Ian C Fuller
Biographic Data
| ID | 1948291 |
|---|---|
| NAME | Ian C Fuller |
| GIVEN NAMES | Ian C |
| FAMILY NAME | Fuller |
| SIGNATURE | FULLER I C |
| AFFILIATIONS | Massey University |
| ORCID | 0000-0002-5123-1648 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 111 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 5 |
Does digital video enhance student learning in field-based experiments and develop graduate attributes beyond the classroom
The connection between fieldwork and development of graduate attributes is explored in this paper. Digital technologies present opportunities to potentially enhance the learning experience of students undertaking fieldwork, and develop core digital attributes and competencies required by Higher Education Institutions (HEIs) and employers. This paper reports the success of adopting digital video capture in technology-rich field experiments that fo…
Facilitating international fieldwork: The receptive services of New Zealand’s geography community
This study aims to provide preliminary insight into facilitating international fieldwork in New Zealand by researchers and universities who support visiting university groups. Anonymous online surveys sought views of supporting researchers (15 respondents), and supported scholars (8 respondents). The extent to which international fieldwork is facilitated by partnerships with local institutions depends upon the nature, scope and location of the vi…
Securing field learning using a twenty-first century Cook's Tour
This paper evaluates the effectiveness of incorporating digital video into a traditional Cook's Tour as part of a 7-day road trip around the east coast of New Zealand's North Island over a 4-year period. Student-generated video diaries summarized landscape features and processes at fieldsites, empowering students through active learning and small group collaborations. Student response was assessed via pre- and post-fieldtrip questionnaires, focus…
The Geography of the Anthropocene in N ew Z ealand: Differential River Catchment Response to Human Impact
N ew Z ealand provides a useful environment to test the notion that the Anthropocene is a new geological epoch. There are two well‐dated anthropogenic impact ‘events’: P olynesian settlement c. AD 1280, and E uropean colonisation c. AD 1800. Little attention, however, has been given to regional catchment response to these, although it has been assumed that both P olynesian and E uropean farming and land use management practices significantly incr…
Combining research-based student fieldwork with staff research to reinforce teaching and learning
This paper addresses the relationship between teaching and research in a fieldwork context by seeking student views over 3 years across two institutions to assess the perceived value of blending staff research activity with student fieldwork. Student views were solicited using questionnaires. Despite the contrasting environments, locations and approaches of the institutions’ respective field courses, student perceptions are remarkably similar. En…
Taking students outdoors to learn in high places
Fieldwork is an integral component of the geography degree. It is perceived by lecturers and students alike as an enjoyable, valuable learning experience outside in the real world. But what determines the type of field experiences we offer? To what extent is the fieldwork experience informed by best practice in pedagogy, research location and field, institutional practice/constraints, leader's outdoor experience, or a combination of all these and…
Late Quaternary geomorphology of the Manawatu coastal plain, North Island, New Zealand
Geomorphic Work during a “150-Year” Storm: Contrasting Behaviors of River Channels in a New Zealand Catchment
The geomorphic work accomplished during an extreme storm event by three primary tributaries in the western Manawatu river catchment (New Zealand) is assessed using sequential aerial photographs. Areas of floodplain and channel erosion were quantified as a measure of the work accomplished during floods triggered by a “150-year” storm in February 2004. Of the three rivers studied, the smallest (Kiwitea, 225 km2) accomplished the most geomorphic wor…
International Perspectives on the Effectiveness of Geography Fieldwork for Learning
This paper seeks to address assumptions on the effectiveness of fieldwork as a mode of learning in geography. This is approached from an international perspective, both in review of available evidence, which demonstrates a need for rigorous research into the issue, and in providing preliminary findings of research into the value of fieldwork from universities across three continents. Common themes to emerge concern the effectiveness of fieldwork …
Life without Fieldwork: Some Lecturers' Perceptions of Geography and Environmental Science Fieldwork
Internationally, fieldwork is seen as intrinsic to geographical education. Fieldwork is here defined as any study of the environment that takes place outside the classroom. This paper extends a previous study of student perceptions of the impacts on their learning of a cancellation of fieldwork caused by an outbreak of foot-and-mouth disease in the UK countryside (Fuller et al., 2003 Fuller, I. C., Gaskin, S. and Scott, I. 2003. Student perceptio…
Evaluation of Student Learning Experiences in Physical Geography Fieldwork: Paddling or pedagogy
