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It is an aspiration to infer flow conditions from bedform morphology (e.g. riverbed ripples) where sedimentary structures preserve the geological past, or in inaccessible environments (e.g. Mars). This study was motivated by the idea of better designing an 'AI' algorithm by using lessons from non-AI (i.e. human) abilities. Survey participants demonstrate that the task is visually possible, but geoscience expertise does not help, so an algorithm might be trained well from the data alone.

Geoscience courses, such as geology and geomorphology, require not only classroom lessons and laboratory exercises, but field trips as well. Here, we performed a virtual navigation on Naxos Isl., Cyclades (Greece) for a series of virtual field trips, which took place during webinars in the framework of Erasmus+ CIVIS. Taking into consideration the feedback from 100 students we evaluate the effectiveness of virtual fieldtrips as an alternative form of education.

In this article, we present authorship guidelines which also include a novel authorship form, along with the documentation of the formulation process for a multidisciplinary and interdisciplinary center with more than 250 researchers. Our practical approach promotes fair authorship practices and by focusing on clear, transparent, and timely communication, helps avoid late-stage authorship conflict.

The Strike and Dip (SaD) tool is a desktop virtual reality environment to teach taking strike and dip measurements and compiling geologic maps. SaD replicates real world field mapping by using virtual 3D outcrop models and a geologic compass the user manipulates to take measurements. SaD was implemented in an introductory geology course and students were surveyed about their experience with it. We found that the experience was overall positive and is a viable resource for accessible field trips.

We designed interactive, open-ended video games that simulate field geology to address the learning goals of traditional, in-person exercises for geology students. When these simulations were implemented in college courses, students used virtual versions of standard geology measuring tools to collect data but could also visualize and collect data in new ways, with a jetpack and instantaneous graphing tools. The games were for remote learning, but the tools can also enhance in-person instruction.

In this paper we investigate the number of pages, references and references per page in open access EGU journals. We showed that, while the number of references and number of pages have been constantly increasing in the period 2010–2020, the number of references per page did not change in the same period. Further, all the journals showed similar number of references per page, i.e. ~3.8 references per page.

In this paper we suggest that introductory level geoscience students can learn more about the Earth and the processes that change it through well designed interactive videos and 3-D images than they typically can learn from a field trip or live lecturer, textbook, and hand samples. This is particularly important at this time because many schools and universities are moving away from actual field experiences and there is a common viewpoint that geology is not a "real" science.

This paper presents an analysis of public responses to U.S. National Weather Service heat-related Facebook posts for the Phoenix (Arizona) County Warning Area to identify community norms that may present challenges to the effectiveness of heat risk communication. Findings suggest that local audiences tend to view heat as “normal” and the ability to withstand heat as a marker of community identity. Recommendations are provided for harnessing those norms to promote positive behavioral change.

Geological (Engineering) Field Methods is a core course at Queen’s University in Kingston, Canada where students learn how to investigate the Earth. Typically, this course involves weekly field trips to visit a variety of rock outcrops to learn navigation, observation, and measurement. Remote delivery of this course in fall 2020 due to COVID-19 required a transformation using new virtual, manual, and blended tools. Although largely successful, a return to in-person teaching is recommended.

In this editorial we expand upon the brief advice in the first editorial of Geoscience Communication (Illingworth et al., 2018), illustrating what constitutes robust and publishable work for this journal, elucidating its key elements. Our aim is to help geoscience communicators plan a route to publication, and to illustrate how good engagement work that is already being done might be developed into publishable research.

In response to the COVID-19 pandemic shut down, we designed a virtual geology field camp based in the video game, Minecraft. Students learned how to map geological features on the surface and in the subsurface using this fun and engaging platform. Students perceptions of the course were positive and they showed improvement on basic geologic skills between a pre- and post-assessment survey. students discussing career pathways, skills, and fostering interpersonal relationships.

We created a virtual field trip (VFT) to Grand Ledge, a regionally important suite of outcrops in Michigan, USA. There is a wide range of sedimentary and stratigraphic features encompassed in this locality, making it ideal for a comprehensive virtual field experience. The VFT undertakes all stages of a field project – students investigate outcrops and samples at multiple scales, and students report successfully learning how to interpret complex sedimentary environments "like a real geologist."

We describe a virtual education module that encompasses many of the basic requirements of an advanced field exercise, including designing data collection strategies, synthesizing field and laboratory data, and communicating the results. Modules like the one shared here can successfully address, or even improve on, some of the key learning objectives that are common to field-based capstone experiences, while also fostering a more accessible and inclusive learning environment for all students.