International Journal of Fieldwork Studies, 2003 1 (1)

The Virtual Montana Project: Using Open and Distance Learning to support fieldwork-based activities

Karl Donert
Liverpool Hope University College
Hope Park, Liverpool L16 9JD, UK

Abstract

The main aim of the Virtual Montana Project was to create a number of Open and Distance Learning products that would support the fieldwork activities of undergraduate students and staff in three mountain locations, the Hautes Alpes (France). Carpathians (Romania) and Snowdonia (North Wales, UK). The project team (from the UK, France and Romania) have developed and used World Wide Web innovations in the implementation of support for undergraduate field courses by allowing and enabling remote digital learning. The intention has been to establish these products in the institutions involved and to attempt to evaluate the issues involved in the resultant learning experiences.

This paper maps out the origins and achievements of the project, it reviews the teaching and learning approaches adopted; it comments on the impact and experiences of the resultant virtual learning opportunities in relation to elements of curriculum, language and the institutional adoption of the materials.

Key Words

Virtual Fieldwork, Open and Distance Learning, Mountain, World Wide Web, Pedagogy

Résumé

Le but essentiel du projet Virtual Montana était le création d'un nombre de produits " d'étude à distance " qui soutiendraient les activités sur le terrain des étudiants en train de faire leur licence et de leurs professeurs, dans trois lieux de montagnes, les Hautes Alpes en France, les Carpathes en Roumanie et Snowdonia au Pays de Galles du Nord, Royaume Uni. L'équipe du projet (venant du Royaume Uni, de France et de Roumanie) du projet a développé et utilisé les innovations du Web dans l'introduction du soutien des études sur le terrain pour les étudiants en encourageant et en permettant les études digitales à distance. L'intention était, d'établir ces produits dans les universités concernées et d'essayer d'évaluer les issues afférentes aux expériences de ces études a distance.

Ce document décrit les origines et les réalisations de ce projet, et montre les méthodes d'enseignement et d'étude adoptées. Il présente un commentaire sur l'impact et les expériences résultant de ces opportunités d'étude virtuelle par rapport aux éléments du programme d'étude, de la langue et la façon de chaque université d'utiliser les matériaux en question.

Mots clefs

activités sur le terrains, Open and Distance Learning, études à distance, montagnes, World Wide Web, pedagogies

Rezumat

Principalul obiectiv al Proiectului Virtual Montata este sa creeze un numar de produse pentru Invatamantul Deschis si la Distanta care sa constituie un support pentru aplicatiile de teren ale studentilor si cadrelor didactice in trei spatii montane din Alpi (Franta), Carpati (Romania) si Snowdonia (Nordul Tarii Galilor, Marea Britanie). Echipa proiectului (cu membrii din Marea Britanie, Franta si Romania) a pus la punct si utilizat inovatii World Wide Web in implementarea bazei pentru aplicatiile practice ale studentilor permitandu-le accesul la informatia digitala de la distanta. Proiectul si-a propus sa introduca aceste produse in institutiile implicate si sa le evalueze prin prisma rezultatelor in ceea ce priveste experienta de invatare.

Acest articol scoate in evidenta originile si realizarile proiectului , prezinta abordarile din domeniul predarii si invatarii, adoptate, face comentarii asupra impactului si experientelor rezultantelor oportunitatilor de invatare virtuala in relatie cu elemente ale programei didactice, limba si adaptare institutionala a materialelor.

Cuvinte cheie

Aplicatie practica virtuala, Invatare deschisa si la distanta, Munte, World, Wide Web, Pedagogie

Introduction

Fieldwork is central to the ethos, culture and pedagogy of Geography (Jenkins, 1997; Clark, 1996). In academic geography, fieldwork is commonly regarded as one of the most valuable forms of teaching and learning, it is often the highlight of an academic program especially when it takes the form of a residential course. These opportunities offer a highly intensive educational experience (QAA, 2000) and there is little doubt that fieldwork is a valuable learning experience for students (Williams, Griffiths and Chalkley 1999).

