How Top Upload Your Video to a Class Youtube Account Technology Summer Courses for Teachers 2017

Teaching Exterior the Classroom

by Lily Claiborne, John Morrell, Joe Swap and Derek Bruff Updated in 2020 by Gregory Smith and Heather Fedesco1

Print Version

Cite this guide: Claiborne, L., Morrell, J., Bandy, J., Bruff, D., Smith, G. & Fedesco, H. (2020). Teaching Outside the Classroom. Vanderbilt Academy Middle for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/educational activity-exterior-the-classroom/.

Pedagogy and learning experiences that take place outside of the confines of the classroom walls have a range of benefits for both students and instructors. When students are asked to put into practice "in the real world" what they have theorized about from behind a desk, the result is a student-centric learning experience that enhances learning and fosters personal and social evolution (Larsen, Walsh, Almond, & Myers, 2017). Further, students that engage in learning experiences outside of the classroom report having higher levels of motivation, recall the course material more vividly, and accept improved academic performance in the class (Takeuchi et al., 2016; Ryan and Deci, 2017). Moreover, field experiences early in a student'south career tin can be formative and tin can inspire students to continue in a field (east.g., Hutson, Cooper, & Talbert, 2011).

Learning experiences outside the classroom are forms of experiential learning (Dewey, 1897). These experiences are rooted in the uncomplicated principle that "experience is the all-time teacher." Under this framework, learning exterior of the classroom is an active process, wherein students encounter accurate problems, construct novel hypotheses, examination for real solutions, and interact with others to brand sense of the world around them. When we do this, we encounter the world every bit a whole and are forced to engage multiple modalities, no matter which pair of disciplinary "lenses" nosotros intended to clothing. Considering experiential learning is inherently interdisciplinary, scientists and humanists alike would practise well to consider the ways in which other disciplines might enrich their ain disciplinary approach to their field.

There are many means to brand learning extend exterior the classroom:

• Field Trips
• Study Abroad
• General Strategies for Successful Field Trip and Field-based Learning Experiences
• Technology Outside (and Within) the Classroom
• Assessment of Field Experiences
• Additional Resources for Enquiry on Experiential Learning
• References

---

Field Trips and Field-Based Learning

Field trips may be defined as "any journeying taken nether the auspices of the school for educational purposes" (Sorrentino & Bell, 1970, p. 223). Forth with the engagement of concepts that is required by these experiences, the student bonding that occurs on field trips enhances the learning feel and creates a learning community as students continue onward in a discipline. Didactics in the field likewise gives instructors the opportunity to get to know their students in greater depth in terms of how the students meet the globe differently than the instructor. This insight into student world-views can aid the teacher to meliorate communicate the concepts of the form.

Field trips can take a diversity of forms that come across a diverse set of needs and can enhance deep, active learning. The intended educational outcomes of field trips focus on the following five areas (Behrendt & Franklin, 2014; Larsen et al., 2017; Tal & Morag, 2009):

1. Developing social and personal skills
2. Developing observation and perception skills
3. Adding relevance and meaning to learning
4. Providing first-hand real-globe experiences
5. Enhancing intrinsic motivation and interest in the subject

Field trips are a common component of many Yard-12 classrooms, with a wealth of reviews in the primary literature summarizing their benefits and all-time practices (eastward.g., Behrendt & Franklin, 2014; DeWitt & Storksdieck, 2008; Wilson, 2011). In the college classroom, field trips (or field-based learning) tin can exist an effective tool that satisfies many of the above goals. For some disciplines (eastward.g., geology, ecology) it is relatively easy to imagine what a field-based learning experience tin can await similar, whereas for other disciplines (e.yard., philosophy, English), information technology may not be immediately obvious. To aid instructors brainstorm to imagine the possibilities that could exist in their courses, Fedesco, Cavin and Henares (in press) recently used a database of 721 field trips from 2015-2018 at a small, private, liberal arts college in the Southwest to create a typology of field study experiences in higher education. The authors identified the post-obit types of field-based learning experiences:

