Forest Sciences Field Education at the University of Helsinki

Transkriptio

1 Silva Network, Prague, June 26-27, 2017 Forest Sciences Field Education at the University of Helsinki Mika Rekola, University of Helsinki Maatalous-metsätieteellinen tiedekunta / Henkilön nimi / Esityksen nimi

2 Forest Field Station Hyytiälä 2

3 Table of Content Background Field Education today Results on feedback and learning outcomes Future directions Conclusions Faculty of Agriculture and Forestry/ Koot i

4 Background Faculty of Agriculture and Forestry/ Koot i

5 Hyytiälä Forest Station since 1910

6 Forest as lecture room Learning by doing Research connected to teaching Hyytiälä field courses effects the development of forestry in Finland

7 Hyytiälä today Organisation: University of Helsinki Faculty of Agriculture and Forestry Department of Forest Sciences/Department of Physics (SMEAR station) Staff (# of employees) Forest sciences (10) Physics (6) Technical services (3) Forest land around (1000 ha) owned by State Forest and Park Service, Metsähallitus

8 Field Education today First year students (60 students) courses: Introduction to forest and forestry 1 week in autumn for new students Forest ecology 2 weeks, first year students Silviculture, forest management, economics and tehchnology 7 weeks Second and later years: Forest management plan 2 weeks MET250 2 weeks Planning of ditch cleaning or restoration 2 weeks Measuring of air pollutants 2 weeks Maatalous-metsätieteellinen tiedekunta / Koot

9 Results on feedback and learning outcomes Relevant theoretical model to analyse field education is provided for example with Model of integrative Pedagogics (Tynjälä & Gijbels 2012, Tynjälä et al 2014). Learning outcomes has been measured (Assessment) with practical tests such as plant recognitions and tree analysis. Metacognitive learning assed e.g., with learning diaries Maatalous-metsätieteellinen tiedekunta / Koot

10 Integrative Model of Learning Tynjälä (2008) 10

11 Results on feedback and learning outcomes Instructions for learning diaries (n=29) 1. Topics 2. What you learned, summarize! 3. Perceptions of and opinions on learning outcomes and teaching Results from learning diaries: main observations Students perceive the possibility of integrating theoretical knowledge with practical field experiences especially valuable. Some students are critical to any inefficiency of time management during the field course. Maatalous-metsätieteellinen tiedekunta / Koot

12 Results on feedback and learning outcomes - Positive It was really nice to see in the nature those species that we have learned earlier only in the lab, and it was not earlier than now when I realized that you may identify the plant also based on the envronment where the plant is growing. And moreover, how some plants indicate a particular and sometimes a rare characteristics in nature (Student #2) Oli todella kiva päästä näkemään kasviluokassa pänttäämiämme lajeja luonnossa, ja nyt vasta ymmärsi kuinka toisaalta kasvin voi tunnistaa myös sen perusteella missä se kasvaa, ja toisaalta kuinka joku kasvi taas voi ilmentää jotain tiettyä, harvinaistakin ominaisuutta luonnossa (Student # 2) Maatalous-metsätieteellinen tiedekunta / Koot

13 Results on feedback and learning outcomes - Positive It was, however, very interesting when we put together the site exploration and the soil analysis. Before we had had a look on the site mostly based on plants. (Student #14) Oli kuitenkin erittäin mielenkiintoista, kun yhdistettiin kasvupaikan tutkimiseen myös maaperätutkimus. Aiemmin oli katsottu kasvupaikkaa lähinnä kasvien perusteella. (Student #14) Maatalous-metsätieteellinen tiedekunta / Koot

14 Results on feedback and learning outcomes Negative We had quite a lot of time per demonstration plot. So, we had quite a lot of time for just standing there. (student #4) Teacher s voice was low and frequently I did not know which plant was circulated. Talking also started before everyone was on the site (Student #4) Having a party yesterday night made me feel bad, so, to study was almost impossible. I was just along with others and sitting on the ground, trying to keep myself not sleeping - however not always with a good success. (Student #3) Maatalous-metsätieteellinen tiedekunta / Koot

15 Results on feedback and learning outcomes overall feedback It has been a nice weather almost every day, and thus staying in Hyytiälä has been more than pleasant. I truly believe this will become the best summer ever! Big plus being all our wise teachers and helpful assistant (Student #3) Finally two and half weeks went really fast and my main thoughts about the course are positive. I am happy that I decided to take this course. I learned again many new things and I can see the forest from a new perspective. (Student #6) Maatalous-metsätieteellinen tiedekunta / Koot

16 Future directions Text, slides, video, podcast,, squizz, test, simulation, Powtoon.. (e-learning) Face-to face communicate with people (Reality) Digital communication (Social media) Augmented, Mixed, and Virtual Rearlity (AR/MR/VR) HU Virtual Reality lab 16

17 Future directions More attention to new learning outomes: Generic skills: group work, communication, time management, Self-regulative knowledge: agency & independence, self awareness, Communication not only with forest but people. To get to know yourself as well 17

18 Conclusions: Traditional Field Courses highly relevant (but costly) New field learning methods coming (SoMe, e- learning, VR) Learning outside academia: work, internship, hobbies, volunteer activities, Importance of generic skills and self-regulation (motivation and agency) Maatalous-metsätieteellinen tiedekunta / Koot

19 References Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational research review, 3(2),

20 Thank you! Contact details Maatalous-metsätieteellinen tiedekunta / Koot