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1187 | | Impacts of Cross-Border Cooperation at the EU’s External Borders | Imre Nagy (1); James Scott W. (2)

This panel will investigate the political, economic and environmental significance of local and regional cross-border cooperation (CBC) between the EU and its neighbours within a situation of increasing ‘geopoliticisation’ of regional relations. Moreover, given the present situation of open conflict in the EU’s direct neighbourhood and ethnopolitical tensions in the West Balkans, it is unclear how the EU’s normative goals of territorial cooperation can be reconciled with the contested geopolitical ambitions of various regional actors. One major question concerns the degree to which mutual interdependencies – e.g. in terms of labour markets, infrastructure, cultural ties, economic development and other aspects of everyday life – can transcend conflict and provide a sustainable foundation for CBC in border regions. Another open question remains regarding the feasibility of macroregional strategies as future drivers of improved CBC (e.g. Danube region, Carpathian region). The panel welcomes contributions that address these general questions and deal, for example, with issues such as:
–      Impacts of the war between Russia and Ukraine on CBC;
–      CBC and ethnopolitics in the Western Balkan region;
–      Borders as areas of regional development in Central and Eastern Europe
–      Socio-economic cohesion within Central Europe
–      European integration and geopolitical thinking in Central and South Eastern Europe
–      Impact of migration processes on the CBC at the external borders
–      The changing roles of Euroregions and EGTC in the light of CBC trends. We recommend the session in the form of presentation (lectures) in English

Imre Nagy (1); James Scott W. (2)
(1) Professor of Novi Sad University/Serbia, Institute of Regional Studies Pecs/Hungary, (2) Professor of Eastern Finland University/Joensuu – Finland, Institute of Regional Studies Pecs/Hungary

 
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1187 | 242 | Towards the Establishment of the Eurasian Union: A Case of Cross-Border Cooperation in Education in the Far East | Kohei Matsunaga

To establish international economic relations through trade, for example, plays a key role in making peace. To prevent armed conflicts among nations, however, it is also essential to establish personal-scale relations. Such relations are based not on nationalism but on humanism. Students can easily establish such relations beyond economic or political conflicts. Under the support of the Ministry of Foreign Affairs of Japan, student conferences between Japan and the other country, such as the United States and China, have been held annually. This presentation suggests that cross-border cooperation in education through student conferences could unify different areas, such as Europe and Asia. Any comments or suggestions are welcome.

Kohei Matsunaga
Ritsumeikan University

 
ID Abstract: 242

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1181 | 797 | A walk in the (Science) Park: does disciplinary foreknowledge impact student learning reflections? | Martijn Smit and Veronique Schutjens


Experiences are central to learning. In geography this means that outdoor experiences may influence students’ learning process and its underlying domains: cognitive (knowledge and skills), affective (emotional values) and conative (motivational) (Scott, Humphries & Henri 2019). Especially for first year students, motivational aspects can be crucial to their study behavior and subsequent study progress. Outdoor learning activities can be applied in both a deductive and an inductive approach – respectively theory preceding experience or evidence, or the other way around (Shemwell, Chase & Schwartz 2014)

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. In this contribution we study whether the sequence of an experiential learning activity and plenary lecture(s) on geographical disciplines matters to the type and depth of first year geography student reflections on this learning activity. In a randomized-control trial setting with interventions in the form of assignments in different phases of the course, we investigate the reflections of students who in small groups discuss their interpretations of short audio recordings at five fixed spots on a walking tour at Utrecht Science Park. These audio recordings describe geographical and spatial planning issues from four different disciplinary angles: an urban geography, a spatial planning, an economic geography, and a cultural geography standpoint. In walking groups of four students, every student listens to one particular ‘voice’, and is asked to discuss and evaluate this within their group. Afterwards, student groups and individual students write a short reflection on this learning activity. This contribution reviews the literature, explains the course outline, setting and audio-recordings, and discusses the first findings and results of the student reflection analyses.

