LOW-TECH VIRTUAL FIELD EXCURSIONS – IMPACT ON LEARNING AND ENGAGEMENT

Remote delivery of teaching, as required during the COVID-19 pandemic, has meant field work in many subjects has not been possible. For geology students, field studies are known to be very significant in the development of spatial cognition skills and problem solving particularly for understanding complex 3D and 4D spatial and temporal relationships. Here I document my experiences developing and using virtual field excursions to try and replicate these capstone experiences. There is much discussion of the technological tools to help facilitate virtual excursions (Gigapan photography, VR, AR etc.) but with the immediate need for replacement excursions I developed low-tech versions that used only photos and freely available Google Earth base maps. Many aspects of the field work could be replicated to some degree (assessment of field safety, regional synthesis) and in some cases there was significant benefit to the virtual excursion in that students could readily revisit sites from previous days. But other aspects, particularly practical skills such as taking orientation measurements or developing advanced spatial cognition skills, could not be replicated. Student feedback was largely positive but also mixed. Assessment showed that many of the learning outcomes could be met in this way and the availability of new virtual excursions will greatly increase inclusivity of geological fieldwork into the future

MAINTAINING CONNECTION DURING COVID-19 REMOTE DELIVERY OF TEACHING BY USING A LEARNING JOURNAL

Hallmarks of earth sciences courses include a strong cohort experience and strong connections between students and staff; both are often developed and enhanced by field work and generally smaller class groups. Student engagement and connection was one of many issues that I was concerned about as our teaching and learning changed so dramatically in response to COVID-19 restrictions. Given the importance of reflection for both learning and wellbeing, I wanted to provide a structure and some quiet moments for students. I developed a weekly learning journal to provide a place for students to document their process, their challenges and their successes. The journal included course-related questions for reflection on learning and to encourage the making of connections as the course progressed. There was also at least one wellbeing question, and one light-hearted question (e.g., translate “I am a geologist” into three different languages). To incentivise submission, the exercise was 10% of the subject mark. I completed the same journal questions and posted my journals for students to read. The completion rate across two subjects (n = 39, total possible submissions = 429) was 94%. Feedback was very positive and I will retain the learning journal when face-to-face classes return

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

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

An investigation of the effects of stage of ensilage on Nassella neesiana seeds, for reducing seed viability and injury to livestock

The noxious weed Nassella neesiana is established on a wide range of productive land throughout southeastern Australia. N. neesiana seeds, when mature, are sharp, causing injury to livestock, thus posing a problem in fodder bales. To reduce infestations of agricultural weeds in situ, production of silage from weed-infested pastures is practised as part of integrated weed management (IWM). However, there is little data to demonstrate whether this process is useful to reduce infestations or the harmful properties of N. neesiana. Therefore, the minimum duration of ensilage required to reduce the viability of N. neesiana seeds was investigated, both with and without addition of ensilage inoculants in this process. Also, the decreasing propensity of the seeds to injure livestock, after various times and conditions of ensilage, was assessed. Ensilage inoculant reduced seed germination probability to zero after 35 days. When no inoculant was added, zero viability was achieved after 42 days. A qualitative assessment of the hardness of ensilaged seeds found seed husks were softer (and therefore safer) after 42 days, whether inoculant was used or not. Therefore, we suggest that both the viability of N. neesiana seeds and hardness of seed casings are significantly reduced after 42 days, thereby reducing the risks of seed dispersal and injury to livestock

Integrating natural gradients, experiments, and statistical modeling in a distributed network experiment: An example from the WaRM Network

A growing body of work examines the direct and indirect effects of climate change on ecosystems, typically by using manipulative experiments at a single site or performing meta-analyses across many independent experiments. However, results from single-site studies tend to have limited generality. Although meta-analytic approaches can help overcome this by exploring trends across sites, the inherent limitations in combining disparate datasets from independent approaches remain a major challenge. In this paper, we present a globally distributed experimental network that can be used to disentangle the direct and indirect effects of climate change. We discuss how natural gradients, experimental approaches, and statistical techniques can be combined to best inform predictions about responses to climate change, and we present a globally distributed experiment that utilizes natural environmental gradients to better understand long-term community and ecosystem responses to environmental change. The warming and (species) removal in mountains (WaRM) network employs experimental warming and plant species removals at high- and low-elevation sites in a factorial design to examine the combined and relative effects of climatic warming and the loss of dominant species on community structure and ecosystem function, both above- and belowground. The experimental design of the network allows for increasingly common statistical approaches to further elucidate the direct and indirect effects of warming. We argue that combining ecological observations and experiments along gradients is a powerful approach to make stronger predictions of how ecosystems will function in a warming world as species are lost, or gained, in local communities

