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-centred 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 a 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).

Viewing open education within the Technological, Pedagogical, Content Framework: illustrating educator knowledge, skills and dispositions

“…their name, a pseudonym or anonymously). For example, educators may invite students to share work with the wider public on a general website as a class contribution or within a Virtual Learning Environment as an individual contribution (see example in Jeffrey et al 2021). Finally, individuals must negotiate what they will share and if they will interact with others at the nano level (Cronin 2017).…”

The potential for using video games to teach geoscience: learning about the geology and geomorphology of Hokkaido (Japan) from playing Pokémon Legends: Arceus

“…The shift to online-based and hybrid learning following the COVID-19 pandemic has led to increasing reliance on newly developed teaching methods including virtual field trips (MacKay, 2020;Bond et al, 2021) and other digital resources (Pringle et al, 2017;Jeffery et al, 2021). Video games can augment this new education paradigm.…”

Thinglink and the Laboratory: Interactive Simulations of Analytical Instrumentation for HE Science Curricula

“…Virtual laboratories are a form of E-learning − that attempt to simulate − or even provide remote access to laboratory facilities, are a common means of alleviating these difficulties, and have been applied to chemistry education, − as well as other areas of higher education. − The benefits of this approach are well-constrained and include cost effectiveness, geographical range, and learner control, and many educational institutions have dedicated considerable resources to its implementation . Virtualized laboratory resources inevitably vary in scale and scope, from compact materials designed for specific learning outcomes to materials designed in full 3-D environments and covering a considerable range of academic material. ,, The potential benefits of this style of learning resource can be divided into three key themes: (1) development of key skills (e.g., knowledge and understanding, inquiry skills, practical skills, perception, analytical skills, and social and scientific communication) ,, and academic performance, (2) learner motivation and wellbeing, and (3) efficient resource management . Despite these positive points, virtual laboratories are not without their recognized faults and difficulties: potential negative factors include: (1) discouragement of learning using real instrumentation, (2) discouragement of discussion and collaboration between learners, (3) reduced interaction between learner and educator, (4) increased risk of plagiarism, (5) reduced development of hands-on skills, and (6) time investment required to create material. − …”

“…43−51 The benefits of this approach are well-constrained 52 and include cost effectiveness, geographical range, and learner control, 53 and many educational institutions have dedicated considerable resources to its implementation. 54 Virtualized laboratory resources inevitably vary in scale and scope, from compact materials designed for specific learning outcomes 55 to materials designed in full 3-D environments and covering a considerable range of academic material. 49,56,57 The potential benefits of this style of learning resource can be divided into three key themes: (1) development of key skills (e.g., knowledge and understanding, inquiry skills, practical skills, perception, analytical skills, and social and scientific communication) 56,58,59 and academic performance, (2) learner motivation and wellbeing, 60 and (3) efficient resource management.…”