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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 associated with BYOD in the field. Students were willing to use their own devices in the field and were engaged through the use of BYOD. Practitioners noted various benefits to using BYOD, including student engagement and familiarity with their own devices, potentially increasing time available in the field. Practitioners also highlighted a number of challenges and potential challenges with BYOD including supporting a range of devices, incompatibility and the potential for inequality. This paper also explores the use of mobile technology in fieldwork through the SAMR (Substitution, Augmentation, Modification, Redefinition) model and discusses the potential for BYOD to change practice.

BACKGROUND: The pollen beetle (Brassicogethes aeneus) causes significant yield loss in oilseed rape (Brassica napus). Predicting population changes remains a scientific challenge, especially since its phenology and abundance varies dramatically over space and time. We used generalized additive models to investigate the long‐term trends in pollen beetle annual, seasonal and monthly counts from Rothamsted 12.2 m suction‐traps. We hypothesised that the beetle's abundance is positively related to the area of oilseed rape at a national and regional level. We used random forest models to investigate the inter‐generational relationship within years. RESULTS: Although Brassicogethes aeneus annual counts and area of oilseed rape grown in the UK both increased by 162% and 113%, respectively, over the time period studied, they were not significantly related. The size of the immigrating pollen beetle population (up to 1 June) can be explained both by the size of the population in the previous summer and prevailing winter temperatures, indicating a positive feedback mechanism. CONCLUSION: Currently, pollen beetle numbers continue to increase in the UK, meaning that control issues may persist. However the relationship between counts in spring, during the susceptible phase of the crop, and counts in the previous summer indicates that it may be possible to forecast the counts of the spring migration of Brassicogethes aeneus a few months in advance using suction‐trap samples, which could aid decisions on control options. © 2023 The Authors. Pest Management Science published by John Wiley & Sons Ltd on behalf of Society of Chemical Industry. [ABSTRACT FROM AUTHOR]

BACKGROUND: Cabbage stem flea beetle (CSFB; Psylliodes chrysocephala L.) management in oilseed rape (Brassica napus L.) has become an urgent issue in the absence of permitted and effective insecticides. Understanding the meteorological and management factors affecting their population dynamics has become critical to the development of pest management strategies. RESULTS: The spatio‐temporal changes in CSFB larval populations were assessed both in autumn and spring, in the UK from 2003 to 2017 (a period encompassing pre‐and post‐neonicotinoid insecticide restriction). After the neonicotinoid ban in 2013, the number of larvae both in autumn and spring increased 10‐fold in the UK. When neonicotinoids were available, later sown crops contained fewer larvae than early sown crops, and bigger fields had fewer larvae than smaller fields, whereas after the ban, bigger fields tended to have more larvae than smaller fields. Wet and mild/hot Septembers were related with higher numbers of larvae when neonicotinoids were available and with lower larval numbers after the neonicotinoid ban. Low temperatures in December and January combined with high rainfall were related with high numbers of larvae in spring both before and after the neonicotinoid ban. CONCLUSION: This study will help to produce decision support systems that allow future predictions of regional CSFB population changes and will help growers and consultants to adjust their management methods to reduce the risk of high infestations. © 2023 The Authors. Pest Management Science published by John Wiley & Sons Ltd on behalf of Society of Chemical Industry. [ABSTRACT FROM AUTHOR]

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 links between the use of a variety of mobile apps and graduate attribute development. The study suggests a number of mobile apps can align simultaneously with more than one graduate attribute. Furthermore, prior experience and the context of use can influence students' perceptions of an app and its link with different GAs.

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 using the devices with protective cases. Reduced connectivity was found to be one of the main challenges for mobile learning. Finally, students and practitioners views of why they used the mobile devices for fieldwork did not align.

Fieldwork is an important and often enjoyable part of learning in Bioscience degree courses, however it is unclear how the recent reforms to Higher Education (HE) may impact the future funding of outdoor learning. This paper reports on the findings from a recent survey of 30 HE Bioscience practitioners from across the UK. Their current level of fieldwork provision and factors affecting this provision in the future were explored. The data showed that the level of fieldwork had remained similar over the past five years and this was set to remain so over the next academic year and also into the next five years (when it may even increase). Funding of fieldwork was under review in most institutions due to the increase in student tuition fees and it was found that in some cases the cost of compulsory fieldwork will be subsumed within the overall course fee. Many influencing factors were discussed, but the most frequently raised topics were that of the development of employability skills during fieldwork and its importance in attracting and retaining students. Both topics are high on the agenda of HE institutions going forward into the new funding model, suggesting that fieldwork will remain a central part of the Bioscience curriculum. (Contains 2 tables and 1 figure.)

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 need for efficient data processing and to develop students' technological skills. The influencing factors and barriers to the use of technology as well as the importance of emerging technologies are discussed.

Fieldwork is regarded as an important component of many bioscience degree programmes. QAA benchmarks statements refer explicitly to the importance of fieldwork, although give no indication of amounts of field provision expected. Previous research has highlighted the importance of fieldwork to the learning of both subject-specific and transferable skills. However, it is unclear how the amount and type of fieldwork currently offered is being affected by the recent expansion in student numbers and current funding constraints. Here we review contemporary literature and report on the results of a questionnaire completed by bioscience tutors across 33 UK institutions. The results suggest, perhaps contrary to anecdotal evidence, that the amount of fieldwork being undertaken by students is not in decline and that on the whole, programmes contain reasonable amounts of fieldwork. The majority of programmes involved UK-based fieldwork, but a number of programmes also offered "exotic" overseas fieldwork which was considered important in terms of student recruitment as well as exposing students to a diversity of field learning environments. Tutors were very clear about the benefits of fieldwork and the need to be proactive to maintain its provision. (Contains 5 figures and 4 tables.)

We currently face significant, anthropogenic, global environmental challenges and the role of ecologists in mitigating these challenges is arguably more important than ever. Consequently there is an urgent need to recruit and train future generations of ecologists, both those whose main area is ecology, but also those involved in the geological, biological and environmental sciences. Here we present the results of a horizon scanning exercise that identified current and future challenges facing the teaching of ecology, through surveys of teachers, students and employers of ecologists. Key challenges identified were grouped in terms of the perspectives of three groups: students, for example the increasing disconnect between people and nature; teachers, for example the challenges associated with teaching the quantitative skills that are inherent to the study of ecology; and society, for example poor societal perceptions of the field of ecology. In addition to the challenges identified, we propose a number of solutions developed at a workshop by a team of ecology teaching experts, with supporting evidence of their potential to address many of the problems raised. These proposed solutions include developing living labs, teaching students to be ecological entrepreneurs and influencers, embedding skills‐based learning and coding in the curriculum, an increased role for learned societies in teaching and learning, and using new technology to enhance fieldwork studies including virtual reality, artificial intelligence and real‐time spoken language translation. Our findings are focused towards UK higher education, but they should be informative for students and teachers of a wide range of educational levels, policy makers and professional ecologists worldwide. [ABSTRACT FROM AUTHOR]