Martijn Smit and Veronique Schutjens
Department of Human Geography and Spatial Planning, Faculty of Geosciences, Utrecht University

 
ID Abstract: 797

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1181 | 869 | ‘Farmers in Spain also face problems’: the changing role of international fieldwork in International Development Studies curricula | Gery Nijenhuis

Traditionally, International Development Studies curricula include the option to acquire experience abroad, usually through fieldwork. Leaving the classroom for a stay in Africa, Asia or Latin America, and learning through first-hand experience is often considered as the ‘signature pedagogy’, in geography, but in International Development Studies in particular. Fieldwork enables students to make sense of the messiness of ‘the development context’, to experience collaboration with local stakeholders in practice, and to come to grips with development challenges faced by people in rural and urban settings. It is also considered the best approach to acquire and develop the necessary soft skills, such as intercultural competences, and it facilitates growing awareness of – the ability to deal with – diversity. However, this type of learning outside the classroom is under pressure: we observe that increasingly, International Development Programmes discuss international fieldwork, because of financial and sustainability issues, the question of inclusivity and the ‘decolonizing development’-debate. Why would they send students to Niger to study issues that could also be studied in Spain? This paper discusses the role of international fieldwork in International Development Studies curricula: to what extent do master programmes in International Development Studies in Europe question the role of fieldwork in their curricula, and how are these discussions framed? It is based on the analysis of the curricula International Development Studies programmes in Europe, and interviews with staff and educational managers. _x000D_
The paper starts with a literature review on the role of fieldwork in international development studies, followed by the methodology. We then present the results, followed by a discussion and conclusion. _x000D_

Gery Nijenhuis
Department of Human Geography & Spatial Planning, Utrecht University, The Netherlands

 
ID Abstract: 869

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1181 | 980 | Fieldwork in the Tropical Forests of the Ecuadorian Amazon by Earth Sciences Faculty Students from Mediterranean Countries: A Project Based on Two Public Universities of Barcelona | Gemma Díaz-Martínez, Carles Barriocanal, Cristina Durà-Lahoz, Abril Rochet

Two public universities of Barcelona (UB and UAB), Spain, are providing their students with the opportunity to gain field experience in a scientific station operated by a university in Ecuador (PUCE, Pontificia Universidad Católica de Ecuador) and located in the rain forest ecosystem. This type of experience is valuable for students, especially those studying earth sciences, as it allows them to study and understand different ecosystems, cultures, and societies outside of their immediate vicinity. By spending time in the scientific station, students can gain a better understanding of the characteristics of the rainforest territory, including its social, cultural, economic, and environmental aspects. This type of first-hand experience can help students to better grasp the theoretical knowledge they have learned in the classroom and apply it to real-world situations. Students can develop their degree and master thesis projects in the scientific station. This provides them with a unique opportunity to conduct research in a different ecosystem, which can broaden their perspectives and understanding of the field. Additionally, it allows them to work with a diverse group of people, including local researchers and students from other universities. Overall, providing students with the opportunity to gain field experience in a different ecosystem is a valuable part of their education. It allows them to expand their knowledge, gain new perspectives, and develop important skills that will serve them well in their future careers. We present the diversity of topics studied during the period 2014-2022 that highlights the wide range of interests and research opportunities available to students at the scientific station. By studying different aspects of the biological and cultural diversity of the territory, students can gain a more comprehensive understanding of the complex relationships between humans and their environments.

Gemma Díaz-Martínez, Carles Barriocanal, Cristina Durà-Lahoz, Abril Rochet
Universitat de Barcelona

 
ID Abstract: 980

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1181 | 981 | The Seppo platform allows teachers to create excursions that students can conduct with their smartphone, at a self-selected moment, without the guidance of a teacher in the field. Following an Educational Design Research approach, we tried to identify the characteristics of an effective design. Via two cycles of designing, testing and evaluating, we explored how we could transform four existing teacher-guided excursions to app-supported excursions. The excursions were conducted with a group of 180 Bachelor Geography students in 2022, and again with a group of 165 students in 2023. Various data were collected: observations, surveys and interviews. Answers to questions and videos and drawings created by students were also analyzed. Students preferred to work in small (2-4 students) self-formed groups. We found out that it works best to offer as little textual information in the app as possible, and put additional resources such as explanatory texts, photos, models, graphs in a separate excursion booklet. The app should contain short videos (1-2 minute) in which the teacher raises curiosity and explains the tasks. The videos should not explain what can be seen in the field but let students think and discover themselves. We included drawing tasks (“indicate in the map or cross-section … ”), guided-observation tasks (“take a picture of …”), expert model tasks (“make a video in which you explain…”) and multiple choice tasks with autofeedback. Students were very positive about the final design of the app-supported excursions and highly valued the whole-class debriefings afterwards, in which the teacher gave feedback on their answers, drawings and videos and organized discussions to deepen their fieldwork experience. Also, students said they did not miss the guidance of the teacher in the field. For teachers, the biggest pedagogical advantage was that the app provided easy insight into students’ learning. | Tim Favier

