History and RE at Rievaulx Abbey

Focus: Authenticity - Tool and Setting
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Rievaulx Abbey, North Yorkshire

Introduction

Using mobile technology can be a great way to transform traditional field trips into a more engaging events that allows deeper and more meaningful learning.

On a field trip to Rievaulx Abbey in the North York Moors of Yorkshire a group of teacher trainees explore the Abbey and its day-to-day life and create a video product about the Abbey - its history and significance.

Objective of this scenario

  • Students make a YouTube video for the purpose of informing visitors at the Abbey using QR-Codes, Augmented Reality, video chat and iMovie.
  • Students collect all the information for the video themselves by using the above mentioned apps - therefore they will learn more actively and they will be more engaged in their own learning process.
  • The students being on site and creating a video for a real life purpose, makes this task authentic.

Description of the learning scenario

Students at Riveaulx are given their tasks with help of a video avatar which has been pre-loaded by their lecturer at the university using the App Tellagami. The app acts as a virtual guide and helps them to explore a reconstructed Abbey including information about its history. The students task is to produce a video guide for the visitors' centre.

​In order to give students access to historical data such as primary sources and physical reconstructions of the former abbey, this learning scenario is scaffolded by  QR-codes and Augmented Reality - again these are pre-prepared by the tutor.

Impact of the learning scenario on students

The students learning experience has been arranged into a self-guided and self-paced exploration, providing them with all the necessary information for their learning product. The students can then produce their historical narration in form of a video documentary of the Abbey's history which reflects their understanding and also allows them to add their own interpretation of the data - considering the best way to present this. The learners' role has completed transformed from passive consumption into active learning (Active-Consumer-Design: Kerber and Holger 2014a).
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Free Apps Paid Apps
Gathering Data at the Abbey
Visiting the ruins of the Abbey
Making narrations
Students involved in this scenario

Anbjørg Igland (Metis, Bergen, Norway), Lutz Neumeier (Lentiz Onderwijsgroep, Rotterdam), Sytske van der Zwei (University of Würzburg, Germany), Jens Palkowitsch-Kühl (University of Würzburg, Germany), Ritchie Djokarso (Lentiz Onderwijsgroep, Rotterdam, Nederlands) & ​Ulf Kerber (Pedagogical University of Karlsruhe, Germany)

References

Kerber, Ulf and Holger, Mügge (2014a): EduQuest - Die eigene App für Führungen, Quizzes und georeferenziertes Lernen selbst erstellen. In: L.A. Multimedia. Heft 4/2014
Kerber, Ulf; Holger, Mügge (2014b): "Bewegte Geschichten und Computerspiele zum Davonlaufen“ in: Baden-Württemberg Stiftung / Stiftung Lesen (Hrsg.): Lesen in Bewegung. Innovative Leseförderung mit Bewegungsansätzen. Dokumentation einer Tagung der Baden-Württemberg Stiftung und der Stiftung Lesen. Mainz, Stuttgart 2014

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