Field Trip

Field Trip Template

This field trip template has been developed to aid teachers define the scenarios which will be used in the full trials of RAFT. These are the scenarios which will be evaluated in the project.

The template is divided into sections:

Before the field trip

On the field trip

After the field trip

Guidelines / References

Before the Field Trip

Title of field trip	Urbi et Orbi-Roman life and influence
Location	CUT-Xanten Colonia Ulpia Traiana
Curricular Focus	history, social sciences, classical language, geography
Age range or class	12 years to 16 years (6th class and 10th class)
Date	March/October
Time	One day

Participants

Class	6 & 10 (mixed group 1)
Remote participants (1)	6 & 10 (mixed group 2) EMA-Bonn
Remote participants (2) (optional)	classroom Bratislava/Slovakia, Scotland
Experts	LVR Xanten; guide archaelogist
Other

Purpose

To gather

· first hand observation

· first hand information

· first hand experience

of an actual Roman site

Pedagogy

Which pedagogic approaches will be used? Please tick and add as necessary.

Group Work	x (six groups)	ICT Skills	x
Teacher exposition		Practical skills	x
Collaborative work	classroom-field	Problem solving	x
Discussion	second period	Others:-
Peer assisted learning
Research	field/internet

Objectives (Please enter as many as are appropriate.)

1	1. To investigate the Roman Thermae
2	2. To investigate the role of an amphitheater
3	3. To investigate harbour and its economical significance
4	4. Religious life – temple and dieties
5	5. Roman family life – role of man, wife and children in Roman times
6	6. Actual excavations – reconstructions in Xanten-“Disneyland”?

Preparation

Teacher

2. Introduction to study area for field trip.

3. Setting the scene, background information (CD-Rom CUT), preparation of students beforehand, research to be done, divide into six groups (two times: EMA and Xanten) each with their own research question and with an idea of how the material gathered is to be presented. Perhaps demonstrations of or reference to previous results – e.g. newspaper, scientific report, web pages of LVR
electronic presentation like our

Powerpoint-Presentation http://ema.bonn.de/romans.htm

4. Topics / research questions for each group (number of groups optional).

Below, please list the topics to be researched on the field trip.

Group 1	Thermae (Fit for fun-only wellness?)
Group 2	Amphitheatre (why not an actor’s theatre?)
Group 3	Harbour (Rhine river-only the border?)
Group 4	Temple (Believing in God(s) or in imperial tradition)
Group 5	Family-life (Men, woman and children in Roman times)
Group 6	Excavation and reconstruction (Roman Disneyland?)

Classroom:

(1) EMA BONN: via Internet

6 groups searching the topics 1-6 for Xanten and other Roman towns (Cologne, Neuss, Vindolanda, …) in the internet.

(2) video conference Bonn-Xanten : special questions about Xanten, special orders to the fieldgroups

(3) Learning by doing – bi-directional, special intention: learning by teaching: 16-years pupils help 12-years pupils (mixed groups) in the field

5. Collaborative Learning Objectives Expected

Please state below.

Group

Within Classroom

Field to Class and Class to Field

Within Field

www-information:

Bathroom as a political room, examples

Spezial questions about

Roman water transporting standards

History of Roman pipelines- from spring source to bathrooms

Bathroom as a social event and as a political room

www-information:

Amphitheatre –

Trouble and fun of the

gladiators

History of a special Roman vocation between

life und death

Xanten as a frontier town

theatre for soldiers far away from Rome

‘panem et circenses’ for all

www-information:

harbour – the Roman Navy – construction of Roman ships

Working yesterday-working today

Jobs arround a harbour

(in comparison with other

roman harbours)

Xanten-Fährhaus

The river Rhine –

Construction of a Roman Agenda – Roman Harbours – harbours today

www-information :

Religios Roman life-

Roman Dieties – the roll of Christians in Xanten

Christians churchs-

Roman temple

In comparison with ground-plans, cards, pictures, statues

Excavations and exhibitions in Xanten

Who is who?

From Venus to Jupiter!

www-information

Roman family

Father-mother-children – slaves!

The learning and playing of Roman

children without pc and gameboy!

The Roman nurseries!

Slaves from all over the world!

Knowledge – transfer

First-Hand-Information

Visiting a Roman house

in Xanten

In comparison with a house today!

The roll of the garden!

It´s great to have one today!

Comparing with other excavations,

reconstruction in other

sites

Only a park with Roman events for people all over the world!

Roman heritage-

Present time has past –

We have to know the past

for future!

Actual excavations in Xanten

Reconstructions in Xanten

4. Resources available

Decide what equipment / hardware is required for your particular field trip. Please complete the table below. See equipment available reference in Appendix 2 for guidance.

a) Classroom : Hardware Required

b) Classroom and Field: Software

What is available for students to use?

E.g. Reusable learning objects, CD ROMS, textbooks, www,..

Please state in the box below.

