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dr. Ivo Blom, VU University Amsterdam
small group of students
Study trip organized in cooperation with the Royal Institute for Rome, "History on Film in the city of Rome"
A teacher of the Faculty of Arts, in the field of history of film (dr. Ivo Blom) planned a study trip to Rome in co-operation with the Royal Netherlands Institute in Rome for 13 students. The students were coming out of different universities, (bachelor 2nd and 3rd year).
The study trip was planned from September 17th – 30th 2012. So in fact, they had two weeks effectively in Rome.
Because of the small time frame of 2 weeks, too much information has to be
processed by the students, plus the development of new skills, to work with
Because of this time pressure, choices should be made what kind of learning activities could be spending time on face-to-face. To avoid that all the energy of the teacher is going to “transfer of basic information”, if you have the goal to reach a level of deeper learning.
So a challenge for this course is too built in more interaction between:
Because it was the second time that Ivo had to organize this trip, he did bring in some elements he wants to improve the quality of this trip.
“His main goal was to improve the level of interaction in the limited period of two weeks, which should lead to increased student’s satisfaction, thus more positive evaluations on the study trip and teaching qualities of the trainers”.
For us, as part of the REC:all project team, it was a challenge to discover how different types of lecture recordings, plus interaction, could lead to improvement of the course.
To reach this, we defined first of all the “lower and higher order learning goals” for this study trip. Lower order learning goals are e.g. “memorize, explain and define”, and can be learned outside the class. Higher order learning goals are e.g. “create, formulate, evaluate and design”, and needs a context for students “Students forget content knowledge if they not utilize that knowledge in a context… “,
 Sealfon, C.D. 2012 http://www.princeton.edu/cst/teaching-resources/methods/SciTeaching.pdf
The learning goals for this study trip are set on:
• familiarity with the research methods, based on these 3 theories:
- Cinema and architecture
- The film in history
• students developed the skills to:
- Compare the space and location in the film with the realistic situation
- Make analysis of editing processes
- Learned how to use secondary resources and literature
• At the end of the study trip students have developed the skills to contextualize this information in time and space.
To compare film fragments with realistic situation in the city of Rome, the film fragments were available on iPads correlated with GIS data, marked by hotspots in a Galileo app, to support learning goals like: demonstrate, illustrate and interpret. Students can make analysis of the editing processes easily via different fragments of movies, because they were available on the hotspots (marked places where movies has been shot) in Rome.
Regarding to the higher order learning goals,
students have to visualize their findings coming out of their analysis on film
material, made in the City. They have to integrate this into Google maps, so it
should be location based via geographical information. Visualizations are a
combination of their own produced photo/video material, plus the Geodata in the
Overall: improvement of the quality of this study trip due to the combination of software and (en)rich(ed) materials, which lead to a higher quality of interaction between students-students, students-teacher and students-content and tools.
Relation to the framework of REC:all
In this case study we used several elements of lecture capture techniques, in relation to the learning goals, coming out of the taxonomy of learning by Bloom. We also did make a relation to “lower and higher order learning goals” (Sealfon, C.D. 2012), mentioned at the start of this document.
Below the elements we combined out of the framework are marked. Examples of the different types of lecture recording are shown beside the framework.
• Improving the quality of the course
- The face to face time in Rome is being used optimal. A higher level of interaction is realized, because the students were better prepared to this trip.
- Students and teachers fully can concentrate on the higher order learning goals.
- In Rome the students have all the facilities to make the best out of this study trip, iPads with film fragments in combination with Galileo. Geoplaza can be used to analyze the growth of the city.
- Increasing student’s satisfaction of course and getting more positive evaluations of course and teacher (teaching qualities)
- The design of the course matches better with the perception of today's students: “Having the right information and tools available place independent”.
From teacher’s perspective:
From student’s perspective:
Students about Knowledge Clips:
Students about the Instruction Clips:
Students about the availability of iPads:
Students on the design of the course:
Use of iPads in the field:
On demand maps and content without internet connection:
What is necessary if other institutions would like
to implement this case study in their institution?