• Collecting primary information/visiting primary sources – Students and instructors gather data in a novel setting, with open up-ended and unpredictable learning outcomes for students depending on the results of that information. Being immersed inside the subject material allows for deep learning for students, as they feel the actuality of information drove and the process of interpreting that data. Instructors should exist flexible and prepared to navigate difficult and/or unproductive outcomes – such as if the data don't reveal anything significant (or present a result that is counter to the instructor'south initial predictions). Withal, these experiences accept the highest potential for learning for students, every bit they are in a sense creating new knowledge.
• Guided discovery of a site – The class visits a site that is familiar to the instructor just new to the students and the teacher plans an activity that leads the students to uncover an intended outcome. Students should use the skills and concepts they learned in an before portion of the course and apply them in a novel setting to aid guide learning. Instructors should consider how their materials and questions volition help students develop college-lodge skills, such as investigating, questioning, and developing critical thinking skills. Because they are time-consuming and require a meaning investment from the instructor, they are all-time used to teach conceptually difficult or specially important course material. For more information on preparing and facilitating guided discovery problems in your classroom, see the guide on the National Clan of Geoscience Teachers website.
• Backstage admission – The class is granted access to a site or a identify that the general public does not take access to, thus giving a unique feel to the students that allows for insights and experiences that are difficult to come past commonly. For an on-campus example, a course might visit a University research lab or middle that is available merely to students registered in a course (such as the Breazeale Nuclear Reactor at Penn Country). For off-campus examples, students might visit a net-null residence, tour backside the scenes of a government building, or meet with employees of a local visitor. These experiences may require an initial contact with a community partner or a prior-established relationship; however, the learning outcomes for students are enormous, and some companies may exist willing to work with classes as the experience offers a networking opportunity for both students and potential employers.
• Bear witness and tell – The class is given admission to a 3rd-party skillful or a site where they might hear from the good, such every bit in the collections of a museum with a curator. Like backstage access, this represents an opportunity for students to take an experience that is not available to the general public and can thus result in deep learning and foster meaningful connections for students. This also helps the instructor cover subject material with which they may not be intimately knowledgeable. However, instructors should accept a role in planning with the 3rd-party expert to ensure active appointment from their students; otherwise, you run the take a chance of students sitting or continuing for long periods of time for an uninspiring lecture.
• Place-based immersion – The form spends a meaning amount of time in a identify, investigating either a specific subject field or an entire breadth of subjects tied to that place. Places have both natural and cultural histories, which therefore lend themselves to examination by all disciplines. Field experiences and research are at the cadre of many of the natural and social sciences. In the humanities, field experiences might be working in athenaeum, collecting oral histories, performing one'southward art for a public audition, but it could likewise include visiting important historical sites and identify-based experiences including using places for inspiration.

• Community engagement – Professors and students engage in a partnership with a local system or institution over the bridge of the form or travel to a site to do time-bound projects, oft with a significant investment from the students. These projects, typically designed by both faculty and community partners, allow for students to larn in highly constructive ways while helping a community address its needs. In all of these experiences, educatee growth can be extensive, whether it is through improved critical thinking and trouble-solving skills, greater personal efficacy and leadership evolution, or enhanced social responsibility and career opportunities. For more information on the benefits and methods of these pedagogies, equally well every bit step-by-stride guides to successful service learning courses, delight visit the CFT's Service Learning and Community Appointment instruction guide and the Community Engaged Education Step by Pace didactics guide.

• Retreats – The course gets away to a remote site for as piffling as a day or as much as a week to bond, to focus on the field of study or a special projection, and/or to write. The retreat can exist combined with the benefits of identify-based immersion, although there demand not be a reason for the class visiting a specific site. The main objective of a retreat is to garner the benefits of students spending focused time in close proximity together and away from the hustle and bustle of normal college life. Some outdoor learning experiences, due to their length, are by definition retreats: for example, geologic field trips; wilderness literature backpacking trips; and study abroad experiences.

• Special Events – The form travels to a conference or a special event (e.m., a speaker on campus, a flick, a functioning, etc.) that is pertinent to the course content or objectives. The instructor has little control over what is said during the event and thus should experience comfortable giving up the reins for this feel. A degree of flexibility for the instructor and maturity on the students' parts will help these events fit inside the framework of the class schedule. Instructors should be prepared to give a pre-effect lesson and a post-event lesson to assistance ensure students run across the intended learning outcomes.

