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Using Mobile Technologies to

Enhance Accessibility and Inclusion

in Field-Based Learning

Steven J. Whitmeyer*, Dept. of Geology and Environmental Science, James Madison University, Harrisonburg, Virginia 22801, USA;
Christopher Atchison, School of Education and Department of Geology, University of Cincinnati, Cincinnati, Ohio 45221, USA; and
Trevor D. Collins, Knowledge Media Institute, The Open University, Walton Hall, Milton Keynes, UK

ABSTRACT may be considering a geoscience career, but it field-based education and research using
The relevance of field education in the geo- has become clear that many others are disen- mobile technologies. The context of this
sciences has been subject to increasing scru- franchised by these restrictions. work is presented, followed by short
tiny, in part due to the exclusionary nature of Field mapping and data collection are descriptions of field trips and a summary of
traditional field practices that require inde- often viewed as individual experiences, the contrasting uses of technology across
pendent work and physical agility. As an alter- where a geologist collects data in the field these trips. Opportunities and challenges
native, this article presents strategies for without much, if any, contemporaneous with integrating technology and teaching
increasing accessibility and inclusion in col- input from other field workers. However, strategies intended to improve access and
laborative field-based education through the field-based investigations by a group of par- inclusion are discussed, concluding with
use of mobile technologies. We present a ticipants have been demonstrated to build recommendations for practitioners.
series of examples to show how the use of strong ties and increase morale within stu-
mobile technologies in the field can enable dent peer groups through collaborative strat- APPROACH
collaborative observation, data collection, egies that enhance learning in the field Our approach to enhancing accessibility
data sharing, and interpretation. The strate- (Mogk and Goodwin, 2012; Kelley et al., and inclusivity in the field focused on pair-
gies developed in these examples provide 2015). In addition, collaborative fieldwork ing students with physical (mobility) dis-
equitable access to instruction, peer engage- can yield high-density geologic maps, which abilities with students who were fully
ment, and participation in every field exercise. can facilitate improved geologic interpreta- ambulatory on a variety of projects that rep-
We suggest that technological approaches to tions (Whitmeyer et al., 2019). Thus, collab- licated field exercises in an undergraduate
accessibility and inclusion in the field can orative fieldwork can be an important geoscience curriculum. The student cohort
facilitate opportunities for all students to gain approach to effective field data collection consisted of six students who self-disclosed
field experiences that are an important com- and field-based learning experiences. various mobility disabilities and six stu-
ponent of geoscience education. Mobile devices provide new methods of dents who did not disclose any mobility dis-
communication and interaction in field set- abilities. In the first year of the project, field
INTRODUCTION tings and are now commonly used for field exercises were located at several sites in
Field investigations are often a component data collection and even data analyses (Pav- Arizona, while the second year focused on
of geoscience research, and consequently lis et al., 2010; Collins, 2015; France et al., sites in western Ireland. Project outcomes
field-based education has been included in 2015; Allmendinger et al., 2017; Walker et subsequently were disseminated on three
geoscience curricula. However, the relevance al., 2019). In addition, mobile technologies accessible field trips at Mount St. Helens
of field education has been subjected to can enhance real-time communication in the National Volcanic Monument (2017), Mam-
increasing scrutiny (Drummond, 2001; field, facilitating a level of interaction and moth Cave National Park (2018), and Petri-
Dohms, 2011), partly due to an increased collaboration that was previously unattain- fied Forest National Park (PEFO; Atchison
focus on lab-based research. Another concern able. Real-time communication can increase et al., 2019b). Field trip participants (n ≈ 80)
has been the “exclusivity” of traditional field- participation for people with physical dis- included several project participants, along
work, where independence (Healey et al., abilities by enabling collaboration with peers with undergraduate and graduate geology
2001; Maskall and Stokes, 2009) and physical and engagement with field locations that are students with disabilities, and geoscience
conditioning (Kirchner, 1994; Maguire, 1998; remote and inaccessible (Coughlan et al., instructors, some of whom had disabilities.
Feig, 2010) were lauded (Hall et al., 2002; 2011; Stokes et al., 2012; Collins et al., 2016). Mobile communication and data collection
Atchison et al., 2019a; Stokes et al., 2019). The In this paper we outline a strategy for devices (see Supplemental Table SD1 ) facili-
1
attributes cater to outdoor enthusiasts that increasing accessibility and inclusion in tated interaction among project students

1 Supplemental Material: Table SD1 and Figures SD1, SD2, and SD3. Please visit https://doi.org/10.1130/GSAT.S.12501404 to access the supplemental material, and
contact editing@geosociety.org with any questions.

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