|2009 Portland GSA Annual Meeting (18-21 October 2009)|
|Paper No. 53-7|
|Presentation Time: 3:01 PM-3:02 PM|
EMERGING DIGITAL TECHNOLOGIES FOR GEOSCIENCE EDUCATION AND OUTREACH
SELKIN, Peter A., Interdisciplinary Arts & Sciences, University of Washington Tacoma, 1900 Commerce Street Box 358436, Tacoma, WA 98402, firstname.lastname@example.org, DE PAOR, Declan G., Dept. of Physics, Old Dominion University, Norfolk, VA 23529, GOBERT, Janice, Department of Social Science and Policy Studies, Worcester Polytechnic Institute, Worcester, MA 01609, KIRK, Karin B., Science Education Resource Center, Carleton College, Northfield, MN 55057, KLUGE, Steve, Resources for GeoScience Education, 63 Lake Drive, New Milford, CT 06776, RICHARD, Glenn A., Mineral Physics Institute, Stony Brook University, Stony Brook, NY 11794-2100, and WHITMEYER, Steven J., Dept. of Geology & Environmental Science, James Madison University, Harrisonburg, VA 22807|
New digital technologies, particularly virtual globes, digital mapping, social networks, blogs, online collaborative environments, and mobile devices, have the potential to engage geoscience students in innovative ways. Virtual globes, for example, can merge data from a variety of disciplines, and can present these data spatially and temporally. Integration of geoscientific information across these multiple dimensions is difficult for students. Virtual globes can provide students with a data-rich experience with the potential to support deepening their understanding of geoscience. More specifically, displaying geology in three spatial dimensions and through time helps students practice visualizing structural and tectonic problems and issues of living with dynamic landscapes. Furthermore, overlaying data from different disciplines can allow students to contextualize complex sustainability issues.
Here we present several frameworks to facilitate the development of educational activities, along with examples of activities that employ new technologies and digital repositories that allow distribution of educational materials. Examples include lesson plans that employ 3-D Collada models imported into Google Earth to demonstrate sub-surface geology and geophysics; software that helps instructors track student actions and evaluate learning outcomes; and Google Earth tools and activities for teaching sustainability, land use change, and local geology. Due to their low cost and easy distribution, technologies and techniques presented here can be adapted for use in a variety of geoscience education contexts, from physical geology problem sets for general education and introductory geoscience students to upper-division lab exercises.This presentation will include informal discussion and demonstrations of various educational tools.
2009 Portland GSA Annual Meeting (18-21 October 2009)
General Information for this Meeting
|Session No. 53|
Google Earth to Geoblogs: Digital Innovations in the Geosciences
Oregon Convention Center: Portland Ballrooms 251/258
1:30 PM-5:30 PM, Sunday, 18 October 2009
Geological Society of America Abstracts with Programs, Vol. 41, No. 7, p. 165
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