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 as many schools and universities are moving away from actual field experiences, and there is a common viewpoint that geology is not a real science.

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 (artificial intelligence) algorithm to do this by using lessons from non-AI (i.e. human) abilities, investigated using a geoscience communication activity. A survey and an artificial neural network are used in a successful proof of concept.

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.

Strike and Dip (SaD) is a desktop virtual reality environment to teach strike and dip measurement and the compilation of geologic maps. SaD replicates real-world field mapping using virtual 3D outcrop models and a geologic compass that 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 generally positive. SaD is a viable resource for accessible field trips.

We present the Magnetic to the Core project, which communicated palaeomagnetism to members of the general public through hands-on experiments. The impact of the project was tested with an interactive quiz, which shows that this outreach event was successful in impacting visitors’ learning. We hope our Magnetic to the Core project can serve as an inspiration for other Earth science laboratories looking to engage a wide audience and measure the success and impact of their outreach activities.

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.

Rainbow and red–green colour schemes are widely used in scientific publications despite being known to be problematic, particularly to people with colour blindness. This study investigates to what extent such colour schemes are used in geoscience publications. Based on a desk survey of over 2500 papers from six journals between 2005 and 2020, it is found that over half of the published papers have maps or graphs with colour issues that are therefore potentially misleading to readers.

Many projects in their reporting phase are required to provide a clear plan for evaluating the results of those efforts aimed at translating scientific results to a broader audience. This paper illustrates methodologies and strategies used in the framework of a European research project to assess the impact of knowledge transfer activities, both quantitatively and qualitatively, and provides recommendations and hints for developing a useful impact plan for scientific projects.