scholarly journals Multi-scale virtual field experience: sedimentology and stratigraphy of Grand Ledge, Michigan, USA

2021 ◽  
Vol 4 (4) ◽  
pp. 461-474
Author(s):  
Madeline S. Marshall ◽  
Melinda C. Higley
Keyword(s):  
Student Learning ◽  
Liberal Arts ◽  
Field Experience ◽  
Field Experiences ◽  
3D Models ◽  
Field Trips ◽  
Stratigraphic Correlation ◽  
Thin Sections ◽  
Learning Platform ◽  
Virtual Field

Abstract. Field experiences are a critical component of undergraduate geoscience education; however, traditional onsite field experiences are not always practical due to accessibility, and the popularity of alternative modes of learning in higher education is increasing. One way to support student access to field experiences is through virtual field trips, implemented either independently or in conjunction with in-person field trips. We created a virtual field trip (VFT) to Grand Ledge, a regionally important suite of sedimentary outcrops in central lower Michigan, USA. This VFT undertakes all stages of a field project, from question development and detailed observation through data collection to interpretation. The VFT was implemented in undergraduate sedimentation and stratigraphy courses at two different liberal arts institutions, with one version of the VFT conducted in-person and the other online. The VFT was presented from a locally hosted website and distributed through an online learning platform. Students completed a series of activities using field data in the form of outcrop photos, virtual 3D models of outcrops and hand samples, and photos of thin sections. Student products included annotated field notes, a stratigraphic column, a collaborative stratigraphic correlation, and a final written reflection. VFT assessment demonstrated that students successfully achieved the inquiry-oriented student learning outcomes, and student reflection responses provide anecdotal evidence that the field experience was comparable to field geology onsite. This VFT is an example of successful student learning in an upper-level sedimentation and stratigraphy course via virtual field experience with an emphasis on local geology.

scholarly journals Multi-scale virtual field experience, Grand Ledge, Michigan, USA

2021 ◽  
Author(s):  
Madeline S. Marshall ◽  
Melinda C. Higley
Keyword(s):  
Student Learning ◽  
Liberal Arts ◽  
Field Experience ◽  
Field Experiences ◽  
3D Models ◽  
Field Trips ◽  
Stratigraphic Correlation ◽  
Thin Sections ◽  
Learning Platform ◽  
Virtual Field

Abstract. Field experiences are a critical component of undergraduate geoscience education; however, traditional onsite field experiences are not always practical due to accessibility, and the popularity of alternative modes of learning in higher education is increasing. One way to support student access to field experiences is through virtual field trips, implemented either independently or in conjunction with in-person field trips. We created a virtual field trip (VFT) to Grand Ledge, a regionally important suite of sedimentary outcrops in central lower Michigan, USA. This VFT undertakes all stages of a field project, from question development and detailed observation through data collection to interpretation. The VFT was implemented in undergraduate Sedimentation and Stratigraphy courses at two different liberal arts institutions, with one version of the VFT conducted in-person and the other online. The VFT was presented from a locally hosted website and distributed through an online learning platform. Students completed a series of activities using field data in the form of outcrop photos, virtual 3D models of outcrops and hand samples, and photos of thin sections. Student products included annotated field notes, a stratigraphic column, a collaborative stratigraphic correlation, and a final written reflection. VFT assessment demonstrated that students successfully achieved the inquiry-oriented student learning outcomes and student reflection responses provide anecdotal evidence that the field experience was comparable to field geology onsite. This VFT is an example of successful student learning in an upper-level Sedimentation and Stratigraphy course via virtual field experience with an emphasis on local geology.

scholarly journals The Mid Atlantic Appalachian Orogen Traverse: a comparison of virtual and on-location field-based capstone experiences

Solid Earth ◽  
2021 ◽  
Vol 12 (12) ◽  
pp. 2803-2820
Author(s):  
Steven Whitmeyer ◽  
Lynn Fichter ◽  
Anita Marshall ◽  
Hannah Liddle
Keyword(s):  
Students With Disabilities ◽  
Online Survey ◽  
Field Experiences ◽  
Google Earth ◽  
Field Trips ◽  
Virtual Field Trips ◽  
James Madison ◽  
Virtual Field ◽  
Appalachian Orogen ◽  
Potential Benefits

Abstract. The Stratigraphy, Structure, Tectonics (SST) course at James Madison University incorporates a capstone project that traverses the Mid Atlantic region of the Appalachian Orogen and includes several all-day field trips. In the Fall 2020 semester, the SST field trips transitioned to a virtual format, due to restrictions from the COVID pandemic. The virtual field trip projects were developed in web-based Google Earth and incorporated other supplemental PowerPoint and PDF files. In order to evaluate the effectiveness of the virtual field experiences in comparison with traditional on-location field trips, an online survey was sent to SST students that took the course virtually in Fall 2020 and to students that took the course in person in previous years. Instructors and students alike recognized that some aspects of on-location field learning, especially those with a tactile component, were not possible or effective in virtual field experiences. However, students recognized the value of virtual field experiences for reviewing and revisiting outcrops as well as noting the improved access to virtual outcrops for students with disabilities and the generally more inclusive experience of virtual field trips. Students highlighted the potential benefits for hybrid field experiences that incorporate both on-location outcrop investigations and virtual field trips, which is the preferred model for SST field experiences in Fall 2021 and into the future.

