Innovative Learning and Teaching

The New Zealand Research Project addresses the currently under-developed potential for gaining an innovative field experience and innovative learning and teaching in geography, which is naturally an interactive / practical and field-based subject. Several innovative learning and teaching methods applied in this module of study are:

A very strong research focus; i) implicitly based on staff interests (Jenkins, 2000) and ii) promoting active undergraduate involvement in departmental research (Healey, 2005).

Development of an online GIS-based VFC with interactive hypothesis testing (e.g. Bishop et al., 1995) to encourage problem-based learning (Spronken-Smith, 2005). The VFC will include logistical, climatic and regional information to aid the students to produce a pre-departure research proposal, including a risk assessment. This will enable integrated preparation (Kent et al., 1997), rapid acclimatisation and focus, and thus field time efficiency similar to an academic research campaign (Warburton et al., 1997). The VFC will also be a valuable resource available to widen participation, permitting others to ‘visit’ the area and to investigate data collected.

A field trip that emphasises co-learning (Le Heron et al., 2006) by applying research methodology in the field
(Panelli and Welch, 2005).

A post-fieldtrip conference that will provide a forum for students to present their research to an academic audience.
This will form a valuable research exercise but will also enrich students’ transferable skills portfolio. 

Publication of students’ short papers in a module volume will disseminate their work and provide a hard copy
(and digital.pdf online) of output available to all.

In more detail, the New Zealand Research Project has a distinct structure and content.