VIRTUAL FIELD TRIPS PROMOTE AND THE VIRTUAL FIELD TRIPS PROMOTE AND THE LEARNING ENVIRONMENT IN THE 21ST LEARNING ENVIRONMENT IN THE 21ST

CENTURY SCIENCE CLASSROOMCENTURY SCIENCE CLASSROOM

Case StudyCase Study - - The Virtual Field Station (VFS): Using a The Virtual Field Station (VFS): Using a virtual reality environment for ecological fieldwork in A-virtual reality environment for ecological fieldwork in A-Level biological studiesLevel biological studies - - Poland, Baggott la Velle & Nichol Poland, Baggott la Velle & Nichol (2003)(2003)

Jennifer Scoles, Anna Silverman and Paolo Scollo

Monday 16th May 2005

Table 1: A Comparison of principal factors judged by authors to be influencing the lack of fieldwork in schools from 1982-2001.

Factor influencing decisions not to do fieldwork in biology 14-19Fido &

Gayford 1982

Kinchin

1993

Fisher 200

1

Large Class sizes

Time/timetable

Transport

Enjoyment/Interest of teacher

Cost

Availability of suitable sites

Lack of curriculum specification

Requirements of National Curriculum for practical work too complicated for fieldwork

Risk of accidents

Students don’t see the need

Teacher career progression does not include fieldwork

BackgroundBackground

Against OFSTED’s advice, NASUWT, one of the biggest Against OFSTED’s advice, NASUWT, one of the biggest teachers unions, advises its members to avoid school teachers unions, advises its members to avoid school trips trips

Unsatisfactory current model of science offered in Unsatisfactory current model of science offered in schoolsschools (Baggot la Velle, 2003) (Baggot la Velle, 2003)

Student’s natural curiosity needs to be fostered and Student’s natural curiosity needs to be fostered and capitalized uponcapitalized upon (Nuffield Science, 2005) (Nuffield Science, 2005)

A solution is the introduction of virtual field trips into the A solution is the introduction of virtual field trips into the classroom.classroom.

Origin of Virtual Field TripsOrigin of Virtual Field Trips The idea behind a virtual field trip originated on December 10, 1995, when the TerraQuest expedition ship Livonia set out on a two-week voyage from Argentina to Antarctica

Now major organizations such as IBM and NASA are investing significant research hours and funding in the emerging genre of virtual experiences that combine scientific and educational goals.

RV Livonia, built in Finland 1984

Definition of VFTDefinition of VFT

(Nix, 1999) defines a virtual field trip as “(Nix, 1999) defines a virtual field trip as “an inter-related an inter-related collection of images, supporting text and/or other media, collection of images, supporting text and/or other media, delivered electronically via the World Wide Web, in a delivered electronically via the World Wide Web, in a format that can be professionally presented to relate the format that can be professionally presented to relate the essence of a visit to a time or place. The virtual essence of a visit to a time or place. The virtual experience becomes a unique part of the participants' life experience becomes a unique part of the participants' life experience".experience".

A more concise definition is offered by TramLine.com A more concise definition is offered by TramLine.com (2005) who offer virtual trips as a (2005) who offer virtual trips as a “guided and narrated “guided and narrated tour of Web sites that have been selected by educators tour of Web sites that have been selected by educators …and arranged in a "thread" that students can follow …and arranged in a "thread" that students can follow from site to site with just the click of a single button”.from site to site with just the click of a single button”.

Purpose of Virtual Field TripsPurpose of Virtual Field Trips The purpose of a Virtual Field Trip is to present studied The purpose of a Virtual Field Trip is to present studied

concepts and facts in a “real-world” environment in “real-concepts and facts in a “real-world” environment in “real-time” without leaving the classroom, thus avoiding all the time” without leaving the classroom, thus avoiding all the discouraging factors that influence the lack of field trips. discouraging factors that influence the lack of field trips.

They take pupils to places they could never go to They take pupils to places they could never go to otherwise, even if a “real” field trip was proposed, such otherwise, even if a “real” field trip was proposed, such as the Antarctic or the bottom of the sea. as the Antarctic or the bottom of the sea.

The real world is where theory and practice come The real world is where theory and practice come together and science becomes relevant, making sense together and science becomes relevant, making sense that leads to understanding.that leads to understanding.