First-hand experiences outside the classroom are normally referred to as fieldwork studies. Primarily they are undertaken for teaching purposes but fieldwork is also commonly used for the collection of primary research data for individual and group studies. The experience of fieldwork is central to the study of geography and environmental sciences (Winchester-Seeto and Hart, 2000). Fieldwork studies have been strongly advocated as a highly effective learning environment (Malone, 1999; Gerber and Chuan, 2000; Johnston and Cooke, 2001).

Fieldwork can be defined as activities that take students to learn outside the classroom. Fieldwork can be defined as activities where learning can take place via first hand experience outside the constraints of the classroom setting (Lonergan and Andresen, 1988).

Approaches to fieldwork

There have been a number of changing approaches to fieldwork in geography (Kent et al., 1997). These range from purely traditional observational, descriptive landscape-based approaches, with mainly passive student participation, to problem-orientated, project-based, active and empathetic approaches to fieldwork (Higgitt, 1996a). To invoke deeper engagement with fieldwork Higgitt (1996b) suggests that teaching strategies need to be developed that will promote autonomous learning and provide variety in the fieldwork experience, leading to a deeper understanding of geographical concepts, connecting theory to real experiences (Hill and Woodland, 2002).

Lonergan and Andresen (1988) identify a sequence of fieldwork learning stages. These are preparation and briefing, engagement in the activity, processing of results, interpretation and presentation, debriefing and feedback. In order to develop successful field courses, many different types of resources need to be gathered (Nairn et al. 1999). These may include maps, plans, data, photographs, texts and even personal contacts. Their preparation and development requires substantial staff time and high involvement if much material is to be generated (Gold and Haigh, 1992).

IT and fieldwork

There is a growing use of ICT in universities and in Geography (Hurst, 1998; Phipps and Stainfield, 1998; Warburton and Higgitt, 1997). The Internet is now a standard component in many undergraduate Geography courses (Pitman et al., 1999), as it provides an ideal storage solution that allows resource-rich information delivery. There are now therefore many opportunities to use on-line digital resources to enable students and lecturers to make the most of field courses. This has led to many imaginative uses of the technology and particularly to the establishment of the concept of the Virtual Field Course (VFC). So where does this virtual fieldwork fit in to educational courses?

There has so far been relatively little research into the ways that fieldwork studies can be combined with the use of digital technologies to enhance the student experience (Jenkins, 1997; Healey, 2001; Johnston and Cooke, 2001). Coletti (2002) comments on new teachers struggling to integrate cyberspace into their classroom environments through trips of discovery. He describes running an electronic field trip in the classroom is part of a teachers professional development as they personally adopt technology in education, as a new innovator in their educational environment. Perrone et al. (1995) discuss using computers as a means of communication and collaboration to enable learning. Stainfield et al. (2000) report on an international dimension by using the Internet to provide background information, photographs, virtual tours, clickable maps, exercises and tests about far-away places.

As fieldwork is a very expensive component, so making the best use of the time in the field is critical. Virtual fieldwork can support this by increasing the amount of effective preparation and follow up time. VFCs should also allow interactions, by participation, exploration, analysis and the learning and testing of skills.

Virtual Montana, Virtual Fieldwork

Fieldwork lies at the heart of Geography and there is nothing better than actually visiting a place. However when this is not possible, in some cases the power of the Internet can be used. The development of VFCs will be encouraged in cases where remote, inaccessible or expensive locations are used where return visits cannot be considered. Jenkins (1997) even suggests that some field courses may eventually become completely virtual. Gilmour (1997) suggests that Virtual Field Courses (VFCs) are best used in a supporting role to make the best use of time allocated involved in 'real' fieldwork by introducing various aspects of the region and some of the basic skills required as well as allowing follow up exercises after a real fieldtrip. In this way VFCs can replace or enhance background information transmission and so increase the time spent by students exploring specific elements in a more 'enquiry-based' manner (Gober, 1998). By providing more information on-line students can study it before the field visit and refer to it afterwards.

