A Flexible, Open and Interactive Digital Platform to Support Online and Blended Experiential Learning Environments: Thinglink and thin sections

Abstract

Abstract. This study investigates the potential value of, and provides a method for the creation of, flexible, digital and asynchronous platforms to create student-centered materials for use in an online and/or blended learning environment. We made use of Thinglink to create a virtual microscope resource for geology and associated courses in higher education. This is achieved through the dissemination of a simple learning resource comprising interactive imagery and audio. The visual analysis of rocks under the microscope, termed thin section petrography, is a fundamental component in geology programmes in higher education, with key skills which are transferable with other fields such as material science, biology and forensic science. However, learning environments and activities in this field are often dictated by the requirement for access to microscope facilities, and supplementary resources which are highly variable in their academic level, availability, design, and scale, ranging from traditional textbooks to online resources. A resource was created which allows individuals to experience some of the aspects of petrographic microscopy in a digital manner. In particular, specific features of the materials observed, and how microscopes work were included. The resource was disseminated to a population of learners and educators who provided responses to a questionnaire. Responses were overwhelmingly positive and indicate considerable interest from learner and teacher alike. Critical areas for improvement include the need for clarity in the user interface, and the inclusion of recorded human voice rather than automated text narration. This study highlights the need for, and benefits of, interactive online learning resources in petrology and associated fields. This type of resource has positive implications for the flexibility, inclusivity and accessibility of teaching materials. Such resources may prove particularly valuable when distance-learning is unavoidable (e.g. the COVID-19 crisis) and/or hybrid, blended learning environments are being deployed. The method and platform used in this study are highly transferable to other subject areas (or other areas of the geosciences).

Geoscience Fieldwork in the Age of Covid-19 and Beyond: Commentary on the Development of a Virtual Geological Field Trip to Whitefish Falls, Ontario, Canada

“…The incorporation of observations at multiple scales is another important aspect highlighted in previous work [41]. Indeed, a multi-scale approach is a central aspect in some previous VFTs [41] and some work focuses on the development of virtual microscope environments [42]. In fact, multiscale observations are potentially more possible in VFTs than regular in-person fieldwork because it allows the students to focus on pertinent details without being overwhelmed by the larger scale processes, geometries and other aspects.…”

The University Campus as a Learning Environment: the role of a Campus-based Living Lab in a Blended Teaching and Learning Environment

“…The actual nature of a virtualised laboratory can range considerably in scale and scope, from compact and simple materials designed to meet very specific learning outcomes such as those found in an individual class (e.g. Jeffery et al, 2021) to materials designed in full 3 -D environments and/or covering a considerable range of academic material (e.g. Hernández-de-Menéndez et al, 2019 and references therein).…”

“…Under the Equality Act 2010 (Legislation.gov.uk, 2010), educators are obliged to provide reasonable adjustments and ensure that materials are accessible for learners with additional needs. To this end, we have found that the application of asynchronous virtualised forms of the instruments given above has been viewed as favourable to learning by learner and educator alike, by providin g learners with a means of exploring an instrument or technique at a time and place of their choosing, in an interactive and accessible form (Jeffery et al, 2021). These resources therefore have the potential to provide a powerful complement to Living Labs, adding depth, diversity, and flexibility, particularly when treated in a supplementary fashion (e.g.…”