A flexible, open, and interactive digital platform to support online and blended experiential learning environments: Thinglink and thin sections

Jeffery, Adam J.; Rogers, Steven L.; Jeffery, Kelly L. A.; Hobson, Luke

doi:https://doi.org/10.5194/gc-4-95-2021

Articles | Volume 4, issue 1

https://doi.org/10.5194/gc-4-95-2021

© Author(s) 2021. This work is distributed under
the Creative Commons Attribution 4.0 License.

https://doi.org/10.5194/gc-4-95-2021

© Author(s) 2021. This work is distributed under
the Creative Commons Attribution 4.0 License.

Articles | Volume 4, issue 1

Research article

|

16 Mar 2021

Research article |

| 16 Mar 2021

A flexible, open, and interactive digital platform to support online and blended experiential learning environments: Thinglink and thin sections

Adam J. Jeffery, Steven L. Rogers, Kelly L. A. Jeffery, and Luke Hobson

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Final revised paper (published on 16 Mar 2021)
Preprint (discussion started on 02 Nov 2020)

Interactive discussion

Status: closed

AC: Author comment | RC: Referee comment | SC: Short comment | EC: Editor comment

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- Supplement

RC1: 'review of Jeffery et al paper', Jamie Pringle, 02 Nov 2020
- AC1: 'Reply on RC1', Adam Jeffery, 28 Dec 2020
RC2: 'Review', Edward McGowan, 15 Nov 2020
- AC2: 'Reply on RC2', Adam Jeffery, 28 Dec 2020

Peer-review completion

AR: Author's response | RR: Referee report | ED: Editor decision

ED: Publish subject to minor revisions (further review by editor) (29 Dec 2020) by Mirjam Sophia Glessmer

AR by Adam Jeffery on behalf of the Authors (31 Dec 2020) Author's response Author's tracked changes Manuscript

ED: Publish as is (05 Jan 2021) by Mirjam Sophia Glessmer

ED: Publish as is (19 Jan 2021) by Kirsten v. Elverfeldt (Executive editor)

AR by Adam Jeffery on behalf of the Authors (27 Jan 2021) Manuscript

Short summary

We investigate the potential use of Thinglink, an interactive imagery-based web platform, for the study of rocks, minerals, and fossils under the microscope. We disseminated a prototype which allowed users to view rock samples through a "virtual" microscope and gathered feedback from staff and students. Results were overwhelmingly positive and imply real interest in this style of resource. Such resources could help to enhance accessibility and inclusivity and could complement existing teaching.