Titlebook: Enhancing Fieldwork Learning Using Mobile Technologies; Derek France,W. Brian Whalley,Robert S. Bednarz Book 2015 The Author(s) 2015 Digit

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https://doi.org/10.1007/978-3-030-50773-2 discuss the pedagogic reasons for incorporating technology into fieldwork and promote the concept of Personal Learning Environments (PLEs) for students as a framework for education, with the “tablet” computer (loaded with appropriate apps) enhancing the student’s personal learning experience.

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The Politics of EU-China Economic Relationsr some users are not used to exploring the operating system or realise that you can achieve a result in a number of different ways. Supporting documents are available e.g. for iPads at Apple (.) as well as number of basic guides, see Turner (.). While this chapter is not a ‘how to’ manual it seems a

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https://doi.org/10.1007/978-981-16-6901-9 informal way to share information by communicating within public networks (as in Case Study 19). Additionally, closed groups within social networks can provide a private online learning environment (as in Case Study 20) or to provide an environment for role-play or simulation exercises that require

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https://doi.org/10.1057/978-1-137-51527-8rom some of our research into the benefits of Technology Enhanced Learning in the field. We also provide additional fieldwork and technology resources, and several series of ‘Top Tips’ for practitioners wishing to take these topics further and integrate technology into their own fieldwork teaching p

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The Politics of Economic InterdependenceIn this chapter we look at ways of providing teaching materials for student field use. We consider the creation of a digital field (or laboratory) notebook and include experiences of using a variety of apps for taking notes in the field. We also devote a separate section to PDF file handling.

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https://doi.org/10.1057/9780230629301In this chapter we consider the potential of virtual field trips/guides, reusable learning objects and augmented reality to support fieldwork learning. A variety of case studies are presented to show the necessary development time, support and skills required as well as evaluations of their use by students.

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