This paper reports a project carried out with first-year geography students undertaking physical geography fieldwork. An experiment within the context of fluvial studies tests the effectiveness of student learning using contrasting approaches based on analytical-prediction and descriptive-explanation. The results, based on marks analysis and a review of student feedback, indicate that in the short term the traditional descriptive-explanation appr…
Life without Fieldwork: Some Lecturers' Perceptions of Geography and Environmental Science Fieldwork
Internationally, fieldwork is seen as intrinsic to geographical education. Fieldwork is here defined as any study of the environment that takes place outside the classroom. This paper extends a previous study of student perceptions of the impacts on their learning of a cancellation of fieldwork caused by an outbreak of foot-and-mouth disease in the UK countryside (Fuller et al., 2003 Fuller, I. C., Gaskin, S. and Scott, I. 2003. Student perceptio…
Evaluation of Student Learning Experiences in Physical Geography Fieldwork: Paddling or pedagogy
This paper reports a project carried out with first-year geography students undertaking physical geography fieldwork. An experiment within the context of fluvial studies tests the effectiveness of student learning using contrasting approaches based on analytical-prediction and descriptive-explanation. The results, based on marks analysis and a review of student feedback, indicate that in the short term the traditional descriptive-explanation appr…
International Perspectives on the Effectiveness of Geography Fieldwork for Learning
This paper seeks to address assumptions on the effectiveness of fieldwork as a mode of learning in geography. This is approached from an international perspective, both in review of available evidence, which demonstrates a need for rigorous research into the issue, and in providing preliminary findings of research into the value of fieldwork from universities across three continents. Common themes to emerge concern the effectiveness of fieldwork …
Does digital video enhance student learning in field-based experiments and develop graduate attributes beyond the classroom
The connection between fieldwork and development of graduate attributes is explored in this paper. Digital technologies present opportunities to potentially enhance the learning experience of students undertaking fieldwork, and develop core digital attributes and competencies required by Higher Education Institutions (HEIs) and employers. This paper reports the success of adopting digital video capture in technology-rich field experiments that fo…
Securing field learning using a twenty-first century Cook's Tour
This paper evaluates the effectiveness of incorporating digital video into a traditional Cook's Tour as part of a 7-day road trip around the east coast of New Zealand's North Island over a 4-year period. Student-generated video diaries summarized landscape features and processes at fieldsites, empowering students through active learning and small group collaborations. Student response was assessed via pre- and post-fieldtrip questionnaires, focus…
The Geography of the Anthropocene in N ew Z ealand: Differential River Catchment Response to Human Impact
N ew Z ealand provides a useful environment to test the notion that the Anthropocene is a new geological epoch. There are two well‐dated anthropogenic impact ‘events’: P olynesian settlement c. AD 1280, and E uropean colonisation c. AD 1800. Little attention, however, has been given to regional catchment response to these, although it has been assumed that both P olynesian and E uropean farming and land use management practices significantly incr…
Combining research-based student fieldwork with staff research to reinforce teaching and learning
This paper addresses the relationship between teaching and research in a fieldwork context by seeking student views over 3 years across two institutions to assess the perceived value of blending staff research activity with student fieldwork. Student views were solicited using questionnaires. Despite the contrasting environments, locations and approaches of the institutions’ respective field courses, student perceptions are remarkably similar. En…
Taking students outdoors to learn in high places
Fieldwork is an integral component of the geography degree. It is perceived by lecturers and students alike as an enjoyable, valuable learning experience outside in the real world. But what determines the type of field experiences we offer? To what extent is the fieldwork experience informed by best practice in pedagogy, research location and field, institutional practice/constraints, leader's outdoor experience, or a combination of all these and…
Facilitating international fieldwork: The receptive services of New Zealand’s geography community
This study aims to provide preliminary insight into facilitating international fieldwork in New Zealand by researchers and universities who support visiting university groups. Anonymous online surveys sought views of supporting researchers (15 respondents), and supported scholars (8 respondents). The extent to which international fieldwork is facilitated by partnerships with local institutions depends upon the nature, scope and location of the vi…
Evaluation of Student Learning Experiences in Physical Geography Fieldwork: Paddling or pedagogy
