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.
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.
the Creative Commons Attribution 4.0 License.
Research article
| 
16 Mar 2021
Research article |
| 16 Mar 2021
| 16 Mar 2021
A flexible, open, and interactive digital platform to support online and blended experiential learning environments: Thinglink and thin sections
School of Geography, Geology, and the Environment, Keele
University, Keele, Staffordshire, ST5 5BG, UK
Steven L. Rogers
School of Geography, Geology, and the Environment, Keele
University, Keele, Staffordshire, ST5 5BG, UK
Kelly L. A. Jeffery
School of Life Sciences, Keele University, Keele, Staffordshire, ST5
5BG, UK
Luke Hobson
School of Geography, Geology, and the Environment, Keele
University, Keele, Staffordshire, ST5 5BG, UK
Related authors
Steven L. Rogers, Adam J. Jeffery, Jamie K. Pringle, Antonia C. Law, Alexandre Nobajas, Katie Szkornik, Angela C. Turner, Adam Moolna, and Luke Hobson
Geosci. Commun. Discuss., https://doi.org/10.5194/gc-2021-32, https://doi.org/10.5194/gc-2021-32, 2021
Manuscript not accepted for further review
Short summary
Short summary
Our pedagogic framework suggests that using living labs for educational purposes can provide environments where authentic activities and assessment can be readily provided, create an environment where students become stakeholders in adjunct processes, help educators work toward inclusive and authentic alternatives to residential fieldwork (where needed), and provide alternative fieldwork (and other activities) locations to help rationalise curricula financial and environmental footprints.
Steven L. Rogers, Lisa Lau, Natasha Dowey, Hinna Sheikh, and Rebecca Williams
Geosci. Commun., 5, 189–204, https://doi.org/10.5194/gc-5-189-2022, https://doi.org/10.5194/gc-5-189-2022, 2022
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Geology is not apolitical. Here, we explore what decolonising the curriculum means, both in a wider sense and specifically for the discipline of geology. We outline some of the colonial past of the discipline and also point to its colonial present in the hope that we can do better in the future. We explain some of the discipline-specific jargon, theory, and practice associated with decolonising. Some suggestions are included to help geology teams begin their decolonising the curriculum journey.
Steven L. Rogers, Adam J. Jeffery, Jamie K. Pringle, Antonia C. Law, Alexandre Nobajas, Katie Szkornik, Angela C. Turner, Adam Moolna, and Luke Hobson
Geosci. Commun. Discuss., https://doi.org/10.5194/gc-2021-32, https://doi.org/10.5194/gc-2021-32, 2021
Manuscript not accepted for further review
Short summary
Short summary
Our pedagogic framework suggests that using living labs for educational purposes can provide environments where authentic activities and assessment can be readily provided, create an environment where students become stakeholders in adjunct processes, help educators work toward inclusive and authentic alternatives to residential fieldwork (where needed), and provide alternative fieldwork (and other activities) locations to help rationalise curricula financial and environmental footprints.
Related subject area
Subject: Geoscience education | Keyword: Pedagogy
The Rock Garden: a preliminary assessment of how campus-based field skills training impacts student confidence in real-world fieldwork
The weather today rocks or sucks for my tree: Exploring the understanding of climate impacts on forests at high school level through tweets
GC Insights: The crystal structures behind mineral properties – a case study of using TotBlocks in an undergraduate optical mineralogy lab
Building confidence in STEM students through breaking (unseen) barriers
The potential for using video games to teach geoscience: learning about the geology and geomorphology of Hokkaido (Japan) from playing Pokémon Legends: Arceus
Learning outcomes, learning support, and cohort cohesion on a virtual field trip: an analysis of student and staff perceptions
GC Insights: Diversifying the geosciences in higher education: a manifesto for change
A snapshot sample on how COVID-19 impacted and holds up a mirror to European water education
Virtual field experiences in a web-based video game environment: open-ended examples of existing and fictional field sites
GC Insights: Geoscience students' experience of writing academic poetry as an aid to their science education
GC Insights: Space sector careers resources in the UK need a greater diversity of roles
A remote field course implementing high-resolution topography acquisition with geomorphic applications
From a virtual field trip to geologically reasoned decisions in Yosemite Valley
Multi-scale virtual field experience: sedimentology and stratigraphy of Grand Ledge, Michigan, USA
Virtual mapping and analytical data integration: a teaching module using Precambrian crystalline basement in Colorado's Front Range (USA)
Virtual field trips as a tool for indirect geomorphological experience: a case study from the southeastern part of the Gulf of Corinth, Greece
Development and implementation of virtual field teaching resources: two karst geomorphology modules and three virtual capstone pathways
Using paired teaching for earthquake education in schools
Evaluating participants' experience of extended interaction with cutting-edge physics research through the PRiSE “research in schools” programme
Schools of all backgrounds can do physics research – on the accessibility and equity of the Physics Research in School Environments (PRiSE) approach to independent research projects
Volcanoes in video games: the portrayal of volcanoes in commercial off-the-shelf (COTS) video games and their learning potential
Celebrating 25 years of seismology at schools in France
Thomas W. Wong Hearing, Stijn Dewaele, Stijn Albers, Julie De Weirdt, and Marc De Batist
Geosci. Commun., 7, 17–33, https://doi.org/10.5194/gc-7-17-2024, https://doi.org/10.5194/gc-7-17-2024, 2024
Short summary
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Field skills training is an integral part of geoscience education, but long field courses away from home can be barriers to accessing that education and mean that students do not get regular field skills practice. We built the Rock Garden, an on-campus field course at Ghent University, Belgium, to make our field skills training more accessible. Here, we present preliminary data that suggest on-campus field skills training provision can increase students' confidence during real-world fieldwork.