Benefits for Students Who Participate in These Experiences Include:

• knowledge transfer and knowledge recall (Nadelson & Jordan, 2012)
• increased relevance, improved perspective-taking, and increased autonomy (Lai, 1999)
• increased involvement in the subject and influence on i's higher major and future career (Hutson et al., 2011)
• comeback in concept knowledge (Elkins & Elkins, 2007)
• improvements in understanding course content, performance on course assignments, and involvement in the subject (Goh & Ritchie, 2011).
• increased relatedness with instructors and peers, competence, autonomy, and intrinsic motivation in the class (Fedesco et al., in press)

Key Factors That Promote Successful Experiences Include:

• See the section beneath titled "General Strategies for Successful Field Trip and Field-based Learning Experiences"

Additional Resources:

• National Clan for Geoscience Teachers (NAGT) guides for Educational activity in the Field and Safety in the Field
• Special Issue of Periodical of Geoscience Education on Teaching in the Field
• Searchable collection of references and resource on field-based learning from the Synthesis of Research on Learning in the Geosciences past the Science Education Resources Center
• "Field Notes" by David Due west. Mogk, Dept. of World Sciences, Montana State University: Research based methods for successful field trips, including specific examples for a geoscience course
• The Out-of-Classroom Experience by Dave Douglass:  A comprehensive article on things to consider when "dreaming-up, organizing, planning and leading field trips and other learning activities that will take place outside of the traditional classroom setting"
• Vanderbilt Release course for student field trips

Report Away

These notes adapted from: Gardinier, Lori, and Dawn Colquitt-Anderson.  "Learning Away." in New Directions for Teaching and Learning.  no. 124, Winter 2010.

There are several models for study-away programs. In some, participants enroll in foreign universities every bit visiting, non-matriculated students. In other programs, the sending institution retains more command over the curriculum, duration, faculty selection, and experience. Increasingly, schools are internationalizing their curriculum past offer brusque-term, faculty-led, report abroad programs. Vanderbilt's Global Education Office administers many programs available for students to study abroad.

Benefits for Students Who Participate in These Programs Include:

• increase in student willingness to take courses outside of their major
• increased confidence to travel abroad in longer-term programs
• increased interest in interdisciplinary studies
• increased skills of inter-cultural advice
• greater international or comparative understandings of social issues
• a more than sophisticated understanding of global social change
• greater agreement of inequalities and differences in the world system

Key Factors That Promote Successful Programs Include:

• academic rigor
• employ of mixed teaching methods
• facilitated reflection synthesizing experiences with academic content

According to Lori Gardinier and Dawn Colquitt-Anderson, "There is no formula for the percent of fourth dimension that should exist spent in formal course time, seeing cultural/historical sites and events, doing field work, or engaging in peer-to-peer cultural exchange. Regardless of the mix, students should arrive at the destination with a grounding in both the academic and cultural context through a combination of pre-departure lectures, guided research, online discussions, readings, and cultural events relevant to the trip." (26)

In written report abroad situations, faculty leaders assume a number of roles that extend beyond the classroom, and setting appropriate boundaries becomes critical. It tin can be helpful to gear up specific parameters for how, when, and where you volition chronicle to students during the program.

Information technology is important to identify risks and liability. Directors must be prepared for expected emergencies involving lost or stolen property, illnesses, and then on, too as unexpected emergencies involving natural and manmade disasters.

Additional Resource:

• The Institute of International Education
  Founded in 1919, the Found of International Education (IIE) is a private nonprofit leader in the international exchange of people and ideas. In collaboration with governments, foundations and other sponsors, IIE creates programs of written report and preparation for students, educators and professionals from all sectors. These programs include the flagship Fulbright Programme and Gilman Scholarships administered for the U.Due south. Department of State. IIE also conducts policy research, provides resources on international exchange opportunities and offers support to scholars in danger.
• The National Association of International Educators (NAFSA)
  NAFSA and its members believe that international education and substitution—connecting students, scholars, educators, and citizens across borders—is fundamental to establishing mutual understanding among nations, preparing the next generation with vital cross-cultural and global skills, and creating the conditions for a more peaceful earth.
• Periodical of Studies in International Education
  The Journal of Studies in International Instruction (JSI) is a forum for higher educational activity administrators, educators, researchers and policy makers interested in inquiry, reviews, and case studies on all facets of the internationalization of college education. Each result brings together the concepts, strategies, and approaches of internationalization, the internationalization of the curriculum, and issues surrounding international students and cantankerous-border delivery of education.

