25 research outputs found
Recommended from our members
Biological fieldwork provision in higher education
Fieldwork is regarded as an important component of many bioscience degree programmes. QAA benchmarks statements refer explicitly to the importance of fieldwork, although give no indication of amounts of field provision expected. Previous research has highlighted the importance of fieldwork to the learning of both subject-specific and transferable skills. However, it is unclear how the amount and type of fieldwork currently offered is being affected by the recent expansion in student numbers and current funding constraints. Here we review contemporary literature and report on the results of a questionnaire completed by bioscience tutors across 33 UK institutions. The results suggest, perhaps contrary to anecdotal evidence, that the amount of fieldwork being undertaken by students is not in decline and that on the whole, programmes contain reasonable amounts of fieldwork. The majority of programmes involved UK-based fieldwork, but a number of programmes also offered âexoticâ overseas fieldwork which was considered important in terms of student recruitment as well as exposing students to a diversity of field learning environments. Tutors were very clear about the benefits of fieldwork and the need to be proactive to maintain its provision
Recommended from our members
The iPad six years on: progress and problems for enhancing mobile learning with special reference to fieldwork education
This paper summarises findings from 2010 involving mobile technologies in the Enhancing Fieldwork Learning project. We show, through practical involvement with students and higher education teaching practitioners, that iPads can be used to
facilitate innovative pedagogies and promote active learning in various field and outofclass situations. We also note that iPads and similar smart devices can be useful in
Higher Education in general. The acceptance of Bring Your Own Device (BYOD) is far less common in the HE system in the UK than at secondary level despite the range of apps and development of studentsâ individual Personal Learning Environments
Recommended from our members
Would Bring Your Own Device (BYOD) be welcomed by undergraduate students to support their learning during fieldwork?
This paper reports student perceptions of the benefits and challenges of Bring Your Own Device (BYOD) in a fieldwork context. Student perceptions from six field courses across two institutions have been gathered using questionnaires and focus groups. Whilst a number of studies have focused on BYOD in a classroom context, little research has been undertaken about BYOD in a fieldwork context. The key findings suggest that around one fifth of students were not willing to use their own device during fieldwork citing loss or damage as the main reason. This key challenge is different to that which are found in a classroom which generally focus on network security, connectivity etc. The findings also suggest that some students believe that BYOD can have a negative impact on group work. There is a misalignment here between student and practitioner thinking with previous literature which suggests that practitioners believe BYOD and smart devices can enhance group work. The one key challenge which is found regardless of learning environment is inequality between those who have a device and those who do not
Recommended from our members
iPad use in fieldwork: formal and informal use to enhance pedagogical practice in a bring your own technology world
We report on use of iPads (and other IOS devices) for student fieldwork use and as electronic field notebooks and to promote active. We have used questionnaires and interviews of tutors and students to elicit their views and technology and iPad use for fieldwork. There is some reluctance for academic staff to relinquish paper notebooks for iPad use, whether in the classroom or on fieldwork, as well as use them for observational and measurement purposes. Students too are largely unaware of the potential of iPads for enhancing fieldwork. Apps can be configured for a wide variety of specific uses that make iPads useful for educational as well as social uses. Such abilities should be used to enhance existing practice as well as make new functionality. For example, for disabled students who find it difficult to use conventional note taking. iPads can be used to develop student self-directed learning and for group contributions. The technology becomes part of the studentsâ personal learning environments as well as at the heart of their knowledge spaces â academic and social. This blurring of boundaries is due to iPadsâ usability to cultivate field use, instruction, assessment and feedback processes. iPads can become field microscopes and entries to citizen science and we see the iPad as the main âcomputingâ device for students in the near future. As part of the Bring Your Own Technology/Device (BYOD) the iPad has much to offer although, both staff and students need to be guided in the most effective use for self-directed education via development of Personal Learning Environments. A more student-oriented pedagogy is suggested to correspond to the increasing use of tablet technologies by student
Recommended from our members
Long-term trends in migrating Brassicogethes aeneus in the UK
Background
The pollen beetle (Brassicogethes aeneus) causes significant yield loss in oilseed rape (Brassica napus). Predicting population changes remains a scientific challenge, especially since its phenology and abundance varies dramatically over space and time. We used generalized additive models to investigate the long-term trends in pollen beetle annual, seasonal and monthly counts from Rothamsted 12.2 m suction-traps. We hypothesised that the beetle's abundance is positively related to the area of oilseed rape at a national and regional level. We used random forest models to investigate the inter-generational relationship within years.
Results
Although B. aeneus annual counts and area of oilseed rape grown in the UK both increased by 162% and 113%, respectively, over the time period, they were not significantly related. The size of the immigrating pollen beetle population (up to June 1st) can be explained both by the size of the population in the previous summer and prevailing winter temperatures, indicating a positive feedback mechanism.
