Gamified geo-challenges for immersive learning

2021 ◽  
Author(s):  
Tom Raimondo ◽  
Justin Payne ◽  
Alicia Pollett ◽  
Steve Hill ◽  
Roger Edmonds
Keyword(s):  
Environmental Science ◽  
Mixed Reality ◽  
Scientific Discovery ◽  
South Australia ◽  
Undergraduate Teaching ◽  
Heritage Site ◽  
Student Cohorts ◽  
Digital Ink ◽  
Easter Eggs ◽  
The University

<p>Project LIVE (<em>Learning through Immersive Virtual Environments</em>) is a cross-disciplinary initiative at the University of South Australia to embed immersive virtual and mixed reality experiences across the breadth of our STEM teaching program. In Earth and Environmental Science, the Project LIVE team has recently created a series of gamified geo-challenges and virtual tours of instructive field sites for use in undergraduate teaching, to both supplement and enhance traditional field experiences. This presentation will demonstrate our flagship geo-challenge developed for the Hallett Cove Geological Heritage Site in Adelaide, South Australia. Entitled <em>Beyond the Ice</em>, it incorporates several complementary elements including an immersive VR experience, web-based geotour, iOS and Android mobile learning game and 360 street view walking trail, all of which are freely available at <em>https://www.projectlive.org.au/beyond-the-ice</em>. The interactive VR quest challenges students to identify fossils with a virtual hand lens, measure glacial striations with a compass, and draw the outlines of rock folds and sedimentary layers that shape the landscape with digital ink. Students are also accompanied by the encyclopaedic ‘VT’ – a virtual robot guide with a geological memory spanning 600 million years – and can take part in quizzes, collect 3D pet rocks, and even uncover hidden ‘Easter eggs’ on their journey of scientific discovery. The uptake and impact of our geo-challenges across both undergraduate student cohorts and STEM outreach audiences will be discussed, along with further geoscience and community engagement opportunities currently being explored.</p>

Teaching and learning about ethical aspects of environmental science with graduate students

2021 ◽  
Author(s):  
Cindy Palinkas
Keyword(s):  
Graduate Students ◽  
Teaching And Learning ◽  
Environmental Science ◽  
Scientific Discovery ◽  
Interdisciplinary Approach ◽  
Ethical Aspects ◽  
Study Approach ◽  
Change Communication ◽  
Cultural Implications ◽  
The University

<p>Humans and their environment are inherently linked, especially in coastal and estuarine regions, and scientific and social values often must be balanced in ecosystem management and decision-making. Graduate students discuss these balances in a 1-credit seminar offered via the Marine, Estuarine and Environmental Science (MEES) program, an inter-institutional program within the University System of Maryland. The MEES program uses an interdisciplinary approach to train students in scientific discovery, integration, and application to generate new knowledge and to solve environmental problems, including social sciences. In the seminar, graduate students examine these problems through the lens of Geoethics, the ethical, social and cultural implications of geoscience research and practice, using a case-study approach. After a brief introduction to the concept, students develop a list of topics to examine throughout the seminar. In Spring 2020, these topics included climate-change communication, field harassment, community-based science, sustainability science, and preserving biodiversity. At the end of the semester, students give a presentation on ethical aspects of their own research.</p>

Graduates giving back – a mentoring program for MBA students

2015 ◽  
Vol 4 (3) ◽  
pp. 200-212 ◽  
Author(s):  
Ann Darwin
Keyword(s):  
Higher Education ◽  
South Australia ◽  
Value Added ◽  
Master Of Business Administration ◽  
Mentoring Program ◽  
Education Students ◽  
Content Type ◽  
Mba Students ◽  
A Value ◽  
The University

Purpose – The purpose of this paper is to discuss the challenges and obstacles encountered in the implementation of a mentoring program for Master of Business Administration (MBA) students at the University of South Australia (UniSA) Business School. The paper starts with an exploration into the need for a mentoring program, the trial and subsequent four years of implementation. The paper also explores the network model of mentoring and the reasons why this, rather than a more traditional model, was chosen for the program’s implementation. Design/methodology/approach – This exploratory case study uses data from over 600 students and their alumni mentors over a five-year period to evaluate and improve the program as well as cultivating a critical community of adult learners. Findings – Feedback from students indicates that the mentoring program is regarded by most as a value-added feature of their early learning as it offers support, if and when it is required, from those who have been there before. Research limitations/implications – Results are limited to one institution. However, as research into mentoring for higher education students is thin on the ground, this study contributes to our understanding of the positive impacts of mentoring on student success. Practical implications – This paper emphasizes the importance of business leaders giving back to their alma mater through mentoring current MBA students. It shows how mentoring can support learning and management development. Originality/value – This is an original study which explores ways to increase the learning of higher education students for positive social outcomes.