Thomas Mölg, Jan Christoph Schubert, Annette Debel, Steffen Höhnle, Kathy Steppe, Sibille Wehrmann, and Achim Bräuning
Geosci. Commun. Discuss., https://doi.org/10.5194/gc-2023-5, https://doi.org/10.5194/gc-2023-5, 2023
Revised manuscript accepted for GC
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We examine the understanding of weather and climate impacts on forest health in high school students. Climate physics, tree ring science and educational research collaborate to provide an online platform that captures the students’ observations, showing they verbalize the measured weather and the basic tree responses well. However, students hardly detect the causal connections. This result will help refine future classroom concepts and public climate change communication on changing forests.
Derek D. V. Leung and Paige E. dePolo
Geosci. Commun., 6, 125–129, https://doi.org/10.5194/gc-6-125-2023, https://doi.org/10.5194/gc-6-125-2023, 2023
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We used 3D-printed building blocks (TotBlocks) in an undergraduate optical mineralogy lab session to illustrate the links between crystal structures and the properties of minerals. Students built mica, pyroxene, and amphibole structures. We observed an improved understanding of cleavage (how minerals break) and pleochroism (how light interacts with minerals), but understanding did not improve with more abstract concepts. TotBlocks hold potential as a teaching tool in mineralogy classrooms.
Philip J. Heron and Jamie A. Williams
Geosci. Commun., 5, 355–361, https://doi.org/10.5194/gc-5-355-2022, https://doi.org/10.5194/gc-5-355-2022, 2022
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Science, technology, engineering, and maths subjects have historically struggled to be inclusive to students from diverse backgrounds. We outline here an outreach course designed to improve critical thinking for people in prison. Based on course feedback, we share advice for working with students who do not engage in formal education – specifically those who have low self-confidence. We focus on how to create a classroom dynamic that is accessible, inclusive and relatable to all students.
Edward G. McGowan and Lewis J. Alcott
Geosci. Commun., 5, 325–337, https://doi.org/10.5194/gc-5-325-2022, https://doi.org/10.5194/gc-5-325-2022, 2022
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The fictional landscape of Hisui from Pokémon Legends: Arceus is inspired by the real-world island of Hokkaido, Japan. This paper illustrates how the game can be used to explore geological concepts including volcanology, economic geology, and hazard mitigation, by comparing in-game features to their real-world counterparts on Hokkaido. Applications from this study include increasing geoscientific interest and facilitating the self-learning or formal teaching of geoscience worldwide.
Clare E. Bond, Jessica H. Pugsley, Lauren Kedar, Sarah R. Ledingham, Marianna Z. Skupinska, Tomasz K. Gluzinski, and Megan L. Boath
Geosci. Commun., 5, 307–323, https://doi.org/10.5194/gc-5-307-2022, https://doi.org/10.5194/gc-5-307-2022, 2022
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Virtual field trips are used to engage students who are unable to go into the field with geological field work. Here, we investigate the perceptions of staff and students before and after a virtual field trip, including the investigation of the success of mitigation measures designed to decrease barriers to engagement and inclusion. We conclude that negative and positive perceptions exist and that effective mitigation measures can be used to improve the student experience.
