Victoria Powell

Student perceptions of iPads as mobile learning devices for fieldwork

This paper reports findings from six field courses about students perceptions of iPads as mobile learning devices for fieldwork. Data were collected through surveys and focus groups. The key findings suggest that the multi-tool nature of the iPads and their portability were the main strengths. Students had some concerns over the safety of the iPads in adverse weather and rugged environments, though most of these concerns were eliminated after using the devices with protective cases. Reduced connectivity was found to be one of the main challenges for mobile learning. Finally, students and practitioners views of why they used the mobile devices for fieldwork did not align.

Enhancing fieldwork learning using mobile technologies

This Chapter introduces the concept of fieldwork and the literature promoting the value of integrating mobile technologies into fieldwork practice. We discuss the pedagogic reasons for incorporating technology into fieldwork and promote the concept of Personal Learning Environments (PLEs) for students as a framework for education, with the “tablet” computer (loaded with appropriate apps) enhancing the student’s personal learning experience.

Ability of students to recognize the relationship between using mobile apps for learning during fieldwork and the development of graduate attributes

Abstract The increasing importance of employability in Higher Education curricula and the prevalence of using mobile devices for field-based learning prompted an investigation into student awareness of the relationship between the use of mobile apps for learning and the development of graduate attributes (GAs) (and the link to employability). The results from post-fieldwork focus groups from four field courses indicated that students could make clear links between the use of a variety of mobile apps and graduate attribute development. The study suggests a number of mobile apps can align simultaneously with more than one graduate attribute. Furthermore, prior experience and the context of use can influence students’ perceptions of an app and its link with different GAs.

Would Bring Your Own Device (BYOD) be welcomed by undergraduate students to support their learning during fieldwork

ABSTRACT This paper reports student perceptions of the benefits and challenges of Bring Your Own Device (BYOD) in a fieldwork context. Student perceptions from six field courses across two institutions have been gathered using questionnaires and focus groups. Whilst a number of studies have focused on BYOD in a classroom context, little research has been undertaken about BYOD in a fieldwork context. The key findings suggest that around one fifth of students were not willing to use their own device during fieldwork citing loss or damage as the main reason. This key challenge is different to that which are found in a classroom which generally focus on network security, connectivity etc. The findings also suggest that some students believe that BYOD can have a negative impact on group work. There is a misalignment here between student and practitioner thinking with previous literature which suggests that practitioners believe BYOD and smart devices can enhance group work. The one key challenge which is found regardless of learning environment is inequality between those who have a device and those who do not.

Capturing and Using Visual Imagery in the Field

This chapter provides a discussion, examples and case studies mainly associated with visual imagery. We provide a general illustration of what you can do with mobile technologies and how they have changed, and are changing, tutors’ views of education. More detailed aspects of photography and related apps are covered in Chap. 8.

Social Networking, Communication and Student Partnerships

This chapter describes some of the ways in which mobile devices can be used to facilitate communication while on fieldwork. Social networks provide an informal way to share information by communicating within public networks (as in Case Study 19). Additionally, closed groups within social networks can provide a private online learning environment (as in Case Study 20) or to provide an environment for role-play or simulation exercises that require a communication channel (as in Case Study 21). Ways of communicating with and engaging an audience during fieldwork are also described. The final section is about student partnerships and how these can be used to develop novel learning tools.

Introduction to Tablets and Their Capabilities

In this chapter we provide a few introductory notes on using and optimising tablets for fieldwork learning. Tablets come with few instructions, however some users are not used to exploring the operating system or realise that you can achieve a result in a number of different ways. Supporting documents are available e.g. for iPads at Apple (2014) as well as number of basic guides, see Turner (2014). While this chapter is not a ‘how to’ manual it seems appropriate to provide some extended notes relating to the fieldwork functionality of tablets with regards for example, connectivity, accessibility and data storage.

Display and Recording: e-Books and Field Notebooks

In this chapter we look at ways of providing teaching materials for student field use. We consider the creation of a digital field (or laboratory) notebook and include experiences of using a variety of apps for taking notes in the field. We also devote a separate section to PDF file handling.

Utilising Video in Fieldwork

In this chapter we consider various applications of video to enhance fieldwork learning including the development of Podcasts and Vidcasts. We also include some advice on using iPads and other mobile devices for video recording for educational purposes. A number of case studies are presented to exemplify the use and application of video.

Pre-field Trips and Virtual Field Trips

In this chapter we consider the potential of virtual field trips/guides, reusable learning objects and augmented reality to support fieldwork learning. A variety of case studies are presented to show the necessary development time, support and skills required as well as evaluations of their use by students.