How to flip the study trip?

Regarding to the higher order learning goals,students have to visualize their findings coming out of their analysis on filmmaterial, made in the City. They have to integrate this into Google maps, so itshould be location based via geographical information. Visualizations are acombination of their own produced photo/video material, plus the Geodata in themap.

omgeving 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).
  

• Instructionclip Geoplaza: http://www.screencast-o-matic.com/watch/cljUjOsSr
  
• Instructionclip Flickr: http://screencast-o-matic.com/watch/cljUQesSa
• Instruction clip integration of photo’s in Googlemaps: http://screencast-o-matic.com/watch/cljUXFsS9

Evaluation

• Better prepared students on atheoretical basis, (better understanding of the theories). This should beproved in their assignments.
  
• Better prepared students on the levelof skills. Students do know for e.g. how to embed self produced materials inenvironments like Google maps.
  
• Increased  quality of contextualization’s andpresentations at the end of the course
  
• More positive student evaluations ofthis study trip
  

Overall: improvement of the quality of this study trip due to the combination ofsoftware 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 theframework of REC:all

In this case study we used several elements of lecturecapture techniques, in relation to the learning goals, coming out of thetaxonomy of learning by Bloom. We also did make a relation to “lower and higherorder learning goals” (Sealfon, C.D. 2012), mentioned at the start of thisdocument.

Below the elements we combined out of the frameworkare marked. Examples of the different types of lecture recording are shownbeside the framework^[1].

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

Results/Outcomes

•      Improving the quality of the course

• The face to face time in Rome isbeing used optimal. A higher level of interaction is realized, because thestudents were better prepared to this trip.
  
• Students  and teachers fully can concentrate on thehigher order learning goals.
  
• In Rome the students have all thefacilities to make the best out of this study trip, iPads with film fragmentsin combination with Galileo. Geoplazacan be used to analyze the growth of the city.
  
• Increasing student’s satisfaction ofcourse and getting more positive evaluations of course and teacher (teachingqualities)
  
• The design of the course matchesbetter with the perception of today's students: “Having the right informationand tools available place independent”.        
  

From teacher’sperspective:

• He is very satisfied, much more interactionduring face to face time, because the students were better prepared ontheoretical level
  
• The quality of the essays improved, they were muchmore concrete

From student’s perspective:

Students aboutKnowledge Clips:

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

Students about theInstruction Clips:

• Because of the small time frame it is very use fullalready having the skills to work with Geoplaza, Galileo and Google Maps. I donot lose time during the study trip in Rome on development of skills… I couldfully concentrate on the content of the course in Rome
  

Students about theavailability of iPads:

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

Students on thedesign of the course:

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

Lessons learned

Production level:

• For the production of Knowledge Clips, it’s betterto 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.

Use of iPads in thefield:

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

On demand maps andcontent without internet connection:

• Because internet connection outside your own countryis still expensive, it’s better to load it in the iPad itself. We used iPads of64GB, to be sure of enough memory for uploading material. For the use of mapsin different layers, we used the Galileo app. In Galileo it’s not possible tolay 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 ofthe city for example has to be done by Geoplaza, on places were Wi-Fi isavailable.
  

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

• Development on level of services is needed forGeoplaza when other Universities (or Faculties within the VUA) would like touse this environment for fieldwork. At this moment it’s only possible tointegrate new cards project based.
  
• For enrichment of Knowledge Clips orInstruction Clips (with other learning objects) further development is needed,on a level of authentication. So teachers can log in and enrich their ownmaterials.
• 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 ofKnowledge and Instruction Clips, related to lear