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dc.contributor.authorHoughton, JJen
dc.contributor.authorMorgan, DJen
dc.contributor.authorGordon, CEen
dc.contributor.authorStokes, Aen
dc.contributor.authorAtchison, CLen
dc.contributor.authorCollins, TDen
dc.contributor.authorCraven, Ben
dc.contributor.authorWillis, Ken
dc.date.accessioned2020-08-17T17:24:33Z
dc.date.available2020-08-17T17:24:33Z
dc.date.issued2020-08-14en
dc.identifier.urihttp://hdl.handle.net/10026.1/16170
dc.descriptionNo embargo required.en
dc.description.abstract

<jats:p>Abstract. Traditional methods of fieldwork delivery can present learners with a range of physical, cognitive and social challenges which may subsequently hinder their ability to engage effectively with learning. We developed a residential geoscience field course designed to be physically accessible to, and socially inclusive of, a diverse range of learners including those with limited physical mobility and neurodiverse conditions. This paper presents the logistical and pedagogical challenges involved in delivering such a field course. In terms of pedagogic design scheduling, pace and timing, and the ability to access content in multiple ways were critical to ensuring that all students were included in the learning. The most effective mitigations were the simplest and benefitted the whole group. Practical interventions found to support access and inclusion for the benefit of all participants included using an audio tour-guide system to communicate with students at field locations, using a four-wheel drive vehicle to improve access to specific locations, providing alternative exercises such as prepared photomicrographs and rock specimens, providing electronic tablets with suitable apps, and selecting accommodation with accessible common-room spaces, and a dedicated quiet room. </jats:p>

en
dc.format.extent183 - 194en
dc.languageenen
dc.language.isoenen
dc.publisherCopernicus GmbHen
dc.titleAccess Anglesey 2018: Lessons from an inclusive field courseen
dc.typeJournal Article
plymouth.volume53en
plymouth.journalAdvances in Geosciencesen
dc.identifier.doi10.5194/adgeo-53-183-2020en
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Science and Engineering
plymouth.organisational-group/Plymouth/Faculty of Science and Engineering/School of Geography, Earth and Environmental Sciences
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA23 Education
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dcterms.dateAccepted2020-07-10en
dc.rights.embargodate2020-08-19en
dc.identifier.eissn1680-7359en
dc.rights.embargoperiodNot knownen
rioxxterms.versionofrecord10.5194/adgeo-53-183-2020en
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden
rioxxterms.licenseref.startdate2020-08-14en
rioxxterms.typeJournal Article/Reviewen


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