CD-Rom Colonia Ulpia Traiana

Textbook “Romans in the Rhineland”

Topographical map of Xanten 1:25.000

c) Field : Hardware required

Hardware	Purpose
Notebook, wireless LAN	central place, internet connection (DSL)
MDA, mobile MMS	group contact
Digital foto	documentation
Camcorder	overwiew, group 6: interview
Audiorecorder	interviews
Mobile phone	organisation

d) Hardware and Software : Students and teachers must become introduced to/ familiarise themselves with the equipment.

5. Group membership poster –

Complete and display for all in the class to see

6. Teacher discusses with each group their progress, plans and requirements giving feedback to keep them on track.

7. Make plan for field trip in terms of how it will proceed – See Script (p8)

and begin to decide on which roles will be required on field trip day - See Appendix 2.

8. Which reusable learning objects do you expect will be found from this field trip?

Students

1. Devise a plan for your group: Discuss the research topic and how to achieve/satisfy the relevant learning objectives.

2. Allocate roles for each member of group. Specify the activities that each member will undertake in order to achieve requirements.

3. Prepare the materials available to carry out research on field trip

e.g. data gathering forms, interview questions, requests / instructions for data gatherers.

4. Discuss and take decisions on the resources required for the group in classroom and the group in field.

Discuss with teacher how the group is going to proceed.

Roles available

In Classroom	Title	Role

	Teacher	Plan, coordinate all actors, post intention of running field trip, communicate with field expert, sort out ICT requirements, assign roles, ensure students can use equipment. Validate /Reject RLOs. Load validated RLOs into main repository. Delete rejected RLO’s from local repository.
	Coordinator	Gain information from field trip and allocate to respective group communicators.
	Communicator	Set up wireless link, send information from classroom to field trip communicator, receive incoming information and requests.
	Archivist	Archive information passed on from classroom coordinator
	Group Communicator	Report to and from team from to classroom coordinator
	Group members	Carry out work of group as allocated
	Researchers	Find answers to scouts’ or classroom’s enquiries, report answers to appropriate group or person
	I.T Support	Responsible for distribution and collection of field trip equipment. Setting up and testing equipment.
	Students in general	Participants in RAFT

In Field	Title	Role

	Field Trip communicator	Set up wireless link, send information from field trip to classroom communicator, receive and allocate incoming information and requests.
	Field Trip coordinator	Coordinate activities in the field, receives requests and field trip communicator or directly from classroom coordinator.
	Scouts/ Data Gatherers/ Annotators	Test equipment, carry out tasks, report to communicator, annotate the data they gain.
	Teacher	Liaise with planning teacher, test wireless link, oversee proceedings, access to all students in field.
	Local site expert	Liaise with teacher, access to field trip coordinator and all participants in field.

The number of data gatherers, scouts and communicators depends on the size of the field trip and the number of groups. Data gatherers can be responsible for gathering data from several designated groups or for gathering data in general.

Scouts can be free to look for extra data and / or data for remote classrooms and requests from experts.

On field trip day each participant wears a colour coded label indicating role.

Hardware Class	Purpose	Hardware Field	Purpose
Server		Notebook,W-LAN	DSL-Connection
Workstations	Researching the WWW, Saving data	MDA, mobile MMS	Researching
Printer	Hardcopies	Mobile phone	Contact
Digicam	Videoconferencing	Digital foto	Documents
		Camcorder	Short movie
		Audiorecorder	Interview

Below, please list the requirements of the group on the day of the field trip and please provide estimates of when the equipment is needed.

Hardware	Time	Software	Time
1: camcorder (overview) excavation movie	10 minutes 15 minutes
2: MDA	one hour
3: Digital foto	third period
4: Audiorecorder	Group 6
5: Mobile phone	only organisation

5. What reusable learning objects do you expect to have at the end of your research?

7. On field trip day – check list for equipment – on issue and return

On the Field Trip

Script

Provide a description of the field trip including class and field activities - what the students will be doing from each group including

type of data to be gathered
how much data is expected
how students will operate and interact including
- when the data will be gathered and sent (sequence, time, duration of task)
- where the data will be both gathered and sent and
- to whom the data will be sent.

For each of the topics you have listed on page 3, please provide a description below.

Topic 1

photos, map of structure, information text (construction)

VC: data sent via notebook to classroom

Roman Thermae- Bath Houses-Town Baths

1) Components: Changing room-cold bath-cooling-off room-hot bath – ancillary rooms

2) Technical components: under floor and wall heating –large boilers-circulatory drain

3) Excavation: appearance of the structural complex

4) Typical: diversity of roofs-frequent semi-circular and vaulted rooms

5) Facilities: personal hygiene-games-bear witness-every day meeting place

Additional Information classroom

thermae
complex of rooms designed for public bathing, relaxation,

and social activity that was developed to a

high degree of sophistication by the ancient Romans.

Although public baths are known to have ...

Topic 2

photos, drafts, information text.