Angkor Wat: A transcultural history of heritages

2021 ◽  
pp. 1-8
Author(s):  
Chanratana Chen
Keyword(s):  
Architectural History ◽  
World Heritage Site ◽  
Heritage Preservation ◽  
Black And White ◽  
History Of Research ◽  
South And Southeast Asia ◽  
Heritage Site ◽  
History Of ◽  
Historical Photographs ◽  
The University

In December 2019, Michael Falser, of the University of Heidelberg, a specialist on heritage preservation and the art and architectural history of South and Southeast Asia, published his two-volume study, Angkor Wat: A transcultural history of heritages, which he had spent almost ten years researching. The volumes cover the history of research of the most famous monument in Cambodia, Angkor Wat, the world's largest religious monument, listed by UNESCO as a World Heritage Site in 1992. The two volumes include more than 1,400 black-and-white and colour illustrations, including historical photographs and the author's own photographs, architectural plans and samples of tourist brochures and media clips about Angkor Wat, which has been represented as a national and international icon for almost 150 years, since the 1860s.

scholarly journals University of Nebraska-Lincoln Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction

2012 ◽  
Vol 35 ◽  
pp. 168-169
Author(s):  
David Harwood ◽  
Kyle Thompson
Keyword(s):  
Undergraduate Teaching ◽  
Education Majors ◽  
Geoscience Education ◽  
Field Instruction ◽  
History Of ◽  
Catch Up ◽  
Teton Range ◽  
University Of Nebraska Lincoln ◽  
K 12 ◽  
The University

This field course offers in-service teachers and pre-service science education majors an opportunity to discover the geological history of the Rocky Mountains and experience inquiry-based geoscience education during a 2-week journey across Wyoming, South Dakota and Nebraska. In 2012 this course utilized the UW-NPS facilities for 3 days in mid-June. The group built upon their growing geological knowledge to investigate the geological evolution of the Teton Range. The 2012 course included six in-service teacher participants (all from Nebraska), two pre-service graduate education majors, and one Geoscience Education Research professor who observed the process. The staff included two instructors and one geology undergraduate teaching assistant. This course is offered through the University of Nebraska-Lincoln’s Nebraska Math and Science Summer Institute (NMSSI) Program. This course improves educators' ability to teach inquiry-based science, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods that can integrate geoscience into K-12 learning environments. The UW-NPS facilities provide an excellent opportunity for participants to discover the natural history of the Teton Range and catch up on fieldbook notes while sitting at a real table - - a welcome change from our normal campground setting.

scholarly journals International design collaboration and mentoring for tertiary students through Facebook

2012 ◽  
Vol 28 (5) ◽  
Author(s):  
Josh McCarthy
Keyword(s):  
United States ◽  
Digital Media ◽  
Undergraduate Students ◽  
The United States ◽  
State University ◽  
Postgraduate Students ◽  
Student Cohorts ◽  
Penn State ◽  
The University ◽  
Industry Professionals

<span>This study explores the efficacy of the online social networking site </span><em>Facebook</em><span>, for linking international digital media student cohorts through an e-mentoring scheme. It reports on the 2011 collaboration between the University of Adelaide in Australia, and Penn State University in the United States. Over one semester, twelve postgraduate students in Australia and ten undergraduate students in the United States took part in an online mentor scheme hosted by </span><em>Facebook</em><span>. Students were required to submit work-in-progress imagery each week to a series of galleries within the forum. Postgraduate students from Adelaide mentored the undergraduate students at Penn State, and in turn, staff and associated industry professionals mentored the Adelaide students. Interaction between the two student cohorts was consistently strong throughout the semester, and all parties benefitted from the collaboration. Students from Penn State University were able to receive guidance and critiques from more experienced peers, and responded positively to the continual feedback over the semester. Students from the University of Adelaide received support from three different groups: Penn State staff and associated professionals; local industry professionals and recent graduates; and peers from Penn State. The 2011 scheme highlighted the efficacy of </span><em>Facebook</em><span> as a host site for e-mentoring and strengthened the bond between the two collaborating institutions.</span>

scholarly journals Bullying: Perspectives on Research and Interventions

2004 ◽  
Vol 1 (3) ◽  
Author(s):  
Raymond T. Chodzinski ◽  
Debra Pepler ◽  
Ken Rigby
Keyword(s):  
Teaching And Learning ◽  
South Australia ◽  
International Literature ◽  
Interview Process ◽  
On Line ◽  
Learning Journal ◽  
The University ◽  
Do So ◽  
Bullying In Schools

While reviewing various articles submitted for this issue I thought that there are experts on bullying who are probably not familiar with the Teaching and Learning journal but might be willing to contribute their viewpoint if they were invited to do so. With that premise in mind I contacted Dr. Debra Pepler of the La Marsh Institute, York University and Dr. Ken Rigby of the University of South Australia. Both are highly respected contributors to the international literature about bullying in schools and communities. Both readily agreed to be part of an on-line interview process.

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