ControversiesControversies

ImmersionImmersion Pedagogical ShiftPedagogical Shift

Substitute for the Traditional ApproachSubstitute for the Traditional Approach

The Virtual Field Station (VFS): using a virtual reality The Virtual Field Station (VFS): using a virtual reality environment for ecological fieldwork in A-Level environment for ecological fieldwork in A-Level biological studiesbiological studies

Poland, Baggott la Velle & Nichol (2003)Poland, Baggott la Velle & Nichol (2003)

http://www.euroturtle.orghttp://www.euroturtle.org

The Case StudyThe Case Study

Overview of the VFSOverview of the VFS

The mythical island of The mythical island of FouramosFouramos

The Role of the Student –The Role of the Student – Virtual conservation worker Virtual conservation worker

Investigating the effects on the breeding Investigating the effects on the breeding success of turtles of sand compaction success of turtles of sand compaction caused by touristscaused by tourists

Results are written up, submitted to tutors Results are written up, submitted to tutors and students are assessed individuallyand students are assessed individually

The VFS Office

An interactive office allows students to access An interactive office allows students to access instructions and informationinstructions and information

Students explore the office for active objects. Students explore the office for active objects. Task 1 is found on the desk Task 1 is found on the desk

AimAim

The paper The paper aimed to argue that “a aimed to argue that “a Virtual Field Centre is an effective Virtual Field Centre is an effective substitute for actuality, in terms of the substitute for actuality, in terms of the development of student knowledge development of student knowledge and understanding for examination and understanding for examination purposes”purposes”

(Poland et al, 2003(Poland et al, 2003))

Research QuestionsResearch Questions

i.i. Can the VFS be used effectively to support Can the VFS be used effectively to support the teaching and demonstration of ecological the teaching and demonstration of ecological fieldwork skills?fieldwork skills?

ii.ii. Can a VFS experience be a substitute for real Can a VFS experience be a substitute for real fieldwork?fieldwork?

iii.iii. Can a VFS experience enhance real Can a VFS experience enhance real fieldwork?fieldwork?

iv.iv. Can the VFS be used to encourage the use Can the VFS be used to encourage the use of ICT in Environmental education?of ICT in Environmental education?

MethodologyMethodology

10 10 A-level biology studentsA-level biology students

The research involved the following elements:The research involved the following elements:

i.i. Taped individual semi-structured interviewsTaped individual semi-structured interviews

ii.ii. Written notesWritten notes

iii.iii. AssessmentAssessment

iv.iv. Quantitative comparisonQuantitative comparison

v.v. Student workStudent work

vi.vi. Comparison of VFS assessment with previous Comparison of VFS assessment with previous fieldworkfieldwork

B)B) PEDAGOGICAL SHIFTPEDAGOGICAL SHIFT• Role of the teacher and studentRole of the teacher and student• Constructivism – the active learnerConstructivism – the active learner• Collaboration – Piaget, 1977Collaboration – Piaget, 1977

Findings Findings (in relation to our three controversies)(in relation to our three controversies)

A)A) IMMERSIONIMMERSION• EnjoymentEnjoyment• RealismRealism

C)C) SUBSTITUTE FOR THE SUBSTITUTE FOR THE TRADITIONAL TRADITIONAL

APPROACH?APPROACH?• Whitelock, 1999Whitelock, 1999

• Coverdale, 1997Coverdale, 1997

‘…..instead of allowing Virtual Field Trips to be thought of as alternatives to ‘real’ field trips perhaps it would be best to explore how a VFT might either enhance preparations for a real field trip and act as a revision tool after a field trip, both approaches potentially giving ‘value-added’ to the real field trip.’

Spicer & Stratford (2001)

Poland, Baggott la Velle & Nichol (2003)Poland, Baggott la Velle & Nichol (2003)::

Employment of both qualitative and quantitative analysis. Though Employment of both qualitative and quantitative analysis. Though quantitative approach limited and undermined by sample size. age - quantitative approach limited and undermined by sample size. age - GCSE level/other levels of study, rural English School, wide range GCSE level/other levels of study, rural English School, wide range of abilitiesof abilities

Quantitative comparisons were made between students assessment Quantitative comparisons were made between students assessment scores with the VFS and previous scores without it. It is arguable scores with the VFS and previous scores without it. It is arguable that this is an unreliable comparison as these students may and that this is an unreliable comparison as these students may and should be improving in assessments across time. This will inflate should be improving in assessments across time. This will inflate later test scores though this inflation/increase may not be later test scores though this inflation/increase may not be attributable to the value added learning of the Virtual Field Station, attributable to the value added learning of the Virtual Field Station, and due to the small sample of the study this confounding and due to the small sample of the study this confounding covariate/demographic factor cannot be controlled for in quantitative covariate/demographic factor cannot be controlled for in quantitative analysis. analysis.

