Field trips and changing pedagogy

The field trip with the history students took place at the end of February and the use of the devices has developed since the trip last year in two key ways using a model developed as part of the changing pedagogy practice.

This model works on a temporal iterative framework using three elements:

A) Resources that are CURATED before an activity
B) Data COLLECTED as part of an activity
C) Learning artefacts CREATED after an activity

(Hopkins, Burden and Bennett, 2015)

This is both the über-model of the use of the devices across the whole of the field-trip but also the micro-model used as the field trip takes place.

1. The use of the device by the tutor

An eBook has been created by the history tutor for the students to use on the field trip - this is beginning to re-imaging the pedagogy and the practice of the field trip and is producing a model for both the university teacher education sector and also the pre-service teachers who are able to take (and adapt) this model into their practice schools.

This eBook is used by those on the field trip as a narrative and activity guide and has been developed partly from artefacts gathered on the previous year's field trip (this showing the interactive development nature of eBooks).

2. The development of this by the students

The students on the field trip reflected on the nature of the book and a number of improvements have been suggested in they ways that they would use the eBook including:

• the wider use of video for explanation of both personal and wider narrative
• the use of short quizzes / tests for the reinforcement of knowledge
• the opportunity for data input directly into the eBook for data collection
• the inclusion of key activities to be completed immediately after each activity