Integrating natural gradients, experiments, and statistical modeling in a distributed network experiment: An example from the WaRM Network

A growing body of work examines the direct and indirect effects of climate change on ecosystems, typically by using manipulative experiments at a single site or performing meta-analyses across many independent experiments. However, results from single-site studies tend to have limited generality. Although meta-analytic approaches can help overcome this by exploring trends across sites, the inherent limitations in combining disparate datasets from independent approaches remain a major challenge. In this paper, we present a globally distributed experimental network that can be used to disentangle the direct and indirect effects of climate change. We discuss how natural gradients, experimental approaches, and statistical techniques can be combined to best inform predictions about responses to climate change, and we present a globally distributed experiment that utilizes natural environmental gradients to better understand long-term community and ecosystem responses to environmental change. The warming and (species) removal in mountains (WaRM) network employs experimental warming and plant species removals at high- and low-elevation sites in a factorial design to examine the combined and relative effects of climatic warming and the loss of dominant species on community structure and ecosystem function, both above- and belowground. The experimental design of the network allows for increasingly common statistical approaches to further elucidate the direct and indirect effects of warming. We argue that combining ecological observations and experiments along gradients is a powerful approach to make stronger predictions of how ecosystems will function in a warming world as species are lost, or gained, in local communities

A descriptive model of patient readiness, motivators, and hepatitis C treatment uptake among Australian prisoners

Background: Hepatitis C virus infection (HCV) has a significant global health burden with an estimated 2%–3% of the world's population infected, and more than 350,000 dying annually from HCV-related conditions including liver failure and liver cancer. Prisons potentially offer a relatively stable environment in which to commence treatment as they usually provide good access to health care providers, and are organised around routine and structure. Uptake of treatment of HCV, however, remains low in the community and in prisons. In this study, we explored factors affecting treatment uptake inside prisons and hypothesised that prisoners have unique issues influencing HCV treatment uptake as a consequence of their incarceration which are not experienced in other populations. Method and Findings: We undertook a qualitative study exploring prisoners' accounts of why they refused, deferred, delayed or discontinued HCV treatment in prison. Between 2010 and 2013, 116 Australian inmates were interviewed from prisons in New South Wales, Queensland, and Western Australia. Prisoners experienced many factors similar to those which influence treatment uptake of those living with HCV infection in the community. Incarceration, however, provides different circumstances of how these factors are experienced which need to be better understood if the number of prisoners receiving treatment is to be increased. We developed a descriptive model of patient readiness and motivators for HCV treatment inside prisons and discussed how we can improve treatment uptake among prisoners.Conclusion: This study identified a broad and unique range of challenges to treatment of HCV in prison. Some of these are likely to be diminished by improving treatment options and improved models of health care delivery. Other barriers relate to inmate understanding of their illness and stigmatisation by other inmates and custodial staff and generally appear less amenable to change although there is potential for peer-based education to address lack of knowledge and stigma

A Novel Xenogeneic Co-Culture System to Examine Neuronal Differentiation Capability of Various Adult Human Stem Cells

Background: Targeted differentiation of stem cells is mainly achieved by the sequential administration of defined growth factors and cytokines, although these approaches are quite artificial, cost-intensive and time-consuming. We now present a simple xenogeneic rat brain co-culture system which supports neuronal differentiation of adult human stem cells under more in vivo-like conditions. Methods and Findings: This system was applied to well-characterized stem cell populations isolated from human skin, parotid gland and pancreas. In addition to general multi-lineage differentiation potential, these cells tend to differentiate spontaneously into neuronal cell types in vitro and are thus ideal candidates for the introduced co-culture system. Consequently, after two days of co-culture up to 12% of the cells showed neuronal morphology and expressed corresponding markers on the mRNA and protein level. Additionally, growth factors with the ability to induce neuronal different iation in stem cells could be found in the media supernatants of the co-cultures. Conclusions: The co-culture system described here is suitable for testing neuronal differentiation capability of numerous types of stem cells. Especially in the case of human cells, it may be of clinical relevance for future cell-based therapeutic applications