ED51H:
Technology-Enhanced Teaching in Geosciences Posters

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Session ID#: 13440

Session Description:
This session will explore the potential of new technologies to transform the teaching of geosciences by providing examples of experiential learning in a variety of contexts.  It has been pedagogically-established that students learn best ‘by doing’.  Adopting experiential learning approaches in traditional formats, for example through field excursions, is resource-intensive and not all students are able to participate fully in fieldwork.  The emergence of new technologies provides the opportunity to expand the ways in which students establish and understand the context and impact of geoscience.  For example, mobile technologies facilitate crowd-sourcing of data (by students, communities), augmented reality allows students to simulate the impacts of natural hazards on the landscape, gaming provides an environment where students can explore virtual fieldtrip environments and traditional experiential field approaches can be enhanced using mobile technologies.  We welcome submissions that present novel examples of technology enhanced teaching within the geosciences.
Primary Convener:  Annie Ockelford, University of Brighton, Brighton, BN2, United Kingdom
Conveners:  Joanna E Bullard, University of Loughborough, Loughborough, United Kingdom, Lynda Yorke, Bangor University, Bangor, United Kingdom and Christopher James Skinner, University of Hull, Energy and Environment Institute, Hull, HU6, United Kingdom
Chairs:  Joanna E Bullard, University of Loughborough, Loughborough, United Kingdom and Annie Ockelford, University of Brighton, Brighton, BN2, United Kingdom
OSPA Liaison:  Annie Ockelford, University of Brighton, Brighton, BN2, United Kingdom

Cross-Listed:
  • EP - Earth and Planetary Surface Processes
  • H - Hydrology
Index Terms:

0820 Curriculum and laboratory design [EDUCATION]
0825 Teaching methods [EDUCATION]
0850 Geoscience education research [EDUCATION]
1824 Geomorphology: general [HYDROLOGY]

Abstracts Submitted to this Session:

The AR Sandbox: Augmented Reality in Geoscience Education (Invited) (193213)
Oliver Kreylos1, Louise H Kellogg2, Sarah Reed1, Sherry Hsi3, M. Burak Yikilmaz4, Geoffrey Schladow1, Heather Segale5 and Lindsay Chan1, (1)University of California Davis, Davis, CA, United States, (2)University of California - Davis, Earth and Planetary Sciences, Davis, CA, United States, (3)Concord Consortium, San Francisco, CA, United States, (4)UC Davis, Department of Earth and Planetary Sciences, Davis, CA, United States, (5)University of California Davis, Tahoe Environmental Research Center, Davis, CA, United States
Evaluating the use of augmented reality to support undergraduate student learning in geomorphology (145082)
Annie Ockelford, University of Brighton, Brighton, BN2, United Kingdom, Joanna E Bullard, University of Loughborough, Loughborough, United Kingdom, Emily Burton, University of Brighton, Brighton, United Kingdom and Christopher R Hackney, University of Southampton, Southampton, SO14, United Kingdom
Crowd-sourcing Meteorological Data for Student Field Projects (122432)
Joanna E Bullard, University of Loughborough, Loughborough, United Kingdom
Teaching Basic Field Skills Using Screen-Based Virtual Reality Landscapes (134553)
Jacqueline Houghton1, Annabeth Robinson2, Clare Gordon3, Geoffry E. E Lloyd3 and Dan J Morgan3, (1)University of Leeds, School of Earth and Environment, Leeds, LS2, United Kingdom, (2)Leeds College of Art, Leeds, United Kingdom, (3)University of Leeds, School of Earth and Environment, Leeds, United Kingdom
How to Make a Virtual Landscape with Outcrops for Use in Geoscience Teaching (172939)
Jacqueline Houghton1, Clare Gordon2, Ben Craven2, Annabeth Robinson3, Geoffry E. E Lloyd2 and Dan J Morgan2, (1)University of Leeds, School of Earth and Environment, Leeds, LS2, United Kingdom, (2)University of Leeds, School of Earth and Environment, Leeds, United Kingdom, (3)Leeds College of Art, Leeds, United Kingdom
Linking Immersive Virtual Field Trips with an Adaptive Learning Platform (122301)
Geoffrey Bruce1, Wendy Taylor2, Ariel D Anbar3, Steven Semken4, Sanlyn Buxner5, Chris Mead2, Elias El-Moujaber6, Roger E Summons7 and Carol Oliver8, (1)Arizona State University, Center for Education Through Exploration, School of Earth and Space Exploration, Tempe, United States, (2)Arizona State University, Center for Education Through Exploration, School of Earth and Space Exploration, Tempe, AZ, United States, (3)Arizona State University, School of Earth and Space Exploration and School of Molecular Sciences, Tempe, AZ, United States, (4)Arizona State University, School of Earth and Space Exploration, Tempe, AZ, United States, (5)Planetary Science Institute Tucson, Tucson, AZ, United States, (6)Smart Sparrow, San Francisco, CA, United States, (7)MIT Lincoln Laboratory, Lexington, MA, United States, (8)University of New South Wales, Australian Centre for Astrobiology, Sydney, Austria
Testing RISKGIS Platform with Students to Improve Learning and Teaching Skills (124999)
Roya Olyazadeh1, Zar Chi Aye1, Michel Jaboyedoff2 and Marc-Henri Derron2, (1)University of Lausanne, Lausanne, Switzerland, (2)University of Lausanne, Institute of Earth Sciences, Lausanne, Switzerland
Facilitating Identification of Poorly Preserved Marine Microfossils through 3D Printing (182719)
Rials V Christensen, USGS, Eastern Geology and Paleoclimate Science Center, Reston, VA, United States, Marci M Robinson, USGS, Florence Bascom Geoscience Center, Reston, United States and Jocelyn Sessa, American Museum of Natural History, New York, NY, United States

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