Kent et al (1997) review changes in the styles of fieldwork approach used in geography. In many cases, the types of VFC created and made available mirror these. Many early VFCs provided a description of an area in text and pictures. In some cases different forms of multimedia have been introduced including 360-degree panoramas (Geo 360, 2000), video and live Web cams.

Some VFCs propose a highly interactive, 'problem-orientated' or 'project-based' approach. This suggests a shift in learning style from a passive approach to one that is highly participatory and from non-interactive to interactive (Donert, 2000). Batty (1997) suggests that the use of geographical information skills are likely to play a highly significant role in navigating virtual spaces, referring to the fact that most graphical computation is now highly geographical.

With the advent of new interactive technologies, visiting electronic landscapes situated in cyberspace has become a common occurrence. This tool has caught the eye of geographers and has even created its own breed known as cybergeographers (Dodge, 1999). Girardin (2000) comments that as we wander in cyberspace, so the cartography of cyberspace has evolved (Dodge, 1999). In these simulations, the geography of the screen is closely linked to the geography of the real world. The establishment of virtual communities of people has become widely established. Geographical studies of their socio-cultural aspects and patterns have been undertaken (Fischer, 1995; Wenger, 1998).

Virtual Montana: an example of international collaboration

The Virtual Montana project originated in 1999 has been supported under the Minerva Action of Socrates/Erasmus (http://europa.eu.int/comm/education/socrates/minerva/ind1a.html) as a trans-national Pilot research project examining the use of Open and Distance Learning technologies in Geography fieldwork in mountain environments.

The Virtual Montana Project originated from international collaboration between universities in three countries, the UK (Liverpool Hope University College), Romania (Bucharest University) and France (Université Lyon 3) with support from a UK-based professional field organisation, the Field Studies Council. The basis of this interaction was founded on regular exchanges of students and academic staff, partly supported by European funds from the Socrates Action (http://europa.eu.int/comm/education/socrates.html). Nairn et al. (1999) suggest that this type of international university collaboration is important for geography and it was given a high priority by all three institutions.

The geographical theme of the Virtual Montana Project focused on the importance of mountains Byers (2002) comments on the fact that most young people have little knowledge or awareness about the issues affecting mountain areas, especially when this is compared with those of rainforest, ocean, wetland or polar ecosystems. He explains that this is primarily due to the effectiveness of the educational programs that have been developed over the past two decades. There is therefore a need to replicate this for the mountains. The Virtual Montana Project sought to redress this situation in the organisations concerned and also to provide more general information to a wider audience. The Virtual Montana Project actively participated in a number of events during 2002, the International Year of the mountains.

Virtual Montana Project: Aims and Objectives

The main aim of the Virtual Montana Project was to investigate innovations in distance education concerning the creation and implementation of Web-based virtual learning about mountain areas in higher education institutions. The intention has been to understand some of the elements related to teaching and learning using these technologies and to the consider aspects of cross-cultural diversity involved in the student learning experience.

From this aim the key objectives of the project were:

• to create support materials for fieldwork studies in a number of European locations to support Intensive courses undertaken in these mountain areas (Socrates Intensive Programmes)
  
• to establish and pilot teaching and learning approaches, especially those where traditional methods were combined with open and distance learning
  
• to establish electronic publications on this theme, to provide opportunities for fieldwork researchers to publish their work
  
• to review and analyse the use of Virtual fieldwork in support of field study visits.
  
• to allow group communication through on-line activities and via the Virtual Montana newsletter (VM News) allowing interaction with specialists in order to critically assess the impact of European diversity into experiences of digital materials, in relation to common elements of curriculum, language issues and adaptation of the systems
  
• to contribute to innovation in the educational Institutions concerned in relation to teaching methods, approaches and skills of both staff and students.

The above-mentioned objectives were reached through a number of distinct VFC approaches:

1. access to data. Methods implemented a place-based, topic orientated, media type search system. Studies of specific themes, topics or studies with a particular place focus, would thus be facilitated.
   
