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Sustainicum Collection

Consus Qëllimi i projektit është të krijojë një rrjet rajonal shkencor-shoqëror për risitë e qëndrueshmërisë në Shqipëri e Kosovë me qëllim forcimin e lidhjes dhe bashkëpunimit të institucioneve në fushën e arsimit të lartë, kërkimit dhe praktikës.
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Resource facts

  • 11 deri në 30 studentë
  • Deri në 3 njësi leksionesh
    4 -7 njesi leksionesh
    deri ne 1 semester
    Me shume se 1 semester
  • Lidhja me Web e nevojshme
  • Anglisht

Resource Description

Fieldwork(Resource ID: 51)

Fieldwork is a vital and valuable group exercise that can be used to facilitate education for sustainable development. The basic procedures involved in carrying out fieldwork are to identify the area of interest, locate a suitable place to visit and to analyse the data obtained using suitable statistical strategies to interpret the findings of the research. Participants are provided with an opportunity to develop their cognitive and affective learning while working together as a group. Fieldwork aids motivation and self-development as the participants are required to demonstrate responsibility and behave in a professional manner. Fieldwork provides an opportunity for students to be creative and gives them a sense of ownership over their learning. It enhances learning by providing participants with opportunities to practice skills of enquiry and problem solving in everyday situations. This sensory experience to learning aids memory and meta-cognition. In addition, practical skills gained are essential in connecting theory learned within the classroom to real life situations.

There are typically three stages involved in Fieldwork: pre-field stage, field stage and post-field stage. All three stages are guided by the facilitator, who should be well organised and knowledgeable in the area under investigation, provide clear expectations of the participants and ensure the participants take an active role in the process.

 

Pre-field stage:

-          Define the aims and objectives of the fieldwork.

-          Create a list of stakeholders who could be involved in the fieldwork.

 

The facilitator should select a course study region that is in close proximity to the Institution, has sustainability initiatives present and possible challenges. Taking participants on fieldwork requires careful planning of the learning outcomes that are to be achieved and attention to possible health and safety risks. Facilitators need to familiarise themselves with the policies in place for conducting fieldwork in their particular institution. It is advisable that the facilitator has developed clear objectives of the learning experience, collected the appropriate equipment, pre-visits the site, decides on a date to go to the field and mode of transport. It is the responsibility of the facilitator to identify any potential risks to the participants and to manage them appropriately. Students should research the relevant literature prior to departure.

Field stage:

-    Participants should actively be involved in a real life practical investigation.

-  Participants should ensure they achieve the objectives set out prior to fieldwork.

-  Participants should obey health and safety guidelines at all times.

Post-field stage:

-   Gather the data obtained from the group work and identify of possible ways the data could be analysed.

In small groups or individually present the findings using graphs/charts and supporting literature. In their groups participants should identify constraints and barriers of the area under examination and suggest potential stakeholders that could get involved in the development/improvement of the investigated area.

Lloji i metodës së mësimdhënies
  • Brain storming
  • Diskutim / debat
  • Simulim
  • Reflektim
  • Metodë krijuese
Përpjekjet për përgatitjen
Të pakta
Përshkrimi i përpjekjeve të përgatitjes
The facilitator of the fieldwork should provide participants with relevant documents and information on the particular area under investigation (such as census profiles, land use plans, official community plans). Possible stakeholder groups should also be discussed using case studies. Any materials/equipment required for the fieldwork should be gathered and stored appropriately for the fieldwork
Necessary documents / materials

NA

Integrimi i palëve të interesuara
Participants could be introduced to a wide range of stakeholders prior to carrying out the fieldwork such as electoral area directors; business operators working in diverse sectors such as accommodations and arts and culture; farmers; community volunteers; leaders of diverse non-profit organisations. Bringing in such an individual could add huge value to the grounding of the topic within the local development discourse. Stakeholders could also be involved during the fieldwork stage for example giving tours of organic farms, walkabouts in newly designated community gardens, formalised boardroom meetings, and gatherings in local restaurants, business establishments and their homes.
Situatat e duhura për këtë metodë
The activity’s relevance to sustainability is strong, as the topics discussed will incorporate numerous aspects of development and sustainability (geographical, urban or rural planning, social aspects). Participants should be better equipped and informed to carry out future fieldwork in other subject areas.
Pikat e forta të metodës
-Allows students to be exposed to new environments in order to increase their depth of understanding
-Hands-on experience that is critical for skill development
-Links to the theory being studied
-Direct involvement and responsibility of their own learning
-Encourages students to appreciate diverse landscapes and helps to recognise the importance of conserving and preserving the environment
-Enables the knowledge to be truly embedded
-Demonstrates relevance

The intended learning outcomes are to enable the participants to better understand the complexities of sustainability and innovation at the local/regional level. The activity allows the participants to experience relevant situations first hand from a variety of different perspectives which is vital for their development. Further, it encourages active learning and creativity in investigating real world situations.
Pikat e dobëta të metodës
-May be difficult to locate a suitable area close to the Institution
-Need to have suitable weather conditions
-Difficult to work around student timetable, for example if the class are leaving the University for the day it must not affect other lecturers’ material that they have to cover
Assessment / evaluation
Fieldwork could be assessed by submitting a report of the findings or delivering the findings through a group presentation using PowerPoint. Participants could create a digital story about the three stages involved; pre-field stage, field stage and post-field stage. To evaluate the fieldwork activity, class discussions or debates could be organised.
Burime dhe lidhje

UNESCO, (2010). Teaching and learning for a sustainable future, a multimedia teacher education programme. Available

http://www.unesco.org/education/tlsf/mods/theme_d/mod26.htmlC

Financuar nga
This teaching resource, realised within the project ConSus, has been funded with the support of the TEMPUS of the European Union. The contents reflect the views of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

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Kontakt

Audrey O’Grady
samantha.prior(at)ul.ie
This teaching resource is allocated to following University:
UL - University of Limerick
Institution:
University of Limerick
Data:

Licensa

Creative Commons
BY-NC-ND

Lloji i metodës së mësimdhënies

  • Brain storming
  • Diskutim / debat
  • Simulim
  • Reflektim