The Seppo platform allows teachers to create excursions that students can conduct with their smartphone, at a self-selected moment, without the guidance of a teacher in the field. Following an Educational Design Research approach, we tried to identify the characteristics of an effective design. Via two cycles of designing, testing and evaluating, we explored how we could transform four existing teacher-guided excursions to app-supported excursions. The excursions were conducted with a group of 180 Bachelor Geography students in 2022, and again with a group of 165 students in 2023. Various data were collected: observations, surveys and interviews. Answers to questions and videos and drawings created by students were also analyzed. Students preferred to work in small (2-4 students) self-formed groups. We found out that it works best to offer as little textual information in the app as possible, and put additional resources such as explanatory texts, photos, models, graphs in a separate excursion booklet. The app should contain short videos (1-2 minute) in which the teacher raises curiosity and explains the tasks. The videos should not explain what can be seen in the field but let students think and discover themselves. We included drawing tasks (“indicate in the map or cross-section … ”), guided-observation tasks (“take a picture of …”), expert model tasks (“make a video in which you explain…”) and multiple choice tasks with autofeedback. Students were very positive about the final design of the app-supported excursions and highly valued the whole-class debriefings afterwards, in which the teacher gave feedback on their answers, drawings and videos and organized discussions to deepen their fieldwork experience. Also, students said they did not miss the guidance of the teacher in the field. For teachers, the biggest pedagogical advantage was that the app provided easy insight into students’ learning.

Tim Favier
Utrecht University

 
ID Abstract: 981

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1181 | 672 | Doing fieldwork, making zines: crafting space for experiential learning | Dan Swanton

In this paper I reflect on the use of assessment in field courses and how assessment design can develop field experiences into experiential learning. Zines are a form of participatory media that often make space for marginalised voices and alternative perspectives. Most zines are hand-made, self-published and individualised booklets that have a small circulation. They are do-it-yourself artefacts that combine text with collage and drawing to create a visual object. In my course students make zines to share field stories and research materials from the field, as well as reflect on the experiences of doing fieldwork. Over the last 5 years I’ve come to understand zines as a misfitting assessment. For example, zines cause plagiarism software to breakdown; zines disrupt common grade-related marking criteria; they short-circuit many of the conventions of academic essay-writing; and generative AI (like ChatGPT) struggles to produce a hand-made zine based on a specific field experience. But more importantly the misfitting qualities of zines make space for students to work creatively and visually with their field experiences. In their zines students are encouraged to develop a distinctive voice, and to write from their experiences. Zines offer a medium for questioning the production and authorisation of geographical knowledge, engendering a critical and searching curiosity about what counts as knowledge and who’s voice matters. Zines nurture more inclusive practices of producing and sharing knowledge. In the paper I’ll share examples of student-made zines to show how this zine assessment offers one way of making space for students to reflect on and examine their learning by making space for creativity, curiosity and collaboration.

Dan Swanton
University of Edinburgh

 
ID Abstract: 672

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1181 | | The power of fieldwork: enhancing student learning in the outdoors | Tim Favier (1); Dan Swanton (2); Veronique Schutjens (1)


Fieldwork is a core pedagogical practice in geographical curricula worldwide and the ultimate form of place-based education in higher education. With the interpretation of immersive experiences outdoors, theory can be put into practice – and the other way around, as practice marks stepping-stones towards understanding theoretical concepts. However, there seems to be untapped potential of fieldwork for student learning, in at least four ways

