W Brian Whalley
Biographic Data
| ID | 1837858 |
|---|---|
| NAME | W Brian Whalley |
| GIVEN NAMES | W Brian |
| FAMILY NAME | Whalley |
| SIGNATURE | WHALLEY W B |
| AFFILIATIONS | University of Sheffield |
| ORCID | 0000-0003-3361-3527 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 95 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 6 |
On teaching geomorphology
Students new to geomorphology need to observe and interpret complex landscapes and features being acted upon in space and over widely-varying time periods. These observational complexities are generally communicated via textbooks as much as fieldwork. This article presents an explanatory schema by linking materials (M), process-mechanisms (P) to the visual aspects and geometry (G) of the landscape. This MPG schema can be viewed within the ‘Critic…
The science tradition in physical geography
In this article an overview is made of the subject content of A level 2016 specifications of physical geography by contextualising physical geography and by examining the concept of ‘powerful geographical knowledge’. A review of several current (2016) examination board A level specifications of physical geography is presented; all have optional components, especially for ‘landforms’. These ‘options’ restrict coverage in certain topics compared wi…
Do educators realise the value of Bring Your Own Device (Byod) in fieldwork learning
This paper explores the benefits, barriers and challenges of BYOD (Bring Your Own [mobile] Device) in fieldwork teaching through the views of Higher Education practitioners who have and have not used BYOD in fieldwork. While the use of BYOD has been explored within classroom settings, there are few studies on the use and impact on BYOD in fieldwork. This study investigated the educational benefits of BYOD and the barriers and challenges associate…
Cuchlaine Audrey Muriel King (26 June 1922-17 December 2019)
Cambridge, FRS, and with a distinguished record as a military geologist in both world wars.Cuchlaine grew up in an academic and geologically focused environment in Cambridge and with family holidays in Wensleydale.Cuchlaine King graduated with a certificate (and later degree) in geography from Cambridge in 1943, a year after her sister Margaret, where she specialised in physical geography and surveying.Her meteorological knowledge was useful as a…
Would Bring Your Own Device (Byod) be welcomed by undergraduate students to support their learning during fieldwork
This paper reports student perceptions of the benefits and challenges of Bring Your Own Device (BYOD) in a fieldwork context. Student perceptions from six field courses across two institutions have been gathered using questionnaires and focus groups. Whilst a number of studies have focused on BYOD in a classroom context, little research has been undertaken about BYOD in a fieldwork context. The key findings suggest that around one fifth of studen…
Evaluating student assessments
The concepts of optimal foraging theory and the marginal value theorem are used to investigate possible student behaviour in accruing marks in various forms of assessment. The ideas of predator energy consumption, handling and search times can be evaluated in terms of student behaviour and gaining marks or ‘attainment’. These ideas can be used to examine student responses to dealing with assessments by examining a marks awarded/time-on-task curve…
Ability of students to recognize the relationship between using mobile apps for learning during fieldwork and the development of graduate attributes
The increasing importance of employability in Higher Education curricula and the prevalence of using mobile devices for field-based learning prompted an investigation into student awareness of the relationship between the use of mobile apps for learning and the development of graduate attributes (GAs) (and the link to employability). The results from post-fieldwork focus groups from four field courses indicated that students could make clear link…
Student perceptions of iPads as mobile learning devices for fieldwork
This paper reports findings from six field courses about student's perceptions of iPads as mobile learning devices for fieldwork. Data were collected through surveys and focus groups. The key findings suggest that the multi-tool nature of the iPads and their portability were the main strengths. Students had some concerns over the safety of the iPads in adverse weather and rugged environments, though most of these concerns were eliminated after us…
Enhancing fieldwork learning with technology
This research paper reports the findings from an international survey of fieldwork practitioners on their use of technology to enhance fieldwork teaching and learning. It was found that there was high information technology usage before and after time in the field, but some were also using portable devices such as smartphones and global positioning system whilst out in the field. The main pedagogic reasons cited for the use of technology were the…
Geotagging Photographs in Student Fieldwork
This resource paper provides guidance for staff and students on the potential educational benefits, limitations and applications of geotagging photographs. It also offers practical advice for geotagging photographs in a range of fieldwork settings and reviews three free smartphone applications (apps) for geotagging photographs (Flickr, Evernote and Panoramio). Geotagged photographs have the potential to encourage post-fieldwork student reflection…
Curriculum Development