This paper reports a project carried out with first-year geography students undertaking physical geography fieldwork. An experiment within the context of fluvial studies tests the effectiveness of student learning using contrasting approaches based on analytical-prediction and descriptive-explanation. The results, based on marks analysis and a review of student feedback, indicate that in the short term the traditional descriptive-explanation appr…
International Perspectives on the Effectiveness of Geography Fieldwork for Learning
This paper seeks to address assumptions on the effectiveness of fieldwork as a mode of learning in geography. This is approached from an international perspective, both in review of available evidence, which demonstrates a need for rigorous research into the issue, and in providing preliminary findings of research into the value of fieldwork from universities across three continents. Common themes to emerge concern the effectiveness of fieldwork …
Life without Fieldwork: Some Lecturers' Perceptions of Geography and Environmental Science Fieldwork
Internationally, fieldwork is seen as intrinsic to geographical education. Fieldwork is here defined as any study of the environment that takes place outside the classroom. This paper extends a previous study of student perceptions of the impacts on their learning of a cancellation of fieldwork caused by an outbreak of foot-and-mouth disease in the UK countryside (Fuller et al., 2003 Fuller, I. C., Gaskin, S. and Scott, I. 2003. Student perceptio…
Geomorphic Work during a “150-Year” Storm: Contrasting Behaviors of River Channels in a New Zealand Catchment
The geomorphic work accomplished during an extreme storm event by three primary tributaries in the western Manawatu river catchment (New Zealand) is assessed using sequential aerial photographs. Areas of floodplain and channel erosion were quantified as a measure of the work accomplished during floods triggered by a “150-year” storm in February 2004. Of the three rivers studied, the smallest (Kiwitea, 225 km2) accomplished the most geomorphic wor…
Late Quaternary geomorphology of the Manawatu coastal plain, North Island, New Zealand
Taking students outdoors to learn in high places
Fieldwork is an integral component of the geography degree. It is perceived by lecturers and students alike as an enjoyable, valuable learning experience outside in the real world. But what determines the type of field experiences we offer? To what extent is the fieldwork experience informed by best practice in pedagogy, research location and field, institutional practice/constraints, leader's outdoor experience, or a combination of all these and…
Combining research-based student fieldwork with staff research to reinforce teaching and learning
This paper addresses the relationship between teaching and research in a fieldwork context by seeking student views over 3 years across two institutions to assess the perceived value of blending staff research activity with student fieldwork. Student views were solicited using questionnaires. Despite the contrasting environments, locations and approaches of the institutions’ respective field courses, student perceptions are remarkably similar. En…
Facilitating international fieldwork: The receptive services of New Zealand’s geography community
This study aims to provide preliminary insight into facilitating international fieldwork in New Zealand by researchers and universities who support visiting university groups. Anonymous online surveys sought views of supporting researchers (15 respondents), and supported scholars (8 respondents). The extent to which international fieldwork is facilitated by partnerships with local institutions depends upon the nature, scope and location of the vi…
Securing field learning using a twenty-first century Cook's Tour
This paper evaluates the effectiveness of incorporating digital video into a traditional Cook's Tour as part of a 7-day road trip around the east coast of New Zealand's North Island over a 4-year period. Student-generated video diaries summarized landscape features and processes at fieldsites, empowering students through active learning and small group collaborations. Student response was assessed via pre- and post-fieldtrip questionnaires, focus…
The Geography of the Anthropocene in N ew Z ealand: Differential River Catchment Response to Human Impact
N ew Z ealand provides a useful environment to test the notion that the Anthropocene is a new geological epoch. There are two well‐dated anthropogenic impact ‘events’: P olynesian settlement c. AD 1280, and E uropean colonisation c. AD 1800. Little attention, however, has been given to regional catchment response to these, although it has been assumed that both P olynesian and E uropean farming and land use management practices significantly incr…
Does digital video enhance student learning in field-based experiments and develop graduate attributes beyond the classroom
The connection between fieldwork and development of graduate attributes is explored in this paper. Digital technologies present opportunities to potentially enhance the learning experience of students undertaking fieldwork, and develop core digital attributes and competencies required by Higher Education Institutions (HEIs) and employers. This paper reports the success of adopting digital video capture in technology-rich field experiments that fo…
Geography (10 works) · Geography Education and Pedagogy (8 works) · Pedagogy (8 works) · Political science (7 works) · Sociology (7 works) · Psychology (6 works) · Computer Science (5 works) · Mathematics education (5 works) · Educator Training and Historical Pedagogy (4 works) · Geography and Education Methods (4 works)