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Innovative approach towards education can improve student engagement

16 July 2020 | Story Leonie Bolleurs | Photo Supplied

Innovation_read more — The teaching project of Drs Matthew Huber and Martin Clark on utilising aerial photography and 3D models increased student engagement in Geology field studies.

The goal of an educator, as seen by Dr Matthew Huber and Dr Martin Clark, is to try and improve the understanding of students. They believe that by combining technological and geological elements within the framework of games, students not only learn but also enjoy the process.

Dr Huber and Dr Clark are from the Department of Geology at the University of the Free State (UFS).

By bringing innovative methods into their teaching processes, they have successfully enhanced student engagement and learning in Geology field studies.

Limited innovation equals limited engagement

As part of the third-year Economic Geology and Exploration Geology courses, students were taken on a field trip to the Vredefort impact structure and an active gold mine. At the Vredefort structure, they were able to view the rock types mined for gold – which are exposed on the surface – to prepare them to identify the rocks when going underground. They also visited an open-pit quarry that was mined for granite dimension stone in the 1950s.

Fot the visit to the quarry, the students were given ‘traditional’ assignments in advance to make measurements, sketch relevant features, and write down observations.

“We found that they were not particularly engaged in what they were doing; it was simply an assignment that was separated from any deeper meaning in their minds,” explains Dr Huber.

The status quo of student engagement was about to change. Dr Huber and Dr Clark put their heads together and had a long discussion on how they could improve the exercise.

Innovative methods equal increase in engagement

“We realised that we could change the focus of the exercise entirely by framing it as a game. When the exercise started, the students were divided into ‘companies’, and then told that they had to pick blocks with particular features to extract from the quarry. They were given parameters concerning how much various aspects of the activity would cost and were then told to make as much money as possible. We did not give them any particular measurements but provided them with all the tools they needed.”

“This had a transformative effect on the students – instead of being bored with the quarry exercise, they were begging for more time to look at the rocks, coming up with innovative solutions on their own,” says Dr Huber.

He believes this is what student engagement means. “Even though we did not assign any particular measurements for the students to do, most of them were diligently making measurements and even arguing with one another about the best way to pick out blocks,” he adds.

To evaluate the students, Dr Clark brought in a technological aspect to the exercise. He made a 3D model of the quarry while the game was in progress, which was used at the end of the task.

“The students showed us the blocks that they had picked out on the digital 3D model, which we could rapidly evaluate. In addition, they had an opportunity to look at the problem from a different perspective, resulting in ‘last minute’ innovative solutions. The exposure to this type of digital interaction on a traditional geological excursion has increased the ‘cool’ factor for the students and subjected them to new ways of problem-solving – similar to what they can expect later in their careers,” explains Dr Clark.

Innovative methods equal more possibilities

Both Drs Clark and Huber agree that the feedback they received from the students was amazing. “They did not want the assignment to end, and unanimously petitioned us for more time in the quarry, driven by their desire to make the best decisions for their groups. This level of passion from students has never been experienced by either instructor on any other field course,” adds Dr Huber.

Although games are not a new concept in education, the two academics say they are not aware of any other institution that has attempted to digitally recreate a site for students in real time with this type of game. Drs Clark and Huber also wrote an academic article that is currently in revision for the Journal of Geoscience Education, titled, ‘Using gamification and fourth industrial revolution components to enhance student engagement in traditional field exercises for economic geology students’.

“The other wonderful aspect of this type of exercise is that we now have a digital archive of the site, and we can use that in both student training and our research. In times like now, where it is difficult to travel to the field, this type of model of geological exposures is invaluable,” says Dr Clark.

They both believe the attitude and philosophy of the educators are very important in terms of student training. Regardless of whether face-to-face or online teaching is offered, there can be a good response to games used in the classroom.

“The more learning scenarios we can expose students to in fun, enjoyable, and innovative ways, the more likely we will spark lifelong passions that they can take with them through their careers. Our goal is not only to create good students but give them the tools to become thought leaders for the next generation of learners,” says Dr Clark.

News Archive

Statement on protest at the UFS

2005-03-04

Following a protest by student and non-student organisations today, the management of the University of the Free State (UFS) would like to place the following facts on record:

1. There is a well-documented process underway to further transform the UFS. At the official opening of the UFS on 4 February 2005 , the Rector and Vice-chancellor, Prof Frederick Fourie, announced that the UFS would draft a comprehensive Transformation Plan to guide the next phase of transformation at the institution.

The UFS appeals to student formations, staff associations, trade unions and other role-players to make a constructive input into this Transformation Plan.

The UFS management has been - and always will be - willing to engage with role-players and is prepared to do so even after today’s protest.

2. There is thus no regulation or policy prescription which separates students in hostels according to race.

The reality is that students exercise their freedom of choice as to which hostel they wish to be placed in. This was agreed upon by black and white students in 1997/8.

However, the unintended consequence and practice of this hostel placement policy has been that students themselves have tended to choose to stay in hostels which have over time become black hostels and white hostels.

This is a matter of concern for the management of the UFS as such a situation does not promote interaction across language, cultural and socio-economic groupings of students.

This matter is receiving attention and an intensive consultative process, which will include students, will be launched to review this policy.

The management is convinced that such interaction will enhance the learning experience of all students and sensitise them to the reality of a multicultural South Africa and a multicultural world.

3. No student organisation has been banned from operating at any of the three campuses of the UFS.

In the past few weeks, SASCO, the Young Communist League and the ANC Youth League (ANCYL) have held meetings on all three campuses, namely the Qwaqwa campus, the Vista campus and the main campus.

There are also regular interactions between top management and the leadership of SASCO and the ANCYL on campus.

In fact, the UFS upholds the right of students and staff to associate freely and to organise themselves as they see fit.

The UFS also upholds the rights of staff and students to engage in legal and peaceful protests.

The management however remains committed to discussing issues that affect staff and students in a constructive manner and appeals to student organisations in this case to engage with management.

4. The issues of registration, fees, debt and financial aid are continually monitored, and interventions to assist students are made regularly. To assist as far as possible those academically deserving students who face financial difficulties, the UFS management has put in place a structure called the Monitoring committee that includes management and student representatives.

The purpose of the Monitoring Committee is to review the cases of individual students to determine how best they can be assisted.

This applies to the Qwaqwa campus, the Vista campus and the main campus.

It is generally the case that students who perform academically will not have any difficulty in obtaining financial assistance. However, according to the requirements of National Student Financial Scheme, students who perform poorly will have difficulty in obtaining such assistance.

5. With regard to student governance, the process to institute an inclusive Central Student Representative Council (SRC), on which all three campuses will be equitably represented, was launched in July 2004, and a preliminary constitution has just been drafted. At the same time an inclusive process to review certain elements of the constitution of the main campus SRC was initiated at the end of 2004. This process, which includes all relevant student organisations and structures, is planned to produce an outcome within the next couple of months.

6. There is no policy at the UFS that is based on racism or that discriminates on the basis of the race of students and staff.

As part of the building of a new institutional culture within the broader transformation process, the UFS management is determined to eradicate all elements of racism that may occur on its campuses, and has already instituted inclusive forums on campus to discuss the issue of values and principles for a non-racial university.

Issued by: Mr Anton Fisher
Director: Strategic Communication
Cell: 072 207 8334
Tel: (051) 401-2749
4 March 2005

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