We take a fresh look at geography curricula and their appropriateness to the demands of the 21st century. We reflect on the purpose, content and relevance of undergraduate geography curricula in an age of ‘supercomplexity’. Geography curricula, by their nature, are varied and multiple, with different countries often privileging different types of geographical knowledge and skills. The paper emerges from a group of US and UK geographers and so foc…
Undertaking a Dissertation from Start to Finish
The dissertation is still seen as the pinnacle of studies for an undergraduate programme of studies in most geography, earth and environmental sciences (GEES) departments in the UK, yet how do we prepare students to undertake the work and what do students think of the experience? This paper examines the student perspective of the dissertation experience via the analysis of questionnaires issued to former students in two UK institutions. As an ext…
Weathering, Blockfields, and Fracture Systems and the Implications for Long-Term Landscape Formation
(2004). Weathering, Blockfields, and Fracture Systems and the Implications for Long-Term Landscape Formation: Some Evidence from Lyngen and Øksfordjøkelen Areas in North Norway. Polar Geography: Vol. 28, No. 2, pp. 93-119
Landscape development, collective amnesia and the need for integration in geomorphological research
Studies of long–term landscape change have been central to the development of ideas in geomorphology. This paper examines the history of these ideas in the context of a spiral growth model, in which progress is punctuated by ‘paradigm shifts’ and important concepts are periodically revisited. This model is used to chart the widespread abandonment of landscape research in Anglo–American geomorphology in the 1960s and 1970s and its replacement with…
Two Examples of the Use of 'Electronic Posters
This paper outlines the implementation, production and assessment of electronic posters in two undergraduate classes. In one case the material was prepared in PowerPoint, the other as a World Wide Web presentation using HTML. The advantages of each are described, together with the marking schemes and some comments about implementation. Students worked in small groups but were given individual marks. Overall, the use of electronic media was liked …
Rockglaciers
All righlS a n: n:sc:rvcd.whelher lhe whok or pari uf lhe malerial i$ concerned .sp«ifica lly Ihe rights of tra"sl~t io n .reprinling.reu sc of illuSlrations.rc.:italion.broadcasting.reproduclion o n microfilm or in any u lher ",•ays.and storage in dala hanks.Duplication of Ihis publica tion or p.arls therrof is pcrmilled on ly under the provisions of lhe ~rman COP)'rithl La w ofSepiember 9. 1%5. in its e urrem '•crsion .a nd
Rockglaciers
Geomorphology in Environmental Management. A New Introduction
Rock Glaciers
Glacial Geologic Processes
Footpath Deterioration in the Lyngen Peninsula, North Norway
Footpath trampling results in the deterioration of the physical and structural properties of a track surface. The effects of regular trampling by members of a large expedition in an area of arctic heath were assessed over a six-week period and again the following summer. Characteristic visual changes included the reduction in vegetation cover, and an increase in the width, depth, and extent of lateral erosion. Trampling increased soil compaction …
Curriculum Development
We take a fresh look at geography curricula and their appropriateness to the demands of the 21st century. We reflect on the purpose, content and relevance of undergraduate geography curricula in an age of ‘supercomplexity’. Geography curricula, by their nature, are varied and multiple, with different countries often privileging different types of geographical knowledge and skills. The paper emerges from a group of US and UK geographers and so foc…
Enhancing fieldwork learning with technology
This research paper reports the findings from an international survey of fieldwork practitioners on their use of technology to enhance fieldwork teaching and learning. It was found that there was high information technology usage before and after time in the field, but some were also using portable devices such as smartphones and global positioning system whilst out in the field. The main pedagogic reasons cited for the use of technology were the…
Glacial Geologic Processes
Student perceptions of iPads as mobile learning devices for fieldwork
This paper reports findings from six field courses about student's perceptions of iPads as mobile learning devices for fieldwork. Data were collected through surveys and focus groups. The key findings suggest that the multi-tool nature of the iPads and their portability were the main strengths. Students had some concerns over the safety of the iPads in adverse weather and rugged environments, though most of these concerns were eliminated after us…
Undertaking a Dissertation from Start to Finish
The dissertation is still seen as the pinnacle of studies for an undergraduate programme of studies in most geography, earth and environmental sciences (GEES) departments in the UK, yet how do we prepare students to undertake the work and what do students think of the experience? This paper examines the student perspective of the dissertation experience via the analysis of questionnaires issued to former students in two UK institutions. As an ext…
Geotagging Photographs in Student Fieldwork
This resource paper provides guidance for staff and students on the potential educational benefits, limitations and applications of geotagging photographs. It also offers practical advice for geotagging photographs in a range of fieldwork settings and reviews three free smartphone applications (apps) for geotagging photographs (Flickr, Evernote and Panoramio). Geotagged photographs have the potential to encourage post-fieldwork student reflection…
