1,360 research outputs found

    Sustaining K-12 Professional Development in Geology: Recurrent Participation in RockCamp

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    Researchers surveyed repeat attendees in a geology professional development program known as RockCamp in order to determine the reasons for their sustained involvement in this program. This article describes their findings, which suggest that the teachers' sustained involvement in the RockCamp Program is stimulated by situated learning experiences stressing a compare, contrast, connect, and construct pedagogy within a supportive learning community. Most teachers cited such reasons as efficacy, fun, right time of life, and support, as well as content, friendship, and methodology as reasons for their continued participation in the program. Educational levels: Graduate or professional

    From Big Data to Big Displays: High-Performance Visualization at Blue Brain

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    Blue Brain has pushed high-performance visualization (HPV) to complement its HPC strategy since its inception in 2007. In 2011, this strategy has been accelerated to develop innovative visualization solutions through increased funding and strategic partnerships with other research institutions. We present the key elements of this HPV ecosystem, which integrates C++ visualization applications with novel collaborative display systems. We motivate how our strategy of transforming visualization engines into services enables a variety of use cases, not only for the integration with high-fidelity displays, but also to build service oriented architectures, to link into web applications and to provide remote services to Python applications.Comment: ISC 2017 Visualization at Scale worksho

    Generating Mobile Virtual Tour Using UAV and 360 Degree Panorama for Geography-Environmental Learning in Higher Educationw

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    Nowadays, the limitations of media in geo-environmental learning present a significant challenge, as media plays an indispensable role in fostering students’ comprehensive understanding. Employing technology capable of delivering comprehensive landscape information is crucial for effective environmental education. Utilizing Unmanned Aerial Vehicles (UAVs) and 360-degree panoramic cameras represents a judicious technological choice, which can be seamlessly integrated into virtual tours. This research aims to develop a Mobile Virtual Tour (Movie-Tour) as a medium to support learning, especially for materials regarding environmental geography. The research and development (RnD) method is used in research with the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). Data collection for the development of the product involved conducting a need assessment, performing validation tests and conducting trials with students. To gather field data for creating environmental geography materials for the Movie-Tour product, we utilized an Unmanned Aerial Vehicle (UAV) and a 360-degree stereoscopic camera. The results demonstrate that Movie- Tour is an educational medium capable of delivering an immersive learning experience and comprehensive materials, allowing for the virtual visualization of real-world conditions in the field. This capability enhances students’ engagement in exploring physical geography conditions, fosters independent knowledge acquisition, and nurtures their innate curiosity. Movie-Tour stands as a potent and practical educational tool, offering an effective and secure learning experience for students, eliminating the need for direct field visits

    The importance of active-learning, student support, and peer teaching networks: A case study from the world’s longest COVID-19 lockdown in Melbourne, Australia

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    In the Australian state of Victoria, the city of Melbourne endured the world’s longest number of lockdown days, with severe government health orders and travel restrictions in place for extended periods of 2020 and 2021. In common with others, we found the provision of field teaching in introductory geology, structural geology, and volcanology, and the online replacement of practical instruction in petrology and petrography to be the greatest pedagogical challenges. We developed and used a range of different virtual field excursions that, given time and travel constraints imposed on us, were necessarily “low-tech” and non-immersive. Despite this, our students largely engaged enthusiastically with the virtual excursions, met many preexisting learning goals, and gained additional skills, particularly in regional-scale geological synthesis. In teaching petrology and petrography online, curated resources improved student understanding of some fundamental concepts, and it was advantageous that students were all assessed using identical imagery, rather than one sample from a non-identical class-set. On the other hand, we found we were less able to train students in the advanced skills of thin section interpretation. Assessment changes associated with online teaching have resulted in a permanent shift from low-level recall-style assessments to instead emphasizing higher-level synthesis and “geological thinking” skills. Our efforts throughout the pandemic demonstrated the value of instructor-student engagement and yielded teaching resources that have subsequently enhanced our face-to-face teaching and increased flexibility for students. Moreover, the COVID-19 pandemic has highlighted the importance of collaborative teaching practice and we have increasingly seen the benefits of local and national-scale teaching networks for peer support and for resource sharing

    From spatial to platial - the role and future of immersive technologies in the spatial sciences

