Redesigning Field School: Blended learning strategies for enhanced student metacognition in a sustainable field exercise design.

N. Vlachopoulos

In the proceedings of: GeoVancouver 2016: 69th Canadian Geotechnical Conference

Session: EDUCATION & PRACTICE - I

ABSTRACT: Field learning experiences are integral to both educational and professional preparation of geoscientists and geoengineers. Field exercises expose learners to the variety of geologic phenomena they may encounter and yield e and problem-solving skills. There has been much academic debate in terms of how to design geosciences/geoengineering field learning for undergraduate and graduate programs at Canadian Universities (and abroad) in order for a student to gain fundamental knowledge and become fully prepared for the challenges associated with the workforce. Expense, time, liability risks as well as student accessibility are some of the most prevalent of factors associated with fieldwork. This paper describes the integration of a blended learning approach in an international geological engineering field course. The design of this field exercise allowed for: i) the combination of e participants; ii) the organization of the field-based material in a sustainable way for future users as well as students with physical limitations, and iii) further asynchronous analysis of the information captured in the field with mobile technologies. The results of this pilot study highlight the potential of using blended learning strategies for enriching the design of field exercises with an inclusive, sustainable approach that will promote scientific inquiry, ownership of learning and peer collaboration among students and professionals in geosciences and geoengineering in Canada and internationally.

RÉSUMÉ: Les expériences d'apprentissage sur le terrain font partie intégrante de la préparation à la fois éducative et professionnelle des géoscientifiques et géoingénieurs. Exercices sur le terrain exposent les apprenants à la variété des phénomènes géologiques qu'ils peuvent rencontrer et l'amélioration des rendements dans les connaissances des élèves et des compétences de résolution de problèmes. Il y a eu beaucoup de débats académiques en termes de la façon de concevoir géosciences / domaine d'apprentissage de la géoingénierie pour les programmes de premier cycle et des cycles supérieurs dans les universités canadiennes (et à l'étranger) pour qu'un étudiant d'acquérir des connaissances de base et de devenir pleinement préparés pour les défis associés à la main-responsabilité ainsi que l'accessibilité des étudiants sont parmi les plus répandus des facteurs associés aux travaux sur le terrain. géologique international. La conception de cet exercice sur le terrain a permis: i) la combinaison du composant « numérique » avec le « domaine » activités éducatives à travers les yeux des auxquels ils participent ; iidu matériel sur le terrain de manière durable versez les futurs utilisateurs, mais aussi des étudiants ayant des morphologies de limimobiles. ices sur le terrain avec une approche inclusive et durable qui favoriseront une enquête terre et de la géo-ingénierie au Canada et 1 INTRODUCTION A field-oriented course or exercise within the geological engineering disciplines or the geosciences usually aims to introduce students and/or professionals to engineering works as well as geological structures and formations. The objectives in this regard are multiple, complex and multidimensional as various teaching and learning points could be focused on. In addition, these objectives must be balanced with the real limitations associated with the time and fiscal constraints of conducting such field exercises. Further, geological field trips can pose a mental as well as physical challenge to many students, especially if the learners have little exposure to participating in such activities and effectively attaining educational outcomes outside highly structured classroom settings.

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Cite this article:
N. Vlachopoulos (2016) Redesigning Field School: Blended learning strategies for enhanced student metacognition in a sustainable field exercise design. in GEO2016. Ottawa, Ontario: Canadian Geotechnical Society.

@article{4241_0722163957,author = N. Vlachopoulos,title = Redesigning Field School: Blended learning strategies for enhanced student metacognition in a sustainable field exercise design.,year = 2016}