W. Brian Whalley

Rock weathering in blockfields: some preliminary data from mountain plateaus in North Norway

Abstract The formation of blockfields is a process usually attributed to weathering. In mountain areas this is generally assumed to be mechanical weathering (frost shattering). Evidence from two high plateaus [900 and 1350 m above sea level (a.s.l.)] in North Norway (c. 70°N) suggests that chemical action is at least as important as mechanical activity in blockfield formation. The bedrock in both areas consists of complex banded gabbros. Blockfields circumscribe ice masses and are generally > 1 m thick. They contain high percentages of material in the silt and clay sized fractions, including a variety of clay minerals: gibbsite, chlorite, vermiculite and kaolinite, as well as magnetite/maghemite. The blockfield thickness and presence of these weathering products suggests both a considerable (pre-Pleistocene) length of time required for development as well as warmer conditions than are found now (mean annual air temperature c. 0°C) or in the period since deglaciation. It is suggested that these blockfields represent a preglacial palaeosurface which formed initially under warmer conditions and has survived, largely intact, beneath all the Pleistocene ice sheets.

Geotagging Photographs in Student Fieldwork.

This resource paper provides guidance for staff and students on the potential educational benefits, limitations and applications of geotagging photographs. It also offers practical advice for geotagging photographs in a range of fieldwork settings and reviews three free smartphone applications (apps) for geotagging photographs (Flickr, Evernote and Panoramio). Geotagged photographs have the potential to encourage post-fieldwork student reflection on a landscape. A short case study of first-year undergraduates who geotagged photographs as a method of data collection is outlined. This resource paper also briefly discusses the use of student-owned devices in fieldwork which may reduce pressure on departmental budgets.

Contemporaneous, localized, basal ice-flow variations : implications for bedrock erosion and the origin of p-forms

A detailed study of a proglacial bedrock site and a subglacial cavity of an outlet of Oksfjordjokelen, Norway, is presented together with observations from the foreland of Konowbreen, Spitsbergen. Striation directions and subglacial observations indicate that local ice-flow paths were highly variable, deviating at angles of approximately 90° from the main ice-flow direction. Stepped bedrock topography appears conducive to the production of highly variable ice-flow paths, because the high bed roughness creates a locally variable stress regime within the ice, including low-pressure, lee-side areas into which ice can flow. If ice flow is sustained along a specific path and the ice contains debris, then abrasion should produce an erosional bedform. Models are proposed whereby locally variable ice-flow patterns could produce erosional bedforms, which would be described as p-forms, purely through mechanical abrasion.

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.

Two Examples of the Use of 'Electronic Posters'

This paper outlines the implementation, production and assessment of electronic posters in two undergraduate classes. In one case the material was prepared in PowerPoint, the other as a World Wide Web presentation using HTML. The advantages of each are described, together with the marking schemes and some comments about implementation. Students worked in small groups but were given individual marks. Overall, the use of electronic media was liked by the students and is seen as a useful way of combining a variety of skills with academic material.

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.

Visitors to ‘the northern playgrounds’: tourists and exploratory science in north Norway

Abstract This paper outlines some significant visits made to north Norway by geologists and mountaineers from Britain and Ireland from the early to late nineteenth century. These visitors wrote up their travels and climbing experiences in a region in north Norway that was difficult to get to other than by sea: Øksfjordjøkelen and Lyngen. Early travellers revealed the sights of the fjord areas and thereby promoted the region for subsequent travellers. Leopold von Buchs Travels though Norway and Lapland during the Years 1806, 1807, and 1808 probably prompted J. D. Forbes to visit and produce Norway and Its Glaciers and Archibald Geikies Geological Sketches at Home and Abroad as part of the contemporary discussions about the ‘glacial theory’. In the latter years of the nineteenth century the British climbers William Cecil Slingsby and George Hastings, with local climber Josef Caspari, explored the Lyngen Peninsula. Elizabeth Main (Mrs Aubrey Le Blond) also climbed in Lyngen. As well as providing written summaries of their exploits, the early explorers included photographs in their books. Some of these images are helpful in the reconstruction of the glacierized landscapes at the end of the Little Ice Age. It is suggested that present-day travellers might leave their observations available, in digital media, for future investigators.

Evaluating Student Assessments: The Use of Optimal Foraging Theory.

The concepts of optimal foraging theory and the marginal value theorem are used to investigate possible student behaviour in accruing marks in various forms of assessment. The ideas of predator energy consumption, handling and search times can be evaluated in terms of student behaviour and gaining marks or ‘attainment’. These ideas can be used to examine student responses to dealing with assessments by examining a marks awarded/time-on-task curve. The non-linear, cumulative mark gain, as a Gompertz function, has implications for how students tackle continuously assessed projects as well as examination questions. The attainment of a student can be viewed in these general terms, as well as in specific aspects such as question ‘difficulty’ and mark gain in an examination answer. Prospect theory, from econometrics and psychology, can also be used to suggest ways in which students might tackle problems in examinations. The implications of this analysis are considered with respect to setting questions, criterion referencing of assignments and dealing with ‘troublesome knowledge’. The ideas can also be used to assist problems regarding mark fidelity and integrity as well as mark comparability.