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. First, teachers send students outdoors, but often insufficient time is dedicated to allowing students to reflect deeply on interpreting and evaluating their experiences (Simm & Marvell 2015). Second, the learning potential of fieldwork is underused when it is not linked to earlier experiences of outdoor learning (ie using longer individual learning lines), or misses opportunities to value the interpretations and evaluations of other students through collective or peer learning (Golightly 2018). Third, there is a growing awareness of the importance of designing inclusive fieldwork opportunities in recognition that not all students have had equitable access to outdoor learning spaces and the learning opportunities they afford. And fourth, during the Covid-19 pandemic, many educators transformed traditional fieldwork into virtual fieldwork, or let students conduct self-directed excursions with smartphone apps. This increased our insight in the use of geospatial technologies in fieldwork activities and challenged established pedagogies of field teaching. Now is the time to take stock of approaches and experiences of richer fieldwork learning and ask how can we turn fieldwork experiences into deep learning for all students?

Tim Favier (1); Dan Swanton (2); Veronique Schutjens (1)
(1) Faculty of Geosciences, Utrecht University, The Netherlands, (2) School of GeoSciences, University of Edinburgh, United Kingdom

 
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1181 | 384 | Empowering Students Through Multi-Staged and Cross-Disciplinary Fieldwork: Lessons from the ‘Global Research Academy’ | Dr. Robert Cowley

This paper reflects on a recent fieldwork-based initiative, themed around the ‘sustainable city’, which had four untypical characteristics. First, it involved PhD students (for whom collective fieldwork activities are not normally organised). Second, it was jointly organised by three universities (in London, Berlin and São Paulo) – a type of collaboration not normally considered in relation to student fieldwork. Third, it involved staff and students from a variety of disciplinary backgrounds (a strikingly rare approach given the ongoing valorisation of interdisciplinarity in higher education). Fourth, the students committed to multiple field trips, as well as ongoing collaboration between these: ten first-year PhD students from each institution were to spend a week together in one of the cities over three summers, working in groups to design and complete a project of their own choice. While acknowledging several limitations to the potential replication of this initiative elsewhere, the paper discusses two of its features with wider pedagogical relevance: (a) fieldwork taking place in multiple phases, enabling deeper engagement and longer learning lines; and (b) fieldwork organised jointly by different universities, or by different departments, enabling the development of richer skill sets and peer learning. A series of related coordinatory problems and uncertainties are highlighted, but recast as generative of a ‘flatter’ organisational structure giving students co-creative agency in their collective learning experience.

Dr. Robert Cowley
Department of Geography, King’s College London

 
ID Abstract: 384

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1181 | 458 | Tricks and practicalities of a fieldtrip to Berlin: Students explore reflexivity through outdoor mobile research | Aled Mark Singleton

This paper discusses how we teach the tricks, practicalities and ethics of outdoor mobile research, including data collection techniques and exploring places through group tours. I focus on year two undergraduates in the social sciences. Of significance, this is the first time in their degree that many students are able to explore the concept of reflexivity, and to learn how their position will affect their work._x000D_
This case study concerns a group of twenty human geography students and three staff, who take a purposefully lower carbon bus trip of 1500km to Berlin, in Germany, from Swansea, in Wales, UK. Critically, this week-long format allows overnight stays in Maastricht, Netherlands, and Antwerp, Belgium. This provide opportunities to ease ourselves into – and out of – the field. For example, students experience three different languages and cultures. On the carbon theme we note many more wind turbines compared to the UK _x000D_
Whilst in Berlin we use tools from the psychogeographer’s toolbox to plan and execute excursions through urban space. The students split into smaller groups and are given four specific lines to follow on the ground. For example, one mission is to find the inner line of the Berlin Wall. This space is less celebrated than the bigger memorials. Less signage means that they focus harder and take more notice of everyday life. _x000D_
Each of the three days in the city covers different elements of the past, present, and future. The walks themselves, museum visits and public transport rides become spaces for teaching. For example, the Jewish Museum has a strong emotional resonance. One smaller group reflects on their experience of using public transport and how welcoming the city is. They interview each other, make films, take voice notes and take photos. _x000D_
Altogether the field trip prepares them for third year individual dissertation projects.

Aled Mark Singleton
Swansea University

 
ID Abstract: 458

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