ACADEMIC AND SOCIAL ENGAGEMENT THROUGH STUDENT-LED PHOTO AND VIDEO DOCUMENTATION IN COLLABORATIVE GEOSCIENCE FIELD LEARNING

The NSF GEOPATH project Engaging Students in Inclusive Field Experiences via Onsite and Remote Partnerships examined approaches to creating more accessible and inclusive field learning experiences for students with physical disabilities through the use of collaboration and technology. Field teams were comprised of students with a range of physical abilities. Students documented field data and shared their experiences with teammates working from different locations using digital tablets connected on a portable wireless network and GoPro cameras. Analysis of interview and observation data indicate that encouraging student photo and video documentation provides a number of academic and affective benefits during field learning activities. By reviewing video footage with team mates who were working elsewhere, all team members had the opportunity to engage (or engage again) with the field site, sometimes making new observations of details not noticed in the field and providing additional opportunities for academic and social engagement. In terms of accessibility, wearable cameras provide a hands-free way to document field observations while examining rocks, taking measurements and moving through the field site. For teammates who could not physically access some locations, students felt that the first-person vantage point of wearable cameras provided a better understanding of both the geologic and environmental setting in which the data was collected as well as the personal experiences of their teammates. Though not without shortcomings, wearable cameras have the capacity to improve social inclusion for students with limited mobility in field learning activities and enhance the academic and affective experience for all students.