Teaching navigation - the influence of research

by Nigel Williams

There is a widening gap between the traditional teaching methodology of map reading/navigation, and the rapidly expanding cognitive navigation (cog nav) research. Much of the research is focused on understanding how the brain develops and works to enable humans to way find and navigate. Research into Alzheimer's, in particular, is revealing insights into the development of spatial awareness and later loss of it which is an early sign of the disease. I recently read a 5-page cognitive navigation research paper which had 93 references to other related research papers from around the world.

Researchers use a range of spatial tests both practical and through survey questions such as the Santa Barbara Sense of Direction (SBSOD) test. They are investigating animal navigation, using MRI scans on human brains during navigational tasks with VR headsets, and eye tracking technology to understand navigation decision making. A citizen science computer game, Sea Hero Quest, ran for 4 years with 4.5 million downloads in 37 different countries producing vast amounts of data around cog nav.

Even with access to the research, we need a level of experience to interpretate the information and the opportunity and willingness to experiment with it.

The research subject areas that might influence our teaching are:

The list goes on and often these things are interconnected. Having some knowledge of the research can lead us to reflect on what and how we are teaching, why, when, where with what resources for the best learning outcomes, and importantly, who we are teaching. It can help us understand and reflect the natural preferences of our clients.

There are a number of challenges: Access to the research is often pay walled or simply falls under the radar so it can take quite a bit of internet searching. Much of the research is based around the urban environment rather than the outdoors. Academia seems to have little idea that their work could influence the teaching of navigation skills, making it more efficient, effective and memorable and improve safety in the hills for instance. However, it is up to us to work out how to use the information.

Much of the research needs more time and a larger body of participants. Concern over the impact of habitual GPS phone navigation interfering with the development and maintenance of spatial awareness in young people began around 15 years ago, (ten years after it became available). Continued regular monitoring of the spatial awareness of some of the original research participants appears to indicate a correlation between the amount of use of a phone for navigation and the decline of spatial awareness.

The common historical approach to teaching navigation seems to be largely based around the tools of navigation, primarily map and compass and how the teacher/instructor was taught. The best and most efficient navigators are orienteers, they use a teaching methodology based on confidence building progressions of terrain to inform the teaching progressions of navigation skills. The National Navigation Award Scheme (NNAS) uses a similar approach but designed around recreation rather than competition.

Experimenting with approaches to teaching novices can be insightful, experimenting with new knowledge is fun for both learner and teacher, it makes us more perceptive of our client's challenges and needs. Reflecting on what did and didn't work informs our future teaching.

You may also be interested in ...

- If you are in need of a compass then we stock a great range of items and other useful navigation equipment, suitable for all levels of navigation.

- For the perfect lanyard to go with your compass, the HARVEY Map - Measure - Go! scale bar laces double up to make measuring distance easy! Available in two scales, 1:25,000 scale markings (red) and 1:40,000 scale markings (yellow).




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