How to flip the study trip?

Posted by @SylviaMoes on June 25, 2014, 12:39 p.m.

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About

Name lecturer

dr. Ivo Blom, VU University Amsterdam

Scale

small group of students 

Content 

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

Situation before the intervention

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 different tools.

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:

  • students and teacher,
  • students-students,
  • but also students - content - tools.

Intervention

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[1]” 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… “,

  • Learning “lower order goals” in this study trip is in our opinion: understanding better the theories in an early stage of this study trip, via more interactivity with the content
  • Higher order learning goals were:
    • Compare film fragments with realistic situation by film fragments on iPads correlated with GIS data via Galileo app, and make analysis on editing processes of these films
    • Visualize findings in a map, based on geographical information by the creation of new photo/video material connected to location via integration of content in Google Maps
    • Create a presentation for the end of the course and write an essay after the course

studenten in Rome.jpg


[1] Sealfon, C.D. 2012 http://www.princeton.edu/cst/teaching-resources/methods/SciTeaching.pdf

Learning outcomes

The learning goals for this study trip are set on:

•       familiarity with the research methods, based on these 3 theories:

  • Insiders/outsiders
  • 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.

Learning process

Prior their visit to Rome, students have to watch 3 enriched knowledge clips, as a preparation to the course, to understand (better) in an early stage the basic theories
  • Knowledge clip are used to give an outline of the theory as an introduction to research methods, enriched with literature and extra resources via internet; on each clip 3 questions are added

enriched clip.bmp

enriched clip.bmp

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.
To work with the Galileo app, instruction clips are given to the students prior to the course, to give them the availability to train their skills needed for this study trip.

galileo 2.jpg

galileo 2.jpg

galileo.jpg

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 map.

geoplaza.jpgomgeving van Geoplaza

  • To help students making these analyses, Geoplaza could be used, to have a view by example of changes in the city plan, or growth of the city. This is possible via the transparency of different layers of different maps, lay on top of each other.
  • Analyze and visualize findings location based via different maps of Rome, based on geographical information.
  • Students can visualize their findings via Google Maps
  • Also here, instruction clips have been developed for skills training, students are able to work with Geoplaza and to integrate their own photo/video material into Google Maps (see screenshot of these screencasts below).

maps Rome.jpg

To visit the instruction clips, which are produced for this case study, please go to:

Evaluation

Summarization of the expected results, of this case study

  • Better prepared students on a theoretical basis, (better understanding of the theories). This should be proved in their assignments.
  • Better prepared students on the level of skills. Students do know for e.g. how to embed self produced materials in environments like Google maps.
  • Increased  quality of contextualization’s and presentations at the end of the course
  • More positive student evaluations of this study trip

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[1].

framework RECall, study trip Rome.jpg



[1] For definitions of the different types, please visit the website of REC:all.

Results/Outcomes

•       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:

  • He is very satisfied, much more interaction during face to face time, because the students were better prepared on theoretical level
  • The quality of the essays improved, they were much more concrete

From student’s perspective:

Students about Knowledge Clips:

  • I do understand the theoretical information because of a combination of Knowledge clips and literature

Students about the Instruction Clips:

  • Because of the small time frame it is very use full already having the skills to work with Geoplaza, Galileo and Google Maps. I do not lose time during the study trip in Rome on development of skills… I could fully concentrate on the content of the course in Rome

Students about the availability of iPads:

  • It’s so cool to see the fragments of films on the hotspots in Rome itself. Analyzing films works so much better

Students on the design of the course:

  • The course is intensive, but very attractive. A lot of interaction between teacher and students, but also between students-students.


Lessons learned

Production level:

  • For the production of Knowledge Clips, it’s better to have an autocue. The teacher had to look to often on a paper for the text. Also advised for a short clip of 5 minutes.

ivo blom verrijkte kennisclip.jpg

Use of iPads in the field:

  • When it’s sunny outside, it’s not easy to see moving pictures on screen. For fieldwork it’s better to have “a Sunhood” for the iPad.

zonnehoed ipad.jpg

On demand maps and content without internet connection:

  • Because internet connection outside your own country is still expensive, it’s better to load it in the iPad itself. We used iPads of 64GB, to be sure of enough memory for uploading material. For the use of maps in different layers, we used the Galileo app. In Galileo it’s not possible to lay different layers on top of each other, but you can work layer by layer, which is good enough to mark hotspots. The analyzing process of the growth of the city for example has to be done by Geoplaza, on places were Wi-Fi is available.

What is necessary if other institutions would like to implement this case study in their institution?

  • Development on level of services is needed for Geoplaza when other Universities (or Faculties within the VUA) would like to use this environment for fieldwork. At this moment it’s only possible to integrate new cards project based.
  • For enrichment of Knowledge Clips or Instruction Clips (with other learning objects) further development is needed, on a level of authentication. So teachers can log in and enrich their own materials.
  • Train the trainers: to disseminate the use of video in location based learning, or fieldwork. Develop teacher’s skills in the use of Geoplaza, Google maps and enrichment of Knowledge and Instruction Clips, related to lear


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