Paper No. 81-9
Presentation Time: 9:00 AM-5:30 PM
FOSTERING INCLUSION AND INTEREST IN GEOSCIENCE COURSES USING PANORAMIC AND 