Conclusion
Currently, pollen beetle numbers continue to increase in the UK, meaning that control issues may persist, however the relationship between counts in spring, during the susceptible phase of the crop, and counts in the previous summer indicates that it may be possible to forecast the counts of the spring migration of B. aeneus a few months in advance using suction-trap samples, which could aid decisions on control options
Recommended from our members
Working together with technology to enhance fieldwork learning
Enhancing Fieldwork Learning (EFL) is a multidisciplinary team across three institutions working together with the aim of identifying, evaluating and disseminating good teaching practice in fieldwork environments. We focus on the integrated use of mobile technologies within pedagogic frameworks to develop innovative teaching and learning approaches for students. This chapter sets out our history,
team development, achievements and view for the future. Inter-institutional and multidisciplinary working has allowed our project to have broad relevance and impact on higher education (HE). We provide some insight into how informal learning spaces can build confidence for students and staff to enhance fieldwork learning with mobile technologies
Recommended from our members
Integrated pest management strategies for cabbage stem flea beetle (Psylliodes chrysocephala) in oilseed rape
Oilseed rape (OSR) is the second largest source of vegetable oil globally and the most important biofuel feedstock in the European Union (EU) but production of this important crop is threatened by a small insect; Psylliodes chrysocepaha â the cabbage stem flea beetle (CSFB). The EU ban on use of neonicotinoid seed treatments and resistance of CSFB to pyrethroid insecticides have left farmers with limited control options resulting in drastic reductions in production. Integrated pest management (IPM) may offer a solution. We review the lifecycle of CSFB and the current
options available, or in the research pipeline, for the eight IPM principles of the EU Sustainable Use of Pesticides Directive (Directive-2009/128/EC). A full IPM strategy for CSFB barely exists. Although there are a range of preventative measures these require scientific validation; critically, resistant/tolerant OSR cultivars are not yet available. Existing monitoring methods are time
consuming and there are no commercial models to enable decision support based on predictions migration timing or population size. Available thresholds are not based on physiological tolerances of the plant making it hard to adapt them to changing market prices for the crop and
costs of control. Non-synthetic alternatives tested and registered for use against CSFB are lacking, making resistance management impossible. CSFB control is therefore dependent upon conservation biocontrol. Natural enemies of CSFB are present, but quantification of their effects is
needed and habitat management strategies to exploit their potential. Although some EU countries have local initiatives to reduce insecticide use and encourage use of âgreenerâ alternatives, there is no formal process for ranking these and little information available to help farmers make choices. We summarise the main knowledge gaps and future research needed to improve measures for CSFB control and to facilitate development of a full IPM strategy for this pest -and sustainable oilseeds production
Recommended from our members
Modelling the factors affecting the spatiotemporal distribution of cabbage stem flea beetle (Psylliodes chrysocephala) larvae in winter oilseed rape (Brassica napus) in the UK
BACKGROUND
Cabbage stem flea beetle (CSFB; Psylliodes chrysocephala L.) management in oilseed rape (Brassica napus L.) has become an urgent issue in the absence of permitted and effective insecticides. Understanding the meteorological and management factors affecting their population dynamics has become critical to the development of pest management strategies.
RESULTS
The spatio-temporal changes in CSFB larval populations were assessed both in autumn and spring, in the UK from 2003 to 2017 (a period encompassing pre-and post-neonicotinoid insecticide restriction). After the neonicotinoid ban in 2013, the number of larvae both in autumn and spring increased 10-fold in the UK. When neonicotinoids were available, later sown crops contained fewer larvae than early sown crops, and bigger fields had fewer larvae than smaller fields, whereas after the ban, bigger fields tended to have more larvae than smaller fields. Wet and mild/hot Septembers were related with higher numbers of larvae when neonicotinoids were available and with lower larval numbers after the neonicotinoid ban. Low temperatures in December and January combined with high rainfall were related with high numbers of larvae in spring both before and after the neonicotinoid ban.
CONCLUSION
This study will help to produce decision support systems that allow future predictions of regional CSFB population changes and will help growers and consultants to adjust their management methods to reduce the risk of high infestations
Recommended from our members
Student perceptions of iPads as mobile learning devices for fieldwork
This paper reports findings from six field courses about studentâs perceptions of iPads as mobile learning devices for fieldwork. Data were collected through surveys and focus groups. The key findings suggest that the multi-tool nature of the iPads and their portability were the main strengths. Students had some concerns over the safety of the iPads in adverse weather and rugged environments, though most of these concerns were eliminated after using the devices with protective cases. Reduced connectivity was found to be one of the main challenges for mobile learning. Finally, students and practitioners views of why they used the mobile devices for fieldwork did not align
Recommended from our members
Semiochemical-based alternatives to synthetic toxicant insecticides for pollen beetle management
There is an urgent need to develop sustainable pest management systems to protect arable crops in order to replace the current over-reliance on synthetic insecticides. Semiochemicals are insect- or plant-derived chemicals that are used by organisms as information signals. Integrated pest management tools are currently in development that utilise semiochemicals to manipulate the behaviour of pest insects and their natural enemies to provide effective control of pests within the crop. These innovative tools usually require fewer inputs and can involve multiple elements therefore reducing the likelihood of resistance developing compared with use of synthetic toxicants. We review here the life cycle of the pollen beetle Brassicogethes aeneus (previously known as Meligethes aeneus) which is a pest insect of oilseed rape (Brassica napus) and describe the current knowledge of any behaviour mediated by semiochemicals in this species. We discuss the behavioural processes where semiochemical-based control approaches may be appropriate and consider how these approaches could be integrated into an integrated pest management strategy for this important arable crop