BI3S213 - Conservation Technology 01 Apr 2025 - 31 Aug 2031 | Version 0
Associated Module Information
| Module Code: | BI3S213 | ||
|---|---|---|---|
| Module Title: | Conservation Technology | ||
| Faculty: | Faculty of Computing, Engineering and Science | ||
| Faculty Group: | Biological and Forensic Sciences | ||
| Faculty Sub Group: | Biological Science | ||
| Module Leader: | Emma Higgins | ||
| Module Team: | Alexandra Maneta, Amelia Grass, Sky Redhead, Anthony Caravaggi, Cerith Jones | ||
| First Intended Intake: | SEP 2025 | Final Year of Intake: | 2030 |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 6 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100347 - ecology | 101056 - remote sensing | 101278 - employability skills (personal learning) |
| HECOS Code Weighting: | 40 | 40 | 20 |
Document Version Information
| Version | 0 |
|---|---|
| Valid From | 01 Apr 2025 |
| Valid To | 31 Aug 2031 |
Module Aims
On successful completion of this module, students should have an understanding of current and emerging technological developments in ecology and wildlife conservation. This includes how to integrate technology into ecological practices correctly and effectively. They will also be able to troubleshoot issues, determine best practice and critically evaluate the use of such methods. Students will also gain practical experience of these methods.
The module is delivered using a Team-Based, and Case-Based approach, in which students must be an adaptable team member and take their turn to lead their team through a Case. In working as a team, students must learn to recognise their personal limits and subject-based knowledge limits, understand the importance of implementing critique from peers and staff in the learning environment. Students are set detailed Learning Outcomes for each Case and they must take personal responsibility for planning for distribution of independent and directed reading/research workload for themselves and their team. The overall outcome of this is that students will solve a variety of problems relating to applying technology to ecology and conservation scenarios.
When leading their team, students will set a positive example by keeping the highest level of professional conduct. The module compels students to take an active role within the cohort and appreciate the effect this has on the group dynamic since they are accountable to their peers. Teamwork encourages students to accept and appreciate personal strengths, weaknesses, and limitations and actively seek guidance to improve.
In engaging with the module appropriately, students will fully achieve the following level-appropriate Behaviour Domains of the USW Graduate Attributes:
Communication: Behaviour 1, 2, 3
Innovation and Enterprise: Behaviour 1, 2, 3
Project Management: Behaviour 1,2, 3
Leadership: Behaviour: 1,2,3
The Capabilities associated with these behaviours are found in the Graduate Attributes table at the end of the descriptor.
Content Summary
Using an integrated case-based, teamwork-based, problem-solving learning approach, students will study the following techniques, all conceptualised within an ecology and conservation based framework :
- Unoccupied Aerial Vehicle Surveying for Ecology
- LiDAR Technology
- Terrestrial laser scanning
- Generating Probability Surfaces
- AI in Ecology
- Use of Biologgers
- Species movement analytics
- Camera trapping – including extracting relevant population parameters
- Microclimate Monitoring
- Technology in Wildlife Forensics
- Modular computing capabilities in wildlife conservation
- Processing ‘Big Data’ in Ecology
- Satellite Monitoring of the Biosphere, including spectral indices
- 3D data in ecology
- Structure from Motion photogrammetry
- Passive acoustic monitoring and soundscape analysis
- Environmental DNA analysis
- DNA Metabarcoding
- Machine learning in ecology and conservation
Students will apply these theoretical and practical skills to study key case-based studies related to the below systems.
1. Species Survey and Monitoring
2. Conservation Assessment
3. Species Reintroductions
4. Habitat Restoration
5. Marine Protected Areas
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Tutorial | 16 |
| Practical sessions | 32 |
| Independent Study | 25 |
| Direct Study | 75 |
| Groupwork | 52 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Understand and critically evaluate technology based techniques for use in ecology and wildlife conservation. |
| LO2 | Demonstrate practical experience and application of selected survey and assessment techniques in a range of wildlife evaluation settings and apply these to professional practice. |
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Synchronous Onsite Oral Assessment | Oral Assessment (Internally assessed, Onsite) 1 | viva voce examinations, staggered across the teaching block. Each viva voce is based on a case study block covered in class. Viva will take place directly after each selected case study teaching block. Each viva voce will be 10 minutes. | 15 | N/A | 50 | No | 40 |
| Synchronous Onsite Oral Assessment | Oral Assessment (Internally assessed, Onsite) 2 | Viva voce examination based on case studies covered in class | 15 | N/A | 50 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Oral Assessment (Internally assessed, Onsite) 1 | ✔ | ✔ | |
| Oral Assessment (Internally assessed, Onsite) 2 | ✔ | ✔ | |