Methodological concernsMethodological concerns

Immersion and realism – how it Immersion and realism – how it compares to a real field tripcompares to a real field trip

The VFS evaluated in the present case study did not The VFS evaluated in the present case study did not include audio feeback. It has been reported that audio include audio feeback. It has been reported that audio feedback enhances realism and therefore learning feedback enhances realism and therefore learning effectiveness (Jelfs & Whitelock, 1999). This may be an effectiveness (Jelfs & Whitelock, 1999). This may be an important future consideration in adding to the important future consideration in adding to the effectiveness of the VFS. effectiveness of the VFS.

Lack of visual clarity on the ‘data collection on the beach Lack of visual clarity on the ‘data collection on the beach

stage’. Such a problems may have been avoided if an stage’. Such a problems may have been avoided if an ‘iterative’ approach of developing the programme ‘iterative’ approach of developing the programme usability had been adopted.usability had been adopted.

PedagogyPedagogy

Teachers becoming facilitators with students soon Teachers becoming facilitators with students soon becoming “independent of the teacher” (Poland, Baggott becoming “independent of the teacher” (Poland, Baggott la Velle & Nichol, 2003).la Velle & Nichol, 2003).

Solomon (2004) The employment of virtual learning Solomon (2004) The employment of virtual learning environments have also been considered within higher environments have also been considered within higher education. education.

Implications of shift in pedagogy Implications of shift in pedagogy philosophy:philosophy:

The transition of the teacher's role from "sage on the stage" The transition of the teacher's role from "sage on the stage" (fount/transmitter of knowledge) to "guide on the side" (fount/transmitter of knowledge) to "guide on the side" (facilitator, coach); (facilitator, coach);

Teaching "higher order" skills such as problem-solving, Teaching "higher order" skills such as problem-solving, reasoning, and reflection (for example, see also generative reasoning, and reflection (for example, see also generative learning); learning);

Enabling learners to learn how to learn; Enabling learners to learn how to learn;

More open-ended evaluation of learning outcomes; More open-ended evaluation of learning outcomes;

And, of course, cooperative and collaborative learning skills And, of course, cooperative and collaborative learning skills such as peer tutoring and reciprocal learning such as peer tutoring and reciprocal learning

Secondary debate: Commercial Secondary debate: Commercial availability/practicality availability/practicality

Financial concerns include the potentially high employment and Financial concerns include the potentially high employment and maintenance costs. Additionally, differing availability of funds maintenance costs. Additionally, differing availability of funds between private and public educational institutions may contribute to between private and public educational institutions may contribute to already existing inequalities. already existing inequalities.

This raises the question of whether or not it is worth considering This raises the question of whether or not it is worth considering working in a consortium with other schools or LEAs, to share both working in a consortium with other schools or LEAs, to share both costs and resources.costs and resources.

If a VFS provides an alternative which is as, or almost as, effective If a VFS provides an alternative which is as, or almost as, effective as real field trips as suggested by research mentioned in the as real field trips as suggested by research mentioned in the present analysis suggest (Poland et al , 2003) then their present analysis suggest (Poland et al , 2003) then their employment certainly seems to be a logical extension of the employment certainly seems to be a logical extension of the facilities already available in many schoolsfacilities already available in many schools

Future researchFuture research

Improved learning? Arguments depend largely upon Improved learning? Arguments depend largely upon whether or not the introduction of a Virtual Field Station whether or not the introduction of a Virtual Field Station (VFS) will add significant value to the teaching and (VFS) will add significant value to the teaching and learning process over and above current systems.learning process over and above current systems.

Further empirical study of a longitudinal nature is a Further empirical study of a longitudinal nature is a required to establish the effects of VFS. Such studies required to establish the effects of VFS. Such studies would include not only further case studies and would include not only further case studies and qualitative analysis but also quantitative analysis qualitative analysis but also quantitative analysis employing both larger and more representative samples employing both larger and more representative samples and the use of validated psychometric instruments that and the use of validated psychometric instruments that measure learning. Such measurements used in measure learning. Such measurements used in educational psychology research include the BAS educational psychology research include the BAS (British Ability Scales) and the Reynell.(British Ability Scales) and the Reynell.

