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Compulsory outdoor field learning becomes entrenched again in degree programmes

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Compulsory outdoor field learning becomes entrenched again in degree programmes

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The time needed to redesign activities that may have been run "successfully" for many years

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The time needed to redesign activities that may have been run "successfully" for many years

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Perception that change is not needed and will diminish the experience for other students - "we don't have any students using wheelchairs so why does my fieldcourse need to be limited to wheelchair accessible locations?"

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Perception that change is not needed and will diminish the experience for other students - "we don't have any students using wheelchairs so why does my fieldcourse need to be limited to wheelchair accessible locations?"

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The presence of fieldwork within degrees continues to be offputting to some potential students, reducing the diversity of graduates

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Risk that students feel they are missing out, not getting value / full experience. Photos of students in "typical" or "impressive" fieldwork environments are attractive and well-loved by marketing folk, and help to reinforce these ideas of what students will get to experience. It is negative for some but we need to acknowledge that it is attractive for others - how to balance?

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Best practice guides/ cheat sheets for what works, what doesnt and how to develop things most efficiently 

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Best practice guides/ cheat sheets for what works, what doesnt and how to develop things most efficiently 

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Lack of reflection time for both staff & students - adding in more to already full curricula can be overwhelming.

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Lack of reflection time for both staff & students - adding in more to already full curricula can be overwhelming.

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Online field "visit" (Esri Story Map with located video clips) as an example of observing and interpreting a landscape. Asking students to then visit and photograph a local landscape, or use a combination of online research and past personal experience for a chosen location, and submit images and comments for discussion (instead of discussing a collective visit). Much better diversity of landscapes, comments and observations!

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Work with accrediting bodies to determine how their schemes' criteria can be more inclusive/more flexible.

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Work with accrediting bodies to determine how their schemes' criteria can be more inclusive/more flexible.

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there are lots of initiatives and tools out there - it would be good to have a mechanism to collate these resources and provide support to educators to take the next step i.e., beyond using what's there to develop and refine theri own resources

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'Real' fieldtrips are used as a marketing tool and so form the main face of fieldwork (diminishing other efforts?)

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my virtual fieldtrips are here to stay as a para fieldtrip support alongside the 'real' thing AND providing a realistic alternative

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It is when I'm stressed and pressed for time that I develop things that are least accessible and inclusive. When I have to do something quickly I pull together the familiar, which results in less diversity, lower accessibility, lower inclusivity. But if this is mandated as unacceptable corners to cut, then I don't. So lets mandate minimum requirements - gender balance for speakers is a good example of where this is now a baseline expectation.

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The virtual elements developed will be used for breaking down so of the anxiety barriers and maximising expensive fieldwork time for those skills that need to be taught in the field.

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The virtual elements developed will be used for breaking down so of the anxiety barriers and maximising expensive fieldwork time for those skills that need to be taught in the field.

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Because immersive field teaching is still the best way of teaching field disciplines, and whilst some skills can be taught in other ways, some fundamental to the discipline really can't.