Sciences, University of Plymouth

This project tackles a critical issue in the GEES community: the problems encountered by learners as they transfer from a pre-HE learning environment to undergraduate status, (the problem of transition). Although previous research has highlighted the issue, little detailed work on the perceptions of staff and student, the nature of he mismatches between the content and skills required for success at the different levels and the outcomes/results of transitional problems (in the shape of wastage/retention) has been undertaken. Using the University of Plymouth as a pilot, this project will address the problems surrounding transition in the three disciplines of the Subject Centre through: deconstruction of A/A2 and IB specifications, the examination of undergraduate programmes/modules, learning and teaching strategies, focus group work with students, interviews with academic staff. The outcomes will comprise a number of analyses of immense value to the GEES community, detailing the various pathways by which students arrive at the threshold of HE, and the mismatches between pre-HE experiences and the reality of undergraduate learning contexts. It is anticipated that this research will provide a platform for the further development of dialogue between pre-HE practitioners and their counterparts in HE, to the benefit of all undergraduate students in geography, earth and environmental science.

[ Top of Page ]

Learning styles and concepts held by Geography undergraduates: an international comparison

John Bradbeer, Department of Geography, University of Portsmouth

HEIs are attracting students with a greater range and variety of learning skills, preferences and styles. This proposal is for a study to explore how ideas of learning styles and concepts of learning can be used to enhance the quality of learning of undergraduate students in geography. A key feature of the project is a comparison the experience of students in the UK, Australia, New Zealand and the US. The study aims to see whether there is a 'geography of geography'. It seeks to establish whether geography students in different countries have distinct learning styles; whether there are age of gender effects; whether established conceptions of learning can be found across different countries and higher education systems; what conceptions of geography are held and whether these differ internationally, and what, if any, relationships may exist between learning styles and conceptions of teaching, learning and geography. A mixture of quantitative and qualitative methods is to be used. A major starting point is the work of Kolb on learning styles and disciplinary cognitive structures. Kolb suggests that geography in North America favours an assimilative learning style, while Nulty and Barrett report Australian geography as favouring acommodators. An exploratory outline analysis of data collected already suggests that a variety of learning styles is to be found both within individual departments as well as across national boundaries.

[ Top of Page ]

The Vertical Project

Sarah Maguire, School of Biological & Environmental Sciences, University of Ulster
I Sheena Wurthmann, School of the Built and Natural Environment, Glasgow Caledonian University

With the current emphasis in Higher Education to provide not only academic education but also employability skills to a diverse group of student in times of financial constraints on students and institutions, innovative approaches to engage the students in the learning process are important. These innovations are often 'site specific' and there is little opportunity to test transferability. Innovations in one institution are discounted as impracticable in another and there are rarely resources available to test the assumptions. The present proposal is a recognition by the University of Ulster of the value of the principle of Vertical Project at Glasgow Caledonian University in providing appropriate learning experience for their students. The project examines the feasibility of the University of Ulster developing 'Vertical Project' for students in the School of Biological and Environmental Sciences.

The proposal is for staff at both University of Ulster and Glasgow Caledonian University to visit and exchange experiences and provide support for transfer of Vertical Project to University of Ulster. If this can be demonstrated then the specific project at Glasgow Caledonian University has the generic capability of being used by other disciplines and Higher Education Institutes in GEES and other subject groups.

[ Top of Page ]

Analytical chemical skills development

Mark Varney, School of Ocean & Earth Science, University of Southampton

The project will construct software (using Visual Basic v6) for a web-based demonstration of acid-base theory and redox chemistry in seawater, sediments and soil. This project aims to provide teaching staff with a suite of programs that can be used to augment students' theoretical understanding and to enhance laboratory practicals. For example, the system will provide the equivalent of 'virtual' (graphic) titrations of acid species, spreadsheeted speciation equilibrium equations, display of redox equilibria in seawater and sediments (Pourbaix diagrams, for instance) and demonstrations of the metabolic utilisation of oxygen by organisms (AOU diagrams). It seeks to create a model of good practice for analytical chemical skills development within key course pathways. A critical element is the incorporation of self-assessment, by the individual student, of their understanding and progress through two fundamental aspects of chemistry (as applied to marine and environmental sciences). This project builds on innovative, award-winning, web-based technology ('Blackboard') that facilitates the electronic delivery of information and testing of knowledge. Blackboard offers students a convenient way of assessing essential information and of managing key administrative aspects of their study programmes. It combines this with developing technologies that support 'Individual Records of Achievement'.