Caitlyn A. Hall, Sam Illingworth, Solmaz Mohadjer, Mathew Koll Roxy, Craig Poku, Frederick Otu-Larbi, Darryl Reano, Mara Freilich, Maria-Luisa Veisaga, Miguel Valencia, and Joey Morales
Geosci. Commun., 5, 275–280, https://doi.org/10.5194/gc-5-275-2022, https://doi.org/10.5194/gc-5-275-2022, 2022
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In this manifesto, we offer six points of reflection that higher education geoscience educators can act upon to recognise and unlearn their biases and diversify the geosciences in higher education, complementing current calls for institutional and organisational change. This serves as a starting point to gather momentum to establish community-built opportunities for implementing and strengthening diversity, equity, inclusion, and justice holistically in geoscience education.
Benjamin M. C. Fischer and Alexandru Tatomir
Geosci. Commun., 5, 261–274, https://doi.org/10.5194/gc-5-261-2022, https://doi.org/10.5194/gc-5-261-2022, 2022
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The aim of this paper is to communicate results of our survey giving a first overview and reflects how teaching of hydrology and water-related sciences changed due to COVID-19. Next to many negative aspects for teachers and students, a spirit of optimism, time of change and community initiatives could also be noticed. COVID-19 made it possible to explore novel teaching methods useful for modernizing education and making practical teaching formats accessible to all hydrology and water students.
Mattathias D. Needle, Juliet G. Crider, Jacky Mooc, and John F. Akers
Geosci. Commun., 5, 251–260, https://doi.org/10.5194/gc-5-251-2022, https://doi.org/10.5194/gc-5-251-2022, 2022
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We designed interactive, open-ended video games to 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 (i.e., a jetpack and instantaneous graphing tools). The games were for remote learning, but the tools can also enhance in-person instruction.
Alice Wardle and Sam Illingworth
Geosci. Commun., 5, 221–225, https://doi.org/10.5194/gc-5-221-2022, https://doi.org/10.5194/gc-5-221-2022, 2022
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Participants answered four questions concerning their experience writing a haiku based on a geoscience extract. Data were categorised as being part of the
Task Processor
Task Meaning. The themes involved in the
Task Processwere
Identification of significant information,
Distillation of informationand
Metamorphosis of text, while the themes related to
Task Meaningwere made up of
Enjoyable,
Challenging(which has sub-themes
Frustratingand
Restricted) and
Valuable.
Martin O. Archer, Cara L. Waters, Shafiat Dewan, Simon Foster, and Antonio Portas
Geosci. Commun., 5, 119–123, https://doi.org/10.5194/gc-5-119-2022, https://doi.org/10.5194/gc-5-119-2022, 2022
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Educational research highlights that improved careers education is needed to increase participation in science, technology, engineering, and mathematics (STEM). Current UK careers resources in the space sector, however, are found to perhaps not best reflect the diversity of roles present and may in fact perpetuate misconceptions about the usefulness of science. We, therefore, compile a more diverse set of space-related jobs, which will be used in the development of a new space careers resource.
Sharon Bywater-Reyes and Beth Pratt-Sitaula
Geosci. Commun., 5, 101–117, https://doi.org/10.5194/gc-5-101-2022, https://doi.org/10.5194/gc-5-101-2022, 2022
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This paper outlines educational materials appropriate to teach upper division or graduate-level geoscience students how to produce and interpret high-resolution topography data. In a remote implementation, students were able to independently generate high-resolution topographic data products that can be used for interpreting hazards such as landsliding and flooding. Students met course learning outcomes while learning marketable skills used within environmental jobs or research settings.
Nicolas C. Barth, Greg M. Stock, and Kinnari Atit
Geosci. Commun., 5, 17–28, https://doi.org/10.5194/gc-5-17-2022, https://doi.org/10.5194/gc-5-17-2022, 2022
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We present a geology of Yosemite Valley virtual field trip (VFT) and companion exercises produced to substitute for physical field experiences. The VFT is created as an Earth project in Google Earth Web, a versatile format that allows access through a web browser. The module's progression from a VFT and a mapping exercise to geologically reasoned decision-making results in high-quality student work; students find it engaging, enjoyable, and educational.
Madeline S. Marshall and Melinda C. Higley
Geosci. Commun., 4, 461–474, https://doi.org/10.5194/gc-4-461-2021, https://doi.org/10.5194/gc-4-461-2021, 2021
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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.
