Podcasts in Support of Experiential Field Learning

TLDR

Video learning is not new, but field‑accessible multimedia via lightweight mp4 players expands geographical learning beyond classroom settings. The paper introduces a library of video podcasts to support learning and teaching of geographical methods and GIScience. The library comprises vodcasts that provide multimedia snippets accessible in the field, enabling experiential learning. Students evaluated the library through reflective diaries and focus groups and reported it as a valuable resource, especially appealing to visual learners. Keywords: Podcasting, experiential learning, fieldwork, mobile technologies; funded by the University of Leicester Teaching Enhancement Fund and SPLINT CETL, with thanks to JISC Impala participants and students.

Abstract

Abstract The paper introduces a library of video podcasts (vodcasts) used to support the learning and teaching of geographical methods and techniques relating to physical geography and GIScience in particular. While the notion of video learning is not new, the accessibility of the multimedia snippets via lightweight mp4 players in a field context allows a geographical freedom to learning that goes beyond previous classroom-based work. Evaluation, conducted through the use of reflective diaries and focus groups, identified that all students thought the podcast reference library was a valuable learning resource, of particular appeal to students with a visual approach to learning. Keywords: Podcastingexperiential learningfieldworkmobile technologies Acknowledgements This work was financially supported by the University of Leicester Teaching Enhancement Fund with regard to general field methods and research concepts, and by SPLINT CETL in regard to GIS and digital methodologies. The authors are grateful to the co-participants of the JISC Impala and JISC-Gees Impala 2 podcasting projects for discussions regarding podcasting as a mechanism for supporting teaching and learning. Their appreciation also goes to the students who allowed them access to their reflective diaries and to those who contributed their opinions via a focus group.