Using Interactive Virtual Field Guides and Linked Data in Geoscience Teaching and Learning

Stott, Tim; Litherland, Kate; Carmichael, Patrick; Nuttall, Anne‐Marie

doi:10.1007/978-94-007-6946-5_13

Cited by 5 publications

(3 citation statements)

References 28 publications

(23 reference statements)

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“…VFG's are often a repository of various data, yet what makes them more than just this, is often an element of educator led discussion situated within a framework of tasks to be completed (Stott, Litherland, Carmichael, & Nuttall, 2014). Some VFG's try to create an opportunity of travel for the students without ever leaving the confines of the classroom.…”

Section: What Is a Virtual Field Guide?mentioning

confidence: 99%

A review of the benefits and drawbacks to virtual field guides in today’s Geoscience higher education environment

Cliffe

2017

Int J Educ Technol High Educ

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Virtual Field Guides are a way for educators to tackle the growing issue of funding pressures in areas of higher education, such as geography. Virtual Field Guides are however underutilised and can offer students a different way of learning. Virtual Field Guides have many benefits to students, such as being more inclusive, building student skills and confidence in a controlled environment pre fieldtrip and can increase engagement in the topic studied. There are also benefits to the educator, such as reduced cost, more efficient students on fieldwork tasks and the ability to tailor and update their field guides to suit their needs. However there are drawbacks in the challenge of creation and their outcome as educational standalone tools. This paper reviews the literature around the benefits and draw backs to the creation and incorporation of virtual field guides in geoscience education.

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Section: What Is a Virtual Field Guide?mentioning

confidence: 99%

A review of the benefits and drawbacks to virtual field guides in today’s Geoscience higher education environment

Cliffe

2017

Int J Educ Technol High Educ

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“…Our intent is to also give students a sense of exploration, as treering scientists commonly travel to remote regions around the world in search of long-lived, climate-sensitive trees. Such expeditions are of inherent interest to broad audiences and allow students to make links between field and laboratory elements (Stott et al, 2014).…”

Section: Building On Related Innovationsmentioning

confidence: 99%

Online labs to introduce undergraduate students to scientific concepts and practices in tree-ring research

Davi

Pringle

Fiondella

et al. 2021

Journal of Geoscience Education

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Scientists rely heavily on tree-ring records to better understand climate variability of the past millennium. Tree rings can also be utilized to give students a window into paleoclimate research, the methods scientists use, and the importance of scientific findings. Here, we present five online labs that introduce undergraduate students to the field of dendrochronology. Students learn about foundational tree-ring concepts and are guided to use many of the same tools and strategies as scientists, including exploring important field sites, measuring tree-ring data from those sites, using online paleoclimate databanks, and evaluating climate trends and extremes. The labs have been classroom tested and were modified based on a professional assessment, and faculty and student reviews. Faculty and student surveys and student lab grades show that the majority of students were able to meet the learning goals of the labs. Students reported that they felt they were working as scientists would, and, after completing the labs, that they better understood tree-ring science methods and applications. These materials were developed collaboratively with faculty input from a variety of institutions to have broad appeal and allow for use in a variety of classroom settings.

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“…There are cases of the use of virtual reality for geography fieldwork in, for instance, the research papers of Dykes et al (1999) and Stott et al (2014). The virtual reality developed by Dykes et al (1999) (Figure 2.16) was also used in the actual urban fieldwork stage to collect data for building an urban land use model.…”

Section: Virtual Realitymentioning

confidence: 99%

User-centered design of a mobile application using a combination of augmented reality and maps for geo-fieldwork education

Wang¹

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Using Interactive Virtual Field Guides and Linked Data in Geoscience Teaching and Learning

Cited by 5 publications

References 28 publications

A review of the benefits and drawbacks to virtual field guides in today’s Geoscience higher education environment

A review of the benefits and drawbacks to virtual field guides in today’s Geoscience higher education environment

Online labs to introduce undergraduate students to scientific concepts and practices in tree-ring research

User-centered design of a mobile application using a combination of augmented reality and maps for geo-fieldwork education

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