[ Top of Page ]

Module websites as tools for active learning in undergraduate geography

Caedmon Staddon, School for Geography & Environmental Management, University of West of England, Bristol

In the context of a declining teaching resource for undergraduate students and a simultaneous recognition of growing diversity in student needs (part time, full time, disabilities, application vs. basic knowledge etc) the idea of using ICT more actively and proactively has been rapidly gaining ground. Yet there are considerable barriers to creative and innovative adoption of ICT, and especially module websites, in undergraduate geography teaching. Some barriers are related to the learning curves demanded by webpage design programmes and testing software, while others seem to be a product of lack of knowledge about the possibilities attendant on integration of ICT into active teaching strategies (Solem, 2001). With academic schedules already so busy most colleagues find that they have little time to invest in acquiring a new set of technical skills, nor are they entirely convinced that the benefits would make such investment worthwhile. This is a challenge addressed by this research project. Starting with the careful redevelopment of a selection of existing module websites to incorporate more active, interactive and diagnostic type features it is hoped that we can begin to build a database documenting lead/development time, student use patterns and student outcomes which can show that certain web applications can be both resource efficient and learning effective. It may then be possible to con tribute to guidelines for 'best practice' in this area.

[ Top of Page ]

Field guides and associated learning support materials for selected geological sites of national importance with particular emphasis on support for disabled students.

R.J. Chapman and J. Best, School of Continuing Education and School of Earth Sciences, University of Leeds

This project seeks to utilise various sources of expertise within the University of Leeds to develop field guides to geological sites of national and international importance. The motivation to develop the guides is to include information which will enhance or facilitate the learning experience for disabled students engaged either in undergraduate study. Continuing Education of CPD. The School of Earth Sciences will provide (i) geological expertise, (ii) learning and teaching expertise for undergraduate programmes of study and CPD activities, (iii) experience of teaching students with hidden disabilities. The School of Continuing Education will provide expertise relating to (i) development of learning and teaching material designed for adult students, (ii) the field experience for older students, (iii) the specific requirements of disabled adult students. We re in a position to ask disabled students to contribute to the evaluation of the field guides because the School is already operating a widening provision project centering on disability. The guides will be developed by augmenting existing geological information with practical information directly relevant to disabled students. Detailed maps, diagrams and photographs in appropriate formats will assist with the evaluation of site accessibility. Dissemination of the guides will be in booklet form, via the web, and in electronic format. We believe that we are uniquely placed to develop and important resource of benefit both in a traditional context and to the wider geological community.

[ Top of Page ]

'Real World' experiences - an evaluation of practitioner/employer input from the 'region' to advanced environmental taught programmes.

Lindsey McEwen, Geography & Environmental Management Research Unit (GEMRU), University of Gloucestershire

Increasing the links between education and regional development is a high profile objective on UK government agendas. There are major questions as to how regional employer/practitioner links in teaching and learning can best be cultivated and used to reap significant short and longer term educational gains in undergraduate and postgraduate environmental programmes. Issues of key skills, employability, employer links and careers have been debated for the undergraduate geography curriculum. This study is distinctive as it focuses on teaching/learning and the range of practitioner/employer inputs in a regional context within advanced environmental courses (undergraduate (level III) and postgraduate taught Masters (level IV) provision) and develops a methodology for profiling and developing practitioner/employer links. Although the case-study institutions are drawn from within the Midlands and South-west regions, the principles established will be transferable to other regional settings. The project focuses on specifically on: (a) methodologies to profile and evaluate the range of regional employer/practitioner inputs; (b) in-depth assessments of innovative teaching and learning strategies from different stakeholder perspectives; and (c) the dissemination of different models for effective regional practitioner/employer inputs that add significantly to the learning experience and employability of graduates and post graduates. The discipline range draws broadly across geography and environmental sciences, with some consideration of earth sciences and will be delivered by a consortium of three partners in the University of Gloucestershire; Oxford Brookes University and Coventry University. Outcomes will be disseminated by cascade within the partner institutions; by a themed workshop; by a Web resource database and a refereed journal article.

[ Top of Page ]

Developing independent learning skills

Peter Hughes, Geography & Tourism Team, School of Humanities & Social Sciences, University of Sunderland

Independent learning is a key skill across the range of GEES subjects, and throughout the HE sector as a whole, however a strategy for the development of these skills is rarely expressed. This project will build upon a University Teaching Fellowship project which has seen a piloting of an independent learning initiative across Geography, Environmental Studies and Tourism at the University of Sunderland. Drawing from this initiative, and the research work around it, this research project aims to: identify and evaluate how 'independent learning skills' are developed through a student's programme of study in the GEES subjects, and identify and disseminate innovative and good practice in the development of independent learning skills across these subjects. The research process will involve a further review of educational literature, an analysis of programme specifications and a departmental based survey, across the GEES subjects, of existing initiatives and strategies that deal with the development of independent learning skills. On completion of the project, a range of outputs will have been realised, including a booklet outlining a 'template' strategy for the development of independent learning skills, including exemplars of good practice from across the three disciplines. A day workshop will be convened to bring together key innovators and to disseminate these initiatives to other colleagues. Overall the project should add considerably to knowledge and good practice in independent learning in the GEES subjects.

[ Top of Page ]

The Higher Education Academy Subject Centre for Geography, Earth and Environmental Sciences,
Buckland House, University of Plymouth, Drake Circus, Plymouth, PL4 8AA
Email: info@gees.ac.uk Tel: ++44 1752 584529 Fax: ++44 1752 584880