V3Geo: A cloud-based platform for sharing virtual 3D models in geoscience

2021 ◽  
Author(s):  
Simon Buckley ◽  
John Howell ◽  
Nicole Naumann ◽  
Conor Lewis ◽  
Kari Ringdal ◽  
...  
Keyword(s):  
Laser Scanning ◽  
3D Models ◽  
Field Trips ◽  
Model Description ◽  
Measurement Tool ◽  
Teaching Resources ◽  
Creative Commons ◽  
Virtual Tools ◽  
Technical Review ◽  
Virtual Field

<p><strong>V3Geo </strong>is a cloud-based repository for virtual 3D models in geoscience, allowing storage, searching tools and visualisation of 3D models typically acquired through photogrammetry (structure-from-motion), laser scanning or other laboratory-based 3D modelling methods. The platform has been developed to store and access 3D models at the range of scales and applications required by geoscientists – from microscopic, hand samples and fossils through to outcrop sections covering metres to tens of kilometres. A 3D web viewer efficiently streams the model data over the Internet connection, allowing 3D models to be explored interactively. A measurement tool makes it possible for user to measure simple dimensions, such as widths, thicknesses, fault throws and more. V3Geo differs from other services in that it allows very large models (consisting of multiple sections), is designed to include additional interpretations in future versions, and focuses specifically on geoscience through metadata and a classification schema.</p><p>The initial version of V3Geo was released in 2020 in reaction to the COVID-19 pandemic, with the aim of providing virtual tools in a time of cancelled field excursions, field-based courses and fieldwork. The repository has been accepting community contributions, based on a guideline for preparing and submitting high quality 3D datasets. Contributions are subject to a technical review to ensure underlying quality and reliability for scientific and professional usage. Model description pages give an overview of the datasets, with references, and datasets themselves are assigned Creative Commons licences. The 3D viewer can be embedded in webpages, making it easy to include V3Geo models in virtual teaching resources. V3Geo allows increased accessibility to field localities when travel or mobility is restricted, as well as providing the foundation for virtual field trips. The database currently includes around 200 virtual 3D models from around the world, and will continue to develop and grow, aiming to become a valuable resource for the geoscience community. Future updates will include tools to facilitate upload and technical review, interpretations and Digital Object Identifiers.</p>

Representing fault evolution by animating a drone 3D model with computer game software (Boconó Fault, Venezuelan Andes).

2020 ◽  
Author(s):  
Riccardo Rocca
Keyword(s):  
Computer Games ◽  
3D Model ◽  
Computer Game ◽  
3D Models ◽  
Field Trips ◽  
Virtual Field Trips ◽  
Geological Processes ◽  
Geological Features ◽  
Virtual Field ◽  
Large Audience

<p>This presentation describes a workflow to enhance the 3D model of a geological outcrop cut across by a regional strike-slip fault located in the Venezuelan Andes.</p><p>This fault (Boconó Fault) has been active since the Early Holocene time and has affected the landscape by displacing the rivers course and the geometry of ancient glacial moraines.</p><p>One of these moraines (Los Zerpa) was studied in detail in 1983 by geologist C. Schubert, who described its evolution with a series of hand drawn panels.</p><p>In 2015 the same area was acquired by the author with a drone survey and rendered as a digital 3D model. More recently the same model has been improved by adding also the interpretation made in the 80’s, adapted to 3D in the form of geometrical elements (lineaments and surfaces) and animations showing the different stages of evolution.</p><p>The fault model can now be publicly accessed over the internet and the users can observe and animate its evolution in 3D and understand the geological processes more intuitively (https://riccardorocca.github.io/home/Los_Zerpa.html).</p><p>This result has been achieved by editing the original model with free software which is more typically used for computer games, namely "Blender" (a 3D editor) and "Sketchfab" (a publishing platform for 3D models). Furthermore, the “Sketchfab” display can be programmed in Javascript, adding widgets that allow the users to interact with the scene by hiding/showing/moving specific elements of the model.</p><p>This workflow is proposed as an example that can be applied to other 3D models of geological faults and other geological features, so that the geological concepts can be represented more intuitively and made accessible to a large audience. With these improvements the models would be a more valuable support to, for instance, published papers and virtual field-trips.</p>

scholarly journals USING UAV-BASED 3D IMAGES OF INDIVIDUAL TREE SPECIES IN DISTANCE EDUCATION IN FORESTRY

2021 ◽  
Vol XLVI-4/W5-2021 ◽  
pp. 533-537
Author(s):  
Z. Uçar ◽  
A. E. Akay
Keyword(s):  
Distance Education ◽  
Tree Species ◽  
3D Models ◽  
Field Trips ◽  
Individual Tree ◽  
3D Images ◽  
Reading Materials ◽  
Virtual Field ◽  
Technological Developments ◽  
The Individual