Would Bring Your Own Device (Byod) be welcomed by undergraduate students to support their learning during fieldwork
This paper reports student perceptions of the benefits and challenges of Bring Your Own Device (BYOD) in a fieldwork context. Student perceptions from six field courses across two institutions have been gathered using questionnaires and focus groups. Whilst a number of studies have focused on BYOD in a classroom context, little research has been undertaken about BYOD in a fieldwork context. The key findings suggest that around one fifth of studen…
Ability of students to recognize the relationship between using mobile apps for learning during fieldwork and the development of graduate attributes
The increasing importance of employability in Higher Education curricula and the prevalence of using mobile devices for field-based learning prompted an investigation into student awareness of the relationship between the use of mobile apps for learning and the development of graduate attributes (GAs) (and the link to employability). The results from post-fieldwork focus groups from four field courses indicated that students could make clear link…
Geomorphology in Environmental Management. A New Introduction
Do educators realise the value of Bring Your Own Device (Byod) in fieldwork learning
This paper explores the benefits, barriers and challenges of BYOD (Bring Your Own [mobile] Device) in fieldwork teaching through the views of Higher Education practitioners who have and have not used BYOD in fieldwork. While the use of BYOD has been explored within classroom settings, there are few studies on the use and impact on BYOD in fieldwork. This study investigated the educational benefits of BYOD and the barriers and challenges associate…
Rockglaciers
All righlS a n: n:sc:rvcd.whelher lhe whok or pari uf lhe malerial i$ concerned .sp«ifica lly Ihe rights of tra"sl~t io n .reprinling.reu sc of illuSlrations.rc.:italion.broadcasting.reproduclion o n microfilm or in any u lher ",•ays.and storage in dala hanks.Duplication of Ihis publica tion or p.arls therrof is pcrmilled on ly under the provisions of lhe ~rman COP)'rithl La w ofSepiember 9. 1%5. in its e urrem '•crsion .a nd
Footpath Deterioration in the Lyngen Peninsula, North Norway
Footpath trampling results in the deterioration of the physical and structural properties of a track surface. The effects of regular trampling by members of a large expedition in an area of arctic heath were assessed over a six-week period and again the following summer. Characteristic visual changes included the reduction in vegetation cover, and an increase in the width, depth, and extent of lateral erosion. Trampling increased soil compaction …
Glacial Geologic Processes
Rock Glaciers
Geomorphology in Environmental Management. A New Introduction
Rockglaciers
Two Examples of the Use of 'Electronic Posters
This paper outlines the implementation, production and assessment of electronic posters in two undergraduate classes. In one case the material was prepared in PowerPoint, the other as a World Wide Web presentation using HTML. The advantages of each are described, together with the marking schemes and some comments about implementation. Students worked in small groups but were given individual marks. Overall, the use of electronic media was liked …
Rockglaciers
All righlS a n: n:sc:rvcd.whelher lhe whok or pari uf lhe malerial i$ concerned .sp«ifica lly Ihe rights of tra"sl~t io n .reprinling.reu sc of illuSlrations.rc.:italion.broadcasting.reproduclion o n microfilm or in any u lher ",•ays.and storage in dala hanks.Duplication of Ihis publica tion or p.arls therrof is pcrmilled on ly under the provisions of lhe ~rman COP)'rithl La w ofSepiember 9. 1%5. in its e urrem '•crsion .a nd
Landscape development, collective amnesia and the need for integration in geomorphological research
Studies of long–term landscape change have been central to the development of ideas in geomorphology. This paper examines the history of these ideas in the context of a spiral growth model, in which progress is punctuated by ‘paradigm shifts’ and important concepts are periodically revisited. This model is used to chart the widespread abandonment of landscape research in Anglo–American geomorphology in the 1960s and 1970s and its replacement with…
Weathering, Blockfields, and Fracture Systems and the Implications for Long-Term Landscape Formation
(2004). Weathering, Blockfields, and Fracture Systems and the Implications for Long-Term Landscape Formation: Some Evidence from Lyngen and Øksfordjøkelen Areas in North Norway. Polar Geography: Vol. 28, No. 2, pp. 93-119
Undertaking a Dissertation from Start to Finish
The dissertation is still seen as the pinnacle of studies for an undergraduate programme of studies in most geography, earth and environmental sciences (GEES) departments in the UK, yet how do we prepare students to undertake the work and what do students think of the experience? This paper examines the student perspective of the dissertation experience via the analysis of questionnaires issued to former students in two UK institutions. As an ext…
Curriculum Development
We take a fresh look at geography curricula and their appropriateness to the demands of the 21st century. We reflect on the purpose, content and relevance of undergraduate geography curricula in an age of ‘supercomplexity’. Geography curricula, by their nature, are varied and multiple, with different countries often privileging different types of geographical knowledge and skills. The paper emerges from a group of US and UK geographers and so foc…
