Challenger Society Virtual Conference, October 2021

1. From Newcastle. For the world.
Challenger Society Virtual Conference
6th October 2021
Accessibility in field courses through virtual tools
Dr Heather Sugden
heather.sugden@ncl.ac.uk
@hes_1
Dr Sara Marsham
sara.marsham@ncl.ac.uk
@sara_marine
School of Natural and Environmental Sciences
@SciencesNCL
@newcastlemarine
@NCLDoveMarine

2. From Newcastle. For the world. 2
Challenger Society Virtual Conference
Importance of field teaching
o Fieldwork assumed to be essential within
biosciences teaching (e.g. Cook et al., 2006; Peasland et al.,
2019; QAA, 2019)
o Scientific basis for study of organisms and ecosystems
o Observation-based knowledge acquisition
o Analytical research skills
o Decision-making and team-work
o Provides social interactions - improves
contentment, recruitment and retention (Boyle et al.,
2007)

3. From Newcastle. For the world. 3
Challenger Society Virtual Conference
Importance of field teaching - Kolb’s learning cycle
Concrete
Experience
Doing phase
Reflective
Observation
Reflective phase
phase
Abstract
Conceptulisation
Preparatory
phase
Active
Experimenting
Doing phase
Scott et al., (2012)

4. From Newcastle. For the world. 4
Challenger Society Virtual Conference
The problem…
LOCKDOWN!

5. From Newcastle. For the world. 5
Challenger Society Virtual Conference
Development of virtual fieldwork
o Recently, virtual resources used to augment physical fieldwork
o Observation, data-gathering and problem solving using computer-generated
approaches
o Established in many disciplines (e.g. Burden et al., 2017; Morimoto & Ponton, 2019)
o Limited practice in the biosciences (Shim et al., 2003; Horodyskyj et al., 2018)
Could we create a virtual environment where we could take students ‘out’ into
the virtual field and how?????

6. From Newcastle. For the world. 6
Challenger Society Virtual Conference

7. From Newcastle. For the world. 7
Challenger Society Virtual Conference
Future considerations for virtual environments
o Better prepare students for in-field fieldwork
o Enhance confidence and identify and tackle barriers
o Pro-active design for students with disabilities/caring responsibilities who may find
access to traditional in-field fieldwork challenging
o Broadens access to fieldwork sites (spatial/temporal/inaccessible field sites)
o Activities include active student participation
o Data collection/collaboration/analysis

8. From Newcastle. For the world.
Challenger Society Virtual Conference
Thank you for listening
Questions?
Dr Heather Sugden
heather.sugden@ncl.ac.uk
@hes_1
Dr Sara Marsham
sara.marsham@ncl.ac.uk
@sara_marine
School of Natural and Environmental Sciences
@SciencesNCL
@newcastlemarine
@NCLDoveMarine

9. From Newcastle. For the world. 9
Challenger Society Virtual Conference
References
o Boyle et al. (2007). Journal of Geography in Higher Education, 31: 299–317.
o Burden et al. (2017). Immersive Learning Research Network, pp. 18–29.
o Cook et al. (2006). Area, 38: 413–20.
o Horodyskyj et al. (2018). Astrobiology, 18: 86-99.
o Morimoto & Ponton (2019). Preprints, 2019100311.
o Peasland et al. (2019). International Journal of Science Education, 41: 2369-2388.
o QAA (2019). Benchmark statement for biosciences.
o Scott et al. (2012). Journal of Science Education and Technology, 21: 11–21.
o Shim et al. (2003). Journal of Biological Education, 37: 71-74.