2. spatial data interpretation. Principles of spatial context based on the observed location, permitting exploration of information, looking at processes and patterns.
   
3. the representation of a spatial landscape. This examined concepts associated with landform, landscape and location, maps, scale and spatial relationships.
   
4. visualisation of information. This includes cartographic and dynamic visualization of landscape.
   
5. communication and collaboration. By establishing communities of expertise and involvement, information provision and activity would be enabled.

Supporting learning - Virtual Montana components

The project sought to establish a number of learning support components, arising as a result of five main factors:

1. to provide tools to enable students to undertake field-based activities in geography
   
2. to increase the information resource capacity. Little information was available in the home language, though some resources existed in other languages
   
3. to provide information on activities in mountain areas, especially during 2002, the International Year of the Mountains
   
4. to publish quality, peer-reviewed contributions associated with fieldwork research,

The Virtual Montana VFC therefore sought to:

• provide a searchable information base
  
• prepare students for conventional fieldwork and support the development of specific fieldwork skills
  
• provide a virtual experience by allowing a range of different types of virtual visits
  
• permit assessment and feedback
  
• encourage collaboration between students and staff
  
• provide an opportunity for those who, for whatever reason, are prevented from the real field study experience

Virtual Montana: outcomes

Holistically the Virtual Montana Project has been designed to provide an infrastructure that widens the appeal of mountain studies and facilitates the dissemination of activities and events during the European Year of the Mountains. The program consists of two main initiatives to support field study activities. These are:

1. a dedicated 'learning space' called Virtual Montana, a Web-based environment, consisting of an information area and communications centre with Open and Distance Learning tools and products to engage those interested in the theme with pilots, trials, tests and evaluations of the tools and materials leading to resultant models of good practise concerning teaching/learning approaches in virtual open learning environments
   
2. tools to support communications between those involved in teaching and studying about mountain environments, including a series of new electronic publications about Alpine environments and dissemination via reports integrating the project outcomes and a European conference with teachers, trainers and researchers about mountain environments.

1. The Virtual Montana Web Site (http://www.virtualmontana.org)

At the start of the project, very few on-line resources were available to support an undergraduate study of mountain environments, and none of those that did exist took a resource-based approach. As the World Wide Web is an excellent medium for dissemination of materials in support of learning this was the first goal of project.

A collection of Web-based learning resources has been developed to assist students studying a wide variety of different courses. Tutors have assembled materials for the courses by providing supporting information, notes, illustrations, photographs, examples, references to relevant literature, discussion questions and links to related material and other Web resources. The collection has been placed on and disseminated from the Virtual Montana Web server (Figure 1).

Figure 1: Virtual Montana Home Page (http://www.virtualmontana.org)

The Virtual Montana Web site envisaged many types of student activity and involvement, with varied dependency and autonomy, in order to support different types of fieldwork. It was constructed both in terms of the purpose of the fieldwork, but also the pedagogical teaching styles and activities that the students would be expected to undertake. These have included:

• activity-based observations (Bland et al., 1996), often included as part of tutorial-style discussion (Gold, 1991) or with individual student observations (Gold et al., 1991),
  
• guided field tours (Whalley and Whalley, 2001) to support students before the actual field trip
  
• self guided, more autonomous trails and tours usually with a sequence of activities to challenge and involve the students (Higgitt, 1996a)
  
• collaborative discussion and participation in problem-solving, engaging student attention and deepening the learning experience (Cousins, 2000; Hill and Woodland, 2002).

The following types of virtual fieldwork have been tried out:

1. Exploration of a specific area or theme of interest. This is a highly engaging activity and establishes interest in the location and its environment (Biggs, 1999).
   
2. Asking students to write guides to an area then to produce a poster or Powerpoint presentation
   
3. Investigation of the resources in order to complete a task, with an on-line discussion to compare and discuss what has been discovered.
   
4. Structured exercises, multiple choice and data response questions undertaken individually and by groups, closely linked to the available resources.
   
5. Mini-projects where students will normally investigate a theme, collect secondary data from the Web site and primary data in the field.
   
