Lessons from a virtual field trip: Adapting explorative and immersive learning pedagogy

Joseph Davies is Senior Lecturer of English Language and Assistant Director for Graduate English for Academic Purposes at Duke Kunshan University's Language and Culture Center. Joseph's current research interests are in higher education assessment, focusing on feedback, specifically second language student feedback literacy, teacher feedback literacy, and feedback culture within Sino-foreign higher education contexts. His research has been published in academic journals such as Assessment and Evaluation in Higher Education. Joseph is also a founding core lab member of Duke Kunshan University's Institute for Global Higher Education (IGHE) pedagogical research and practice lab. He holds a First Class B.Sc. (honors) in forensic science and an M.A. in Teaching English to Speakers of Other Languages with Applied Linguistics. He also holds a University of Cambridge DELTA qualification and is a Senior Fellow of the Higher Education Academy (SFHEA). Joseph has over 15 years' experience designing, managing and teaching academic and professional English-language and teacher training courses throughout China and in the UK. Joseph has lectured at New York University Shanghai and previously served as business development lead for one of the UK's largest universities, establishing, maintaining, and enhancing academic partnerships throughout China.

Laura Davies is the Assistant Director of English for Academic Purposes (EAP), and Senior Lecturer of English Language in the Language and Culture Center at Duke Kunshan University. She holds an MA in TESOL with Applied Linguistics and a DELTA, specializing in higher education English language teaching management. She is also a Senior Fellow of the Higher Education Academy (SFHEA). Her research interests include assessment literacy, social justice, and inclusive pedagogical and curriculum design. Laura’s current research projects focus on examining and enhancing assessment literacy in Higher Education contexts. Her current teaching innovations include community-based learning, intercultural engagement across diverse populations and the use of dialogic feedback to enhance inclusion and feedback effectiveness.