USING DYNAMIC DIGITAL MAPPING WITH UNIVERSAL DESIGN GOALS TO PROVIDE ENRICHED LEARNING OPPORTUNITIES TO STUDENTS AND FACULTY

Using a stand-alone "presentation manager" computer program, faculty and their students have access to producing or using a Dynamic Digital Map (DDM) that brings multiple displays of interactive maps, analytical databases, digital images, and movies to the desktop learning environment. A DDM is a complete cross-platform "geologic maps on disk" (CD-ROM and web-based; visit http://ddm.geo.umass.edu/ ). DDM programs contain more data than that found on analog maps because of their digital format, thus making field-based and laboratory data more easily accessible by persons with various computer skills levels. These digital maps simplify finding samples (or geologic units, for instance) by locating them on the map for the user when the name of the wanted object is entered into a dialogue box. Information on map features and associated analytical data and images are available via a click on the feature label or icon, or by clicking on a line in a "ClickList.” An automated six minute tour feature of the DDM highlights the major attributes of the program.

We believe that the application of a DDM can be part of Universal Design in post-secondary settings. The nine principles of Universal Design for Instruction (UDI©) provide a framework for faculty during curriculum design (or re-design) in order to reach a broader audience of learning styles and achieve better inclusion of persons with disabilities. These are listed at FacultyWare (http://www.facultyware.uconn.edu/principles.htm ). We also believe that by using a DDM approach to case studies for introductory courses or advanced courses in the geosciences will allow for more equitable access to field-based activities. This may be to provide pre-trip familiarity of the destination. This leads to a decrease in the amount of novelty space that can result in anxiety in some students, culminating in diminished learning outcomes (Mogk, 2003). Use of a DDM may also be used as a proxy to a fieldtrip in cases of inaccessibility issues for participants. Faculty can use a DDM as a robust alternative so that there is not exclusionary curricular activities unnecessarily limiting students’ opportunities for knowledge gained using an integrated, spatially grounded database.

Mogk, D. (2003) Field Notes. Included in the Workshop Proceedings for the “Cutting Edge” series: Teaching Petrology in the 21st Century. .