Overall Advantages of VFS:Overall Advantages of VFS: Can explore dangerous situations safely: Do not have to suffer Can explore dangerous situations safely: Do not have to suffer

the consequences of mistakes as you do in reality – this is the consequences of mistakes as you do in reality – this is extremely beneficial for both safety and financial reasons. extremely beneficial for both safety and financial reasons. however one might argue that these ‘consequences of mistakes’ however one might argue that these ‘consequences of mistakes’ are an integral part of reality and the learning experience. are an integral part of reality and the learning experience.

Taking on different perspectivesTaking on different perspectives

Independent rehearsalIndependent rehearsal

Possess a high degree of flexibility Possess a high degree of flexibility

Promote different learning styles and teaching methods Promote different learning styles and teaching methods (Osborne et al, 1999).(Osborne et al, 1999).

ReferencesReferences Coverdale, G. A. (1997). Soda lakes, flamingos, and scientific literacy: Student Coverdale, G. A. (1997). Soda lakes, flamingos, and scientific literacy: Student

exploration of the Great Rift Valley. exploration of the Great Rift Valley. Journal of Information Technology for Teacher Journal of Information Technology for Teacher Education. Education. 6, 6, 3, 303-320.3, 303-320.

Jelfs, A., & Whitelock, D. (1999). How do I know I’m here, if the world’s not real? Jelfs, A., & Whitelock, D. (1999). How do I know I’m here, if the world’s not real? Understanding the notion of presence in virtual learning environments. Understanding the notion of presence in virtual learning environments. Conference Conference Proceedings, Ninth international PEG ConferenceProceedings, Ninth international PEG Conference, 10-12 July, 229-238., 10-12 July, 229-238.

Littleton, K. (1999). Productivity through interaction: An overview. In K. Littleton & P. Littleton, K. (1999). Productivity through interaction: An overview. In K. Littleton & P. Light (Eds) Light (Eds) Learning with Computers: Analysing Productive Interaction. Learning with Computers: Analysing Productive Interaction. Routledge, Routledge, London, p. 179-194.London, p. 179-194.

Osborne, J et al. (1999). Beyond 2000: science education for the future, King’s College Osborne, J et al. (1999). Beyond 2000: science education for the future, King’s College London, School of Education, London London, School of Education, London

Poland, R., Baggott la Velle, L., & Nichol, J. (2003).The virtual Field Station (VFS): Poland, R., Baggott la Velle, L., & Nichol, J. (2003).The virtual Field Station (VFS): using a virtual reality environment for ecological fieldwork in A-Level biological studies. using a virtual reality environment for ecological fieldwork in A-Level biological studies. British Journal for Educational Technology, Vol 34, No 2, p.215-231. British Journal for Educational Technology, Vol 34, No 2, p.215-231.

Rebekah K. Nix, R. K. (1999). A Critical Evaluation of Science-Related Virtual Field Rebekah K. Nix, R. K. (1999). A Critical Evaluation of Science-Related Virtual Field Trips Available on the World Wide Web. In partial fulfilment of the requirements in Trips Available on the World Wide Web. In partial fulfilment of the requirements in SMEC-708, Curtin University of Technology, Western Australia.SMEC-708, Curtin University of Technology, Western Australia.

Rogoff, B. (1990). Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Apprenticeship in Thinking: Cognitive Development in Social Context. Context. New York: Oxford University Press.New York: Oxford University Press.

Whitelock, D. (1999). What can be learnt on a virtual fieldtrip? Geology at a distance Whitelock, D. (1999). What can be learnt on a virtual fieldtrip? Geology at a distance Cal 99: Virtuality in Education – International Conference, Cal 99: Virtuality in Education – International Conference, Institute of Education.Institute of Education. London. London.

References References WebsitesWebsites http://http://www.soton.ac.uk/~imw/safety.htmwww.soton.ac.uk/~imw/safety.htm http://news.bbc.co.uk/1/hi/education/3694556.sthttp://news.bbc.co.uk/1/hi/education/3694556.st

mm

http://www.lancs.ac.uk/depts/ktru/esrctool.htmhttp://www.lancs.ac.uk/depts/ktru/esrctool.htm http://www.tramline.com/http://www.tramline.com/ http://www.dallas.net/~rnix/vft_text.htmlhttp://www.dallas.net/~rnix/vft_text.html http://otec.uoregon.edu/learning_theory.htm#Sithttp://otec.uoregon.edu/learning_theory.htm#Sit

uated%20Learninguated%20Learning