6. Large research based projects, including dissertations.

The pedagogic decisions of how to use the Web site and resources was in the hands of the individual tutors responsible for the field courses, though a number of guidelines are being prepared. The World Wide Web site has been enormously successful at providing access to a range of information and facilitating its widespread and rapid dissemination.

With the gathering of large numbers of resources a technique to find and use them was important. Hence the establishment of a searchable database was very important at the start of the project. This enabled key word, location and resource-type search options. However as the project has developed so a number of more flexible and better structured search options have become available and hence the initial tools that were established have become very dated. Transferability of the original database is being explored as alternatives to the original system are being sought.

A number of virtual field visits have been created following research into the types of opportunity available (Donert, 2000). These range from 'virtual sightseeing' using photographs and text with assessment activities, to the exploration of a three-dimensional digital model of North Wales (Figure 2). This information model requires the downloading, installation and use of a browser plugin, called Cosmo software. Once installed the model loads quite rapidly. A number of interactive virtual guided tours have been developed. These visits provide opportunities for sustained interaction and learning with the information on the Web site. This has been shown to be extremely valuable in stimulating interest and in building a working understanding of the location.

Figure 2: Snowdonia: a three-dimensional virtual tour

Using different types of virtual field visits appealed to the varied audiences at the different universities. Internet connections in Central and Eastern Europe are less reliable and more problematic than in for example the UK (Lajos, 1996). Initial exploratory analysis confirmed that solutions requiring high technology and large bandwidth would not be suitable here, so low technology alternatives were developed. The different teaching settings also allowed for some variation in style and approach and the role of the tutor in relation to it (Atkins, 1993)

The analysis and evaluation phase is currently being undertaken as part of the final part of the project. It will focus on four major areas. Firstly, students and staff will assess the existing functionality and value of the Web site in terms of preparation and briefing, tools and knowledge to help them to carry out fieldwork activities, including formal and documented safety analysis. An assessment will also be made of whether the Web site enables student to be sensitised to the environment in which fieldwork will take place and whether active preparation is promoted. A second area will be to analyse the usability of the virtual tours in order to examine whether they will allow information to be explored from several different perspectives and at several different levels. The third area consists of a review of the methods and techniques that can and have been used to digitally support student fieldwork, leading to the publication of a number of proposed pedagogical approaches. Lecturers who want to incorporate them into their own specialised approaches could use these either in combination with other resources or else independently. Finally the Virtual Montana Project team has commissioned an external evaluation of the products and outcomes.

2. Communication tools and dissemination

Tools to enable an online, communicative and collaborative approach have emerged rapidly in the past few years. Combinations of these tools are often referred to as a VLE (virtual learning environment) or MLE (managed learning environment). They frequently include combinations of chat, forum, messaging, notice board and personal diary. Liverpool Hope University College has developed its own platform to support activities such as these (McKinnell and Owen, 2002), known as the Module Communication Centre or MCC (Figure 3). Students from the partner universities attending joint collaborative fieldwork were given access to the MCC, where virtual meetings before fieldwork and discussion and analysis after fieldwork were allowed to take place. In many universities, this type of learning and teaching has today become commonplace (Murray, 1995; McGill and Beaty, 1997; Goodchild et al., 2000).

Figure 3: Collaborative Activities organised through a virtual learning area, the
Module Communication Centre, developed at Liverpool Hope University College

A strategy of the Virtual Montana Project has been to build a European virtual community of interested individuals and organisations who wish to participate in the Virtual Montana program. These included schools, teachers, researchers, tourist organisations, national parks, SMEs, companies, individuals and mountain organisations. This has been achieved by means of the design and creation of an electronic newsletter, VM News, which is widely distributed via email and via the Web site. This would offer access to the products and activities of the project.

This newsletter contains features, news and events and it has initially been distributed every 3 months. VM News subscription has grown to over 2800 individual subscribers for Issue 4, sent at the end of September 2002 (Figure 4). The use of an electronic newsletter has also ensured worldwide dissemination of the project.