Geotagging Photographs in Student Fieldwork
This resource paper provides guidance for staff and students on the potential educational benefits, limitations and applications of geotagging photographs. It also offers practical advice for geotagging photographs in a range of fieldwork settings and reviews three free smartphone applications (apps) for geotagging photographs (Flickr, Evernote and Panoramio). Geotagged photographs have the potential to encourage post-fieldwork student reflection…
Enhancing fieldwork learning with technology
This research paper reports the findings from an international survey of fieldwork practitioners on their use of technology to enhance fieldwork teaching and learning. It was found that there was high information technology usage before and after time in the field, but some were also using portable devices such as smartphones and global positioning system whilst out in the field. The main pedagogic reasons cited for the use of technology were the…
Student perceptions of iPads as mobile learning devices for fieldwork
This paper reports findings from six field courses about student's perceptions of iPads as mobile learning devices for fieldwork. Data were collected through surveys and focus groups. The key findings suggest that the multi-tool nature of the iPads and their portability were the main strengths. Students had some concerns over the safety of the iPads in adverse weather and rugged environments, though most of these concerns were eliminated after us…
Evaluating student assessments
The concepts of optimal foraging theory and the marginal value theorem are used to investigate possible student behaviour in accruing marks in various forms of assessment. The ideas of predator energy consumption, handling and search times can be evaluated in terms of student behaviour and gaining marks or ‘attainment’. These ideas can be used to examine student responses to dealing with assessments by examining a marks awarded/time-on-task curve…
Ability of students to recognize the relationship between using mobile apps for learning during fieldwork and the development of graduate attributes
The increasing importance of employability in Higher Education curricula and the prevalence of using mobile devices for field-based learning prompted an investigation into student awareness of the relationship between the use of mobile apps for learning and the development of graduate attributes (GAs) (and the link to employability). The results from post-fieldwork focus groups from four field courses indicated that students could make clear link…
Would Bring Your Own Device (Byod) be welcomed by undergraduate students to support their learning during fieldwork
This paper reports student perceptions of the benefits and challenges of Bring Your Own Device (BYOD) in a fieldwork context. Student perceptions from six field courses across two institutions have been gathered using questionnaires and focus groups. Whilst a number of studies have focused on BYOD in a classroom context, little research has been undertaken about BYOD in a fieldwork context. The key findings suggest that around one fifth of studen…
The science tradition in physical geography
In this article an overview is made of the subject content of A level 2016 specifications of physical geography by contextualising physical geography and by examining the concept of ‘powerful geographical knowledge’. A review of several current (2016) examination board A level specifications of physical geography is presented; all have optional components, especially for ‘landforms’. These ‘options’ restrict coverage in certain topics compared wi…
Do educators realise the value of Bring Your Own Device (Byod) in fieldwork learning
This paper explores the benefits, barriers and challenges of BYOD (Bring Your Own [mobile] Device) in fieldwork teaching through the views of Higher Education practitioners who have and have not used BYOD in fieldwork. While the use of BYOD has been explored within classroom settings, there are few studies on the use and impact on BYOD in fieldwork. This study investigated the educational benefits of BYOD and the barriers and challenges associate…
Cuchlaine Audrey Muriel King (26 June 1922-17 December 2019)
Cambridge, FRS, and with a distinguished record as a military geologist in both world wars.Cuchlaine grew up in an academic and geologically focused environment in Cambridge and with family holidays in Wensleydale.Cuchlaine King graduated with a certificate (and later degree) in geography from Cambridge in 1943, a year after her sister Margaret, where she specialised in physical geography and surveying.Her meteorological knowledge was useful as a…
On teaching geomorphology
Students new to geomorphology need to observe and interpret complex landscapes and features being acted upon in space and over widely-varying time periods. These observational complexities are generally communicated via textbooks as much as fieldwork. This article presents an explanatory schema by linking materials (M), process-mechanisms (P) to the visual aspects and geometry (G) of the landscape. This MPG schema can be viewed within the ‘Critic…
Geography (15 works) · Computer Science (11 works) · Geography Education and Pedagogy (8 works) · Psychology (8 works) · Sociology (8 works) · Physical geography (7 works) · Geology (6 works) · Pedagogy (6 works) · Geology (5 works) · Geomorphology (5 works)