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similar level of accuracy and precision as precluded effective video links, students Student Engagement
analog compasses, as long as the digital used the PhotoSync app to share still images This study was initially focused on evaluat-
compass is calibrated correctly (Novakova and discussed the geologic features in the ing learning outcomes related to geoscience
and Pavlis, 2017; Whitmeyer et al., 2019). We photos using two-way radios. field content, but soon expanded to identify
noted an advantage to using the iPads for Even with our attempts to secure robust overall collaborative inclusion and engage-
measurements when several of the students wireless signals for real-time communica- ment of field activities in sites with limited
with mobility disabilities had difficulty get- tions, we still encountered many situations physical accessibility. Engagement and over-
ting close enough to utilize a handheld com- where asynchronous methods of data collec- all enjoyment were palpable, mostly because a
pass on an outcrop surface. tion were necessary. Students always had the geoscience field study of this kind, which
Field geologists who predate the mobile option of taking photos or recording videos included multiple students with similar physi-
technology revolution are accustomed to using the iPad’s native camera, which could cal disabilities, was designed specifically to
using paper field books for notes and be shared with their team members at a later address student needs. All students realized
sketches, and often find note-taking apps for time. GoPro wearable video cameras were they were part of a foundational study to
mobile devices less intuitive to use. How- extensively used to record traverses across a enhance access to field learning and were
ever, students who are accustomed to using field area and to highlight important geo- aware that their personal well-being was con-
mobile devices for communications and logic features. Photos and recorded videos sidered in the design. The study remained
social interactions easily adapted to using served as important field data that were used flexible to enable their voices to drive the
apps like Notability, Evernote, and Skitch to to both complete field exercises and to docu- direction of the activities, especially when
record field observations. Students appreci- ment field experiences. unavoidable changes in environmental condi-
ated the capability of these apps to import tions (e.g., daily weather) caused us to reeval-
pictures taken with the iPad cameras, mak- Facilitating Connectivity in the Field uate our plans. Taken as a whole, students
ing it easy to associate field photos with text As with any field equipment, there is a were not used to having an opportunity that
annotations and explanations, and to draw degree of contingency planning needed was meant to include them, their strengths
interpretive sketches on photos. when introducing mobile technology. Most and abilities, which undoubtedly impacted
Another advantage of mobile devices is crucial is the time taken to set up equipment overall engagement and enjoyment. However,
the ability to preload data and maps on the in the field or fix problems that could not everything was enjoyable and engaging
device for later asynchronous use. Mapping impact students’ learning experiences. Pre- all of the time. The students without disabili-
apps like FieldMove allow users to preload configuring the LAN (e.g., connecting the ties, who generally had more field experience
georeferenced aerial photos or topographic routers, testing them, and packing them than their disabled peers, were often left feel-
base-maps for fieldwork. Geologic reference ready for deployment) helps minimize the ing as if they were only being used to collect
data and information can be preloaded on setup time in the field. Knowledge of the data in sites that their colleagues could not
iPads with an app like Flyover Country. We field sites and the activities at each site is access. Additionally, switching between tech-
used this app to load state-level geologic crucial to ensure that network coverage is nologies that were new to most of the students,
maps and information for southern and east- sufficient (while minimizing redundancy). and the occasional lag-time between audio
ern Arizona for our journey from Phoenix to Revisiting known sites enables the re-use communication and photo/video sharing, neg-
Holbrook during the PEFO field trip. This and rapid deployment of effective technol- atively impacted engagement and collabora-
provided participants with background geo- ogy configurations. Bringing spares of tive outcomes overall.
logic and cultural information for reference essential components (e.g., batteries, cables)
as they traveled through a region of interest. into the field enables faulty equipment to be CONCLUSIONS AND IMPLICATIONS
easily replaced. Also important is to pre- The integration of mobile communication
Audio and Video Communications in pare alternate resources (e.g., two-way and data collection technologies can have a
the Field radios) and activities to be used in the case positive impact on teaching and learning in
We experimented with video broad- of technology failure. field-based activities. Increased collaborative
casting apps that were less successful Effective use of a LAN in larger field engagement and social inclusion in the learn-
(e.g., Livestream), prior to settling on the areas usually requires the services of a field ing community is achievable, even when stu-
AirBeam app for video streaming with a technology expert. The expert not only con- dents are separated across field sites with
LAN. This facilitated video communica- figures the network, but also tests it and variable accessibility. Real-time communica-
tions among team members with a minimal deploys it in the field prior to the arrival of tion between groups enables data sharing,
delay (<5 seconds). At both the Lough students. Invariably, unforeseen challenges shared observations, and interpretations that
Derryclare and Renvyle Point field sites, stu- occur during a field session, and it is essen- are not commonly done when working groups
dents with mobility disabilities found that tial to have the tech expert available in the are separated. This social inclusion and col-
video communications with their partners field to troubleshoot problems that develop. laboration is important because it gives stu-
provided a level of accessibility to remote We often used two-way radios for commu- dents ownership in the learning environment.
outcrops that would not have been possible nication between participants and the expert However, the integration of technology can
without the technology. In some situations, in order to resolve issues. Some technologi- introduce additional challenges to the student
near real-time transfer of photos and still cal challenges were not solvable in the field field experience. Students often have varying
images between team members effectively and necessitated the development of new levels of field experience, geology content
substituted for video communications. solutions after returning from the field in knowledge, and comfort with using technol-
Where weather or connectivity challenges order to mitigate future problems. ogy to collect data and communicate. Varying

8 GSA Today | September 2020