Full general Strategies for Successful Field Trip and Field-based Learning Experiences

Tips and Techniques:

These tips were provided by VU faculty experienced in taking students on field trips.

• Set upward the field trip as a research project that includes information collection.
• Behave a theoretical exam of the effect in form long before going into the field. Students should have a sense of what the field trip is going to be about earlier they go.
• At to the lowest degree two weeks before heading into the field, develop the rudiments of basic hypotheses. At this signal the teacher should requite details near the field site so that students know what to expect.
• In the field, focus on the things that you've agreed to focus on and let the other stuff be icing on the cake.
• Take a haversack full of extra warm/dry out clothes and snacks to pass out to students as the need arises.
• If for a large class, prepare TAs well to manage smaller groups of the class.
• Prepare students for practicalities including appropriate attire, expectations for physical exertion, anticipated residual stops, supplies and materials they should bring.

Additionally, Fedesco et al. (in press) has identified five specific tips to help educators have a successful field-based learning experience:

1. Brainstorm the trip with a full value contract (FVC). The FVC is a document written for the group, by the grouping, and establishes agreed upon expectations on what is appropriate or inappropriate behavior on the trip. This document, which tin can be updated as needed, can be referred to throughout the trip, and provides a sense of condom and community for the form.

2. Logistics play an important role in the success of a field trip. If students are lacking in basic human needs (e.g., uncomfortable temperatures, hungry/thirsty, standing in straight sunlight, burnout), they volition be less probable to learn. Check the weather forecast and have students plan accordingly. Brand sure yous accept plenty of nutrient to eat throughout the day, and be mindful of nutrient allergies and preferences to ensure a smooth experience.

3. Advisedly consider the sequence of events during a field trip. Outdoor education expert Jay Roberts (2016) recommends that mornings are better for intellectual topics, afternoons are amend for hands-on activities, and evenings are best for reflection and interpersonal discussions.

4. Balanced programming should be taken into consideration when planning field trips. Instructors should avert over- or under-programming trips, which could lead to either information saturation or colorlessness. Instructors should continuously take the pulse of the experience and then if necessary, they tin implement their contingency plan by either cutting dorsum on some activities or incorporating more than experiences or assignments into the trip.

5. Instructors about to embark on a field trip should be prepared to engage in risk direction behavior. Before leaving for a trip, instructors should be familiar with and have contact data for emergency resources in the field location, campus security, assistants, transportation, and mental health and sexual assault counselors.

Engineering science Outside (and Inside) the Classroom

Advances in engineering science make it relatively easy for students to bring digital engineering science with them when they leave the classroom, or for instructors to bring the outdoor learning environment into the classroom. In the field, students tin can use mobile devices—including ones they already own—to engage in learning activities. In the classroom, instructors can use drone footage, mobile apps, and programs similar Google Globe to bring outdoor environments inside, thus bringing far-abroad or inaccessible outdoor phenomena to all students. Below are some examples to help you start thinking about how you might use technology exterior (and inside!) your classroom.

Location-Specific Content

With the right apps, students can admission content that is tied to a particular location and only available when students visit that location.

• Spanish instructors at the University of New United mexican states utilize an iPhone app from the Augmented Reality and Interactive Storytelling (ARIS) project to send students on a fictional murder mystery through the Los Griegos neighborhood in Albuquerque that develops and tests their linguistic communication skills. Students receive location-specific clues to the mystery by typing their location into the app.
• The Iowa City UNESCO City of Literature iPhone app provides text, sound, and video content nigh Iowa City authors based on the user'south GPS-determined location. Instructors at the University of Iowa plan to have students use this app to acquire more virtually Iowa City authors and their connections to particular local environments.
• CFT manager Derek Bruff incorporated QR codes in an end-of-semester "crypto hunt" in his get-go-yr seminar on cryptography. Students cracked codes and ciphers that led them to particular locations on campus featuring QR codes, ii-dimensional bar codes that students scanned with their smart phones to receive additional clues in the hunt.
• Instructors can as well have students create location-specific content. For example, students at the University of Northern Colorado created a scavenger chase designed to teach other students about local water rights using the ARIS platform.