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    Immersive technologies such as virtual and augmented reality have been part of the technology mindset in computer and geospatial sciences early on. The promise of delivering realistic experiences to the human senses that are not bound by physical reality has inspired generations of scientists and entrepreneurs alike. However, the vision for immersive experiences has been in stark contrast to the ability to deliver at the technology end; the community has battled nuisances such as cybersickness, tethers, and the uncanny valley for the last decades. With the \u27final wave\u27 of immersive technologies, we are now able to fulfill a long-held promise and freely and creatively envision how immersive technologies change spatial sciences by creating embodied experiences for geospatial applications. These experiences are not restricted by time or place, nor are they limited to the physical world. This contribution envisions the future of spatial sciences in light of place-like experiences enabled through immersive technologies and their potential to infuse research in the spatial sciences community

    Implications of Learning Outcomes of In-Person and Virtual Field-Based Geoscience Instruction at Grand Canyon National Park

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    abstract: Education through field exploration is fundamental in geoscience. But not all students enjoy equal access to field-based learning because of time, cost, distance, ability, and safety constraints. At the same time, technological advances afford ever more immersive, rich, and student-centered virtual field experiences. Virtual field trips may be the only practical options for most students to explore pedagogically rich but inaccessible places. A mixed-methods research project was conducted on an introductory and an advanced geology class to explore the implications of learning outcomes of in-person and virtual field-based instruction at Grand Canyon National Park. The study incorporated the Great Unconformity in the Grand Canyon, a 1.2 billion year break in the rock record; the Trail of Time, an interpretive walking timeline; and two immersive, interactive virtual field trips (iVFTs). The in-person field trip (ipFT) groups collectively explored the canyon and took an instructor-guided inquiry hike along the interpretive Trail of Time from rim level, while iVFT students individually explored the canyon and took a guided-inquiry virtual tour of Grand Canyon geology from river level. High-resolution 360° spherical images anchor the iVFTs and serve as a framework for programmed overlays that enable interactivity and allow the iVFT to provide feedback in response to student actions. Students in both modalities received pre- and post-trip Positive and Negative Affect Schedules (PANAS). The iVFT students recorded pre- to post-trip increases in positive affect (PA) scores and decreases in negative (NA) affect scores, representing an affective state conducive to learning. Pre- to post-trip mean scores on concept sketches used to assess visualization and geological knowledge increased for both classes and modalities. However, the iVFT pre- to post-trip increases were three times greater (statistically significant) than the ipFT gains. Both iVFT and ipFT students scored 92-98% on guided-inquiry worksheets completed during the trips, signifying both met learning outcomes. Virtual field trips do not trump traditional in-person field work, but they can meet and/or exceed similar learning objectives and may replace an inaccessible or impractical in-person field trip.Dissertation/ThesisMasters Thesis Geological Sciences 201

    Developing digital fieldwork technologies at the British Geological Survey

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    Geological Surveys are faced with budget constraints and calls for efficiency gains; the effective application of digital techniques is often seen as a route to meeting these demands while increasing the value of outcrop studies and reducing the inherent subsurface uncertainty. The British Geological Survey may be the oldest national Survey in the world (established in 1835); however, developing and implementing new, innovative and efficient technologies for fieldwork is a high priority. Efficient tools for capturing, integrating, manipulating and disseminating outcrop data and information are imperative to enable geoscientists to increase their understanding of geological processes and therefore to reduce subsurface uncertainty and risk. Systems for capturing structured digital field data and for visualizing and interacting with large datasets are increasingly being utilized by geoscientists in the UK and internationally. Augmented reality and unmanned aerial vehicles are amongst the developing technologies being explored for future operational implementation. This paper describes the digital field mapping (BGS·SIGMAmobile) and visualization (GeoVisionary) systems and refers to a case study outlining their contribution to reducing uncertainty and risk in hydrocarbon exploration

    VGC 2023 - Unveiling the dynamic Earth with digital methods: 5th Virtual Geoscience Conference: Book of Abstracts

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    Conference proceedings of the 5th Virtual Geoscience Conference, 21-22 September 2023, held in Dresden. The VGC is a multidisciplinary forum for researchers in geoscience, geomatics and related disciplines to share their latest developments and applications.:Short Courses 9 Workshops Stream 1 10 Workshop Stream 2 11 Workshop Stream 3 12 Session 1 – Point Cloud Processing: Workflows, Geometry & Semantics 14 Session 2 – Visualisation, communication & Teaching 27 Session 3 – Applying Machine Learning in Geosciences 36 Session 4 – Digital Outcrop Characterisation & Analysis 49 Session 5 – Airborne & Remote Mapping 58 Session 6 – Recent Developments in Geomorphic Process and Hazard Monitoring 69 Session 7 – Applications in Hydrology & Ecology 82 Poster Contributions 9
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