Kevin H. Mahan, Michael G. Frothingham, and Ellen Alexander
Geosci. Commun., 4, 421–435, https://doi.org/10.5194/gc-4-421-2021, https://doi.org/10.5194/gc-4-421-2021, 2021
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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 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.
Niki Evelpidou, Anna Karkani, Giannis Saitis, and Evangelos Spyrou
Geosci. Commun., 4, 351–360, https://doi.org/10.5194/gc-4-351-2021, https://doi.org/10.5194/gc-4-351-2021, 2021
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Field trips, despite their significance in students' education, cannot be performed under the COVID-19 pandemic. Here, we evaluate virtual field trips, as an alternative to in situ field work and as a means of preparation for live field trips, considering students' views. They are useful for geoscience students and a good alternative during restriction periods; although they can't substitute real field trips, they can be a valuable additional tool when preparing for a live field trip.
Rachel Bosch
Geosci. Commun., 4, 329–349, https://doi.org/10.5194/gc-4-329-2021, https://doi.org/10.5194/gc-4-329-2021, 2021
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In order to communicate the field-rich, complex concepts of karst geomorphology and hydrogeology to people who may not be able to access in-person field experiences, two virtual learning resources were created. Both karst activities, introductory and advanced, are available online in the Science Education Resource Center (SERC) Online Field Experiences repository. These and other activities from that SERC repository were incorporated into virtual capstone pathways for senior undergrad students.
Solmaz Mohadjer, Sebastian G. Mutz, Matthew Kemp, Sophie J. Gill, Anatoly Ischuk, and Todd A. Ehlers
Geosci. Commun., 4, 281–295, https://doi.org/10.5194/gc-4-281-2021, https://doi.org/10.5194/gc-4-281-2021, 2021
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Lack of access to science-based natural hazards information impedes the effectiveness of school-based disaster risk reduction education. To address this challenge, we created and classroom tested a series of earthquake education videos that were co-taught by school teachers and Earth scientists in the UK and Tajikistan. Comparison of the results reveals significant differences between students' views on the Earth's interior and why and where earthquakes occur.
Martin O. Archer, Jennifer DeWitt, Charlotte Thorley, and Olivia Keenan
Geosci. Commun., 4, 147–168, https://doi.org/10.5194/gc-4-147-2021, https://doi.org/10.5194/gc-4-147-2021, 2021
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We explore how best to support school students to experience undertaking research-level physics by evaluating provision in the PRiSE framework of
research in schoolsprojects. These experiences are received by students and teachers much more positively than typical forms of outreach. The intensive support offered is deemed necessary, with all elements appearing equally important. We suggest the framework could be adopted at other institutions applied to their own areas of scientific research.
Martin O. Archer
Geosci. Commun., 4, 189–208, https://doi.org/10.5194/gc-4-189-2021, https://doi.org/10.5194/gc-4-189-2021, 2021
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An evaluation of the accessibility and equity of a programme of independent research projects shows that, with the right support from both teachers and active researchers, schools' ability to succeed at undertaking cutting-edge research appears independent of typical societal inequalities.
Edward G. McGowan and Jazmin P. Scarlett
Geosci. Commun., 4, 11–31, https://doi.org/10.5194/gc-4-11-2021, https://doi.org/10.5194/gc-4-11-2021, 2021
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Results from reviewing 15 popular video games demonstrate a combination of accuracies and inaccuracies that could impact on people’s self-learning of volcanoes. Several volcanic features are represented to varying degrees of accuracy (stratovolcanoes and calderas, lava flows, volcanic ash, and lava bombs), whereas health risks are often inaccurate. Suggested applications of the findings for educational environments are given, such as group projects in open-world games.
Jean-Luc Berenguer, Julien Balestra, Fabrice Jouffray, Fabrice Mourau, Françoise Courboulex, and Jean Virieux
Geosci. Commun., 3, 475–481, https://doi.org/10.5194/gc-3-475-2020, https://doi.org/10.5194/gc-3-475-2020, 2020
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An educational program, focusing on seismological activities at schools and on raising citizen awareness of natural hazards, has been active in France since 1995. Over this quarter century, different generations of students have learned various lessons concerning instrument installation, data recording, and analysis. Analysis of earthquakes has generated a strong awareness of the seismic hazard, especially after the deployment of seismometers at schools.
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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.
We investigate the potential use of Thinglink, an interactive imagery-based web platform, for...
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