Data Collection and Sharing

Mobile devices have a variety of mechanisms for collecting and sharing data. Students tin use these devices to generate location-specific content whether on a field trip or on their own.

• Shaul Kelner, associate professor of sociology and Jewish studies at Vanderbilt, taught a grade titled "Tourism, Culture, and Place" in the jump 2011 semester. Students in the course visited different tourist sites effectually Nashville, captured photos of these locations using their prison cell phones while on-site, and then blogged about their visits and their photos later.
• Margaret Rubega, associate professor of ecology and evolutionary biological science at the University of Connecticut, requires students in her ornithology course to use the social media service Twitter to "tweet" about the birds they see as they get about their lives–what birds they see, where they see them, and any connections to course content that occur to the students. They tag their tweets with the hashtag #BirdClass to brand information technology piece of cake for all involved to find and read each other's tweets.
• Lawrence University students in an introduction to environmental scientific discipline class collect geotagged water quality information during field trips using GPS devices and tablet PCs. Students pool their data, then analyze it using geospatial visualization software while however in the field. Many such specialized data collection and analysis tools are developing mobile apps that run on iPhones and other smart phones.

If you're interested in using applied science in the field in your courses, please contact the CFT's educational technologist Rhett McDaniel for help getting started.

Assessment of Field Experiences

• Rubrics developed by the Associate of American Colleges & Universities (AAC&U) including some on civic knowledge and appointment, teamwork, problem solving, integrative and practical learning.
• Reflection papers
• Lab reports
• Suggestions for cess of field courses by the National Association of Geoscience Teachers

Additional Resource for Research on Experiential Learning

• National Society for Experiential Education (NSEE)

References

Behrendt, One thousand., & Franklin, T. (2014). A review of research on school field trips and their value in education. International Periodical of Environmental and Science Educational activity, 9, 235-245. http://doi.org/ten.12973/ijese.2014.213a

Dewey, J. (1897). My pedagogic creed. New York: E. Fifty. Kellogg & Co.

DeWitt, J. & Storksdieck, M. (2008) A short review of schoolhouse field trips: Key findings from the past and implications for the future.Visitor Studies, xi, 181-197, http://doi.org/ten.1080/10645570802355562

Elkins, J. T., & Elkins, N. G. (2007). Teaching geology in the field: Significant geoscience concept gains in entirely field-based introductory geology courses. Journal of Geoscience Education, 55, 126-132. http://doi.org/10.5408/1089-9995-55.2.126

Fedesco, H. Due north., Cavin, D., & Henares, R. (in press). Field-based learning in higher teaching: Exploring the benefits and possibilities. Journal of the Scholarship of Teaching and Learning.

Gardinier, L. & Colquitt‐Anderson, D. (2010). Learning away. New Directions for Didactics and Learning, 2010, 23-29, http://doi.org/10.1002/tl.417

Goh, Due east. & Ritchie, B. (2011) Using the Theory of Planned Beliefs to understand student attitudes and constraints toward attending field trips. Journal of Pedagogy in Travel & Tourism, eleven, 179-194. http://doi.org/10.1080/15313220.2011.575024

Hutson, T., Cooper, South., & Talbert, T. (2011). Describing connections betwixt scientific discipline content and hereafter careers: Implementing Texas curriculum for rural at-chance high schoolhouse students using purposefully-designed field trips. Rural Educator, 33, 37-47.

Lai, K. C. (1999). Freedom to learn: A study of the experiences of secondary school teachers and students in a geography field trip. International Research in Geographical and Environmental Education, 8, 239-255. http://doi.org/x.1080/10382049908667614

Acknowledgements

¹ This guide was originally written in 2010 by Lily Claiborne and John Morrell (Graduate Pedagogy Fellows) and Joe Bandy and Derek Bruff (CFT Banana Directors). It was updated in 2020 by Gregory Smith (Graduate Teaching Fellow) and Heather Fedesco (CFT Assistant Director) to include principal literature research in higher education that has come out since the original iteration.

---

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial four.0 International License.

sandersinginge.blogspot.com

Source: https://cft.vanderbilt.edu/guides-sub-pages/teaching-outside-the-classroom/

Share this post