Abstract. Distance education has been offered for years, but the integration of technological developments and opportunities into education has recently increased its popularity and event it became an indispensable method during the Covid-19 pandemic period. In distance education, accessing all class materials such as lecture presentations, class notes, reading materials, videos, live chats or class hours, and archive records allow students (participants) to learn without being in the same environments with teachers or learners. Technology has made vast contributions to the field of education. For instance, 3D as a teaching tool for the class attracts students’ attention, makes the learning process more enjoyable, and increases participation. In particular, for the disciplines, such as forestry, earth, and environmental sciences, which require laboratory exercises, field observation, field trips, and in-situ measurements, 3D modeling has provided many benefits in distance education. It enables 3D demonstration of the individual tree species to develop a virtual field laboratory. This study focused on the data sources and techniques to generate a 3D model of the individual tree species that forestry students used for distance education. The capabilities of the method in the generation of 3D models were evaluated by using UAV-based SfM photogrammetry. The results indicated that implementing 3D images of individual tree species can be a promising method that may increase the interest, interaction and satisfaction of the students in distance education in forestry.

scholarly journals The Mid Atlantic Appalachian Orogen Traverse: A Comparison of Virtual and On-Location Field-Based Capstone Experiences

2021 ◽  
Author(s):  
Steven Whitmeyer ◽  
Lynn Fichter ◽  
Anita Marshall ◽  
Hannah Liddle
Keyword(s):  
Students With Disabilities ◽  
Online Survey ◽  
Field Experiences ◽  
Google Earth ◽  
Field Trips ◽  
Virtual Field Trips ◽  
James Madison ◽  
Virtual Field ◽  
Appalachian Orogen ◽  
Potential Benefits

Abstract. The Stratigraphy, Structure, Tectonics (SST) course at James Madison University incorporates a capstone project that traverses the Mid Atlantic region of the Appalachian Orogen and includes several all-day field trips. In the Fall 2020 semester, the SST field trips transitioned to a virtual format, due to restrictions from the COVID pandemic. The virtual field trip projects were developed in web-based Google Earth, along with other supplemental PowerPoint and PDF files. In order to evaluate the effectiveness of the virtual field experiences in comparison with traditional on-location field trips, an online survey was sent to SST students that took the course virtually in Fall 2020 and to students that took the course in-person in previous years. Instructors and students alike recognized that some aspects of on-location field learning were not possible or effective with virtual field experiences. However, students recognized the value of virtual field experiences for reviewing and revisiting outcrops, as well as noting the improved access to virtual outcrops for students with disabilities, and the generally more inclusive experience of virtual field trips. Students highlighted the potential benefits for hybrid field experiences that incorporate both on-location outcrop investigations and virtual field trips, which is the preferred model for SST field experiences in Fall 2021 and into the future.

scholarly journals Student Learning Assessment from a Virtual Field Trip

10.29007/x8zk ◽  
2020 ◽  
Author(s):  
Amna Salman
Keyword(s):  
Student Learning ◽  
Field Trip ◽  
Field Trips ◽  
Basic Knowledge ◽  
Learning Assessment ◽  
Group Method ◽  
Building Science ◽  
Virtual Field ◽  
Actual Field ◽  
Student Learning Assessment

Teaching through field trips has been very effective as students learn more when they see the objects in reality. However, it is not always feasible to take a large class to field trips due to time, safety, and cost limitations. Creating 3D Virtual Reality (VR) models and immersing students in that virtual world could provide an engaging and meaningful experience to both building science and architecture students. The aim of this research was to see if Virtual Field Trips (VFTs) can replace actual field trips in times of need. For that reason, an app was created teaching students about steel connections called the Steel Sculpture App (SSA). The SSA served as VFT and the location of physical steel sculpture model served as the actual field trip. This paper focuses on student learning assessment and experience from of VFT versus the actual field trip. Scope of this study is limited to 3rd year building science and architecture students who have attained basic knowledge of structural systems. The author used controlled group and experimental group method to analyze the learning assessment. The results indicated that the students learning from VFTs scored slightly higher than those learning from actual field trip. Although, students liked learning through the actual field trip but the VFT group was able to score better because they learnt without any distractions.

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