Articles | Volume 5, issue 3
https://doi.org/10.5194/gc-5-227-2022
© Author(s) 2022. 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-5-227-2022
© Author(s) 2022. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
Virtual field trips utilizing virtual outcrop: construction, delivery and implications for the future
Jessica H. Pugsley
CORRESPONDING AUTHOR
School of Geosciences, University of Aberdeen, King's College, Aberdeen AB24 3UE, UK
John A. Howell
School of Geosciences, University of Aberdeen, King's College, Aberdeen AB24 3UE, UK
Adrian Hartley
School of Geosciences, University of Aberdeen, King's College, Aberdeen AB24 3UE, UK
Simon J. Buckley
Norwegian Research Centre (NORCE), P.O. Box 22, Nygårdstangen, 5838 Bergen, Norway
Rachel Brackenridge
School of Geosciences, University of Aberdeen, King's College, Aberdeen AB24 3UE, UK
Nicholas Schofield
School of Geosciences, University of Aberdeen, King's College, Aberdeen AB24 3UE, UK
Gail Maxwell
School of Geosciences, University of Aberdeen, King's College, Aberdeen AB24 3UE, UK
Magda Chmielewska
School of Geosciences, University of Aberdeen, King's College, Aberdeen AB24 3UE, UK
Kari Ringdal
Norwegian Research Centre (NORCE), P.O. Box 22, Nygårdstangen, 5838 Bergen, Norway
Nicole Naumann
Norwegian Research Centre (NORCE), P.O. Box 22, Nygårdstangen, 5838 Bergen, Norway
Joris Vanbiervliet
Norwegian Research Centre (NORCE), P.O. Box 22, Nygårdstangen, 5838 Bergen, Norway
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Clare E. Bond, Jessica H. Pugsley, Lauren Kedar, Sarah R. Ledingham, Marianna Z. Skupinska, Tomasz K. Gluzinski, and Megan L. Boath
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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.
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Virtual 3D models are becoming fundamental to support field-based geoscience, with drones and image-based modelling providing rapid workflows for generating 3D datasets for mapping and education. Here, we present V3Geo, a cloud-based repository to facilitate 3D model searching, reuse, sharing and visualisation. We highlight the potential value of V3Geo for the geoscience community with examples of scenarios in publication and teaching where the repository is already being employed.
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.
Simon J. Buckley, John A. Howell, Nicole Naumann, Conor Lewis, Magda Chmielewska, Kari Ringdal, Joris Vanbiervliet, Bowei Tong, Oliver S. Mulelid-Tynes, Dylan Foster, Gail Maxwell, and Jessica Pugsley
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Virtual 3D models are becoming fundamental to support field-based geoscience, with drones and image-based modelling providing rapid workflows for generating 3D datasets for mapping and education. Here, we present V3Geo, a cloud-based repository to facilitate 3D model searching, reuse, sharing and visualisation. We highlight the potential value of V3Geo for the geoscience community with examples of scenarios in publication and teaching where the repository is already being employed.
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At UNIS, located at 78° N in Longyearbyen in Arctic Norway, we use digital outcrop models (DOMs) actively in a new course (
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Subject: Geoscience education | Keyword: Qualitative research
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Using PhET™ interactive simulation plate tectonics for initial teacher education
Jennifer Jane Day
Geosci. Commun., 5, 381–395, https://doi.org/10.5194/gc-5-381-2022, https://doi.org/10.5194/gc-5-381-2022, 2022
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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.
Margaret Chen, Rui Aleixo, Massimo Guerrero, and Rui Ferreira
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W.A.T.E.R. stands for Workshop on Advanced measurement Techniques and Experimental Research. It provides a structured approach for the learning and training platform to professionals with an experimental background in fluid mechanics. It offers an opportunity to learn about state-of-the-art instrumentation and measurement techniques and the latest developments in the field by partnering with academics, instrumentation manufacturers, and public sectors for sharing knowledge and good practices.
Erika Rader, Renee Love, Darryl Reano, Tonia A. Dousay, and Natasha Wingerter
Geosci. Commun., 4, 475–492, https://doi.org/10.5194/gc-4-475-2021, https://doi.org/10.5194/gc-4-475-2021, 2021
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In response to the COVID-19 pandemic shutdown, 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 in basic geologic skills between pre-assessment and post-assessment surveys. Students discussed career pathways and skills and fostered interpersonal relationships.
Kim Senger, Peter Betlem, Sten-Andreas Grundvåg, Rafael Kenji Horota, Simon John Buckley, Aleksandra Smyrak-Sikora, Malte Michel Jochmann, Thomas Birchall, Julian Janocha, Kei Ogata, Lilith Kuckero, Rakul Maria Johannessen, Isabelle Lecomte, Sara Mollie Cohen, and Snorre Olaussen
Geosci. Commun., 4, 399–420, https://doi.org/10.5194/gc-4-399-2021, https://doi.org/10.5194/gc-4-399-2021, 2021
Short summary
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At UNIS, located at 78° N in Longyearbyen in Arctic Norway, we use digital outcrop models (DOMs) actively in a new course (
AG222 Integrated Geological Methods: From Outcrop To Geomodel) to solve authentic geoscientific challenges. DOMs are shared through the open-access Svalbox geoscientific portal, along with 360° imagery, subsurface data and published geoscientific data from Svalbard. Here we share experiences from the AG222 course and Svalbox, both before and during the Covid-19 pandemic.
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Geosci. Commun., 4, 43–56, https://doi.org/10.5194/gc-4-43-2021, https://doi.org/10.5194/gc-4-43-2021, 2021
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This work presents the use of a digital educational resource, CreativeLab_Sci&Math | Plate Tectonics, which explores the PhETTM Plate Tectonics simulator in the context of pre-service teacher education. Results show that the digital educational resource contributed to pre-service teachers successfully achieving learning outcomes concerning the dynamics of plate tectonics.
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Short summary
Virtual field trips have become a crucial resource during the COVID-19 pandemic within geoscience education. This study presents a critical evaluation of their use, using real-world examples delivered to a masters-level class at the University of Aberdeen. Our work highlights several key findings which can be used to help plan virtual field trips and how associated disadvantages of their use can be mitigated through a blend of physical and virtual field trips.
Virtual field trips have become a crucial resource during the COVID-19 pandemic within...
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