Data sent to notebook

Amphitheatre:

1) Construction: foundation-exterior wall-total mass-pillars

2) Finances: town magistrates (popular support)

3) VIP-Lounge (wooden chairs) –popular audience (stone step)

4) Public holidays: popular performances for town inhabitants and visitors from a large surrounding area

Additional Information classroom

amphitheatre
freestanding building of round or, more often, oval shape with a central area, the arena, and seats concentrically placed around it. The word is Greek, meaning “theatre with seats on all sides,” but ...

Topic 3

photos, drafts of reconstruction

Harbour:

1) Using: refuse dump (wood, food, works of art etc)

2) Old branch of the river Rhine

3) Centre of trade: Harbour existed before founding of CUT

Additional Information classroom

harbour
any part of a body of water and the manmade structures surrounding it that sufficiently shelters a vessel from wind, waves, and currents, enabling safe anchorage or the discharge and loading of cargo ...

Topic 4

visiting museum, gather information (bookshop), photos of temples,

drafts

Temple:

1) Capitoline temple: deities-Jupiter-Juno-Minerva

2) Status: highest corporate

3) Location: centre of town

4) Protection: massive walls on two sides against the Germanics

5) Cult rooms: family occasion, contracts, religious observances, special congregations

Additional Information classroom

temple
edifice constructed for religious worship. Most of Christianity calls its places of worship churches; many religions use temple, a word derived in English from the Latin word for time, because of the ...

Topic 5

visiting museum, bookshop, street structure, housing

Roman family:

1) Living areas of families in

a) house-blocks (insula)

b) villas of rural landowners

Additional Information classroom

family

The chief characteristic of the Roman family was the paternal power in the form of absolute authority, which the elder father exercised over his children and over his more remote descendants in ...

Topic 6

(perhaps) interviewing excavators, better an expert (audio), camcorder (video)

Excavation-reconstruction:

1) scientific methods

2) The team: geologists, botanists, soil-scientists, chemists, geophysicist, architects, computer experts

3) Method: historical remains will be preserved an protected aquainting us today with the past-reconstructions are presenting the result

Additional Information classroom

excavation
the action or process of excavating
a cavity formed by cutting, digging, or scooping

Overview of Field Trip

Please provide details of each topic including a schedule of the tasks to be performed in the classroom and in the field and also indicating the interactions between field and class where this is possible.

Topic	Time	Tasks In field	Tasks In class
Phase 1	9:00-10.00	Researching in the field	Researching in the WWW
Phase 2	10.15-10.45	Videoconferencing results, questions for WWW group	Videoconferencing results, questions für field group
Phase 3	11.00- 12.00	New research, documentation	New research
Phase 4	13.00 ff.	Comparing the results and discussion	building a website

After Field Trip

Follow Up

State how the students are going to deal with their data? –

Describe what has to be done to complete the field trip work or area of study?

e.g.Collation and analysis of data, editing of video conferencing material, production of final reports in different / appropriate formats – newspapers, presentations, displays, scale models,..

Specify any extension work, inclusion of other partners’, remote classrooms’ results.

Topic 1 saving data, collecting information and presenting (powerpoint, website or exposition)

Topic 2 saving data, collecting information and presenting (powerpoint, website or exposition)

Topic 3 saving data, collecting information and presenting (powerpoint, website or exposition)

Topic 4 saving data, collecting information and presenting (powerpoint, website or exposition)

Topic 5 saving data, collecting information and presenting (powerpoint, website or exposition)

Topic 6 discussion, interviewing visitors (collecting the audio- and videodata)

Assessment

Below, please provide details of how student’s work is to be assessed.

Textfeld:

Archiving - Reusable Learning Objects (RLOs) – See Appendix 3

Tagging Information required for each RLO. Please photocopy as often as required.

	Automatic		Teacher		Student
	Default	RLO	Per trip	RLO	Per trip	RLO
Overall
Title				ü		ü
Authors	?
Annotations				ü		ü
General
Language	Home	ü	ü	ü
Description				ü		ü
Keywords			ü	ü		ü
Coverage			ü
Structure	Atomic	ü		ü
Aggregation	0			ü
Lifecycle
Version	ü	1.0		ü		ü
State	ü	Draft		ü		ü
Approval	No			ü
Technical
Format		ü
Size		ü
Location				ü		ü
Installation	?
Other Platform	?
Duration Time				ü		ü
Educational
Interactivity Type	Active			ü
Learning Resource Type				ü
Interactivity Level				ü		ü
Semantic Density	Medium			ü
Intended Role	Learner			ü
Context			ü	ü
Typical Age Range			ü	ü
Difficulty				ü
Learning Time				ü
Description				ü
Language	?
Rights
Cost	Free			ü
Copyright	No			ü
Description				ü
Skills
?

Evaluation

Please complete the table below.

Were objectives met?

Feedback from students

Feedback from remote partners and experts

Improvements

URLs:

http://www.emabonn.de/mv.htm (Information in English and Latin)

http://www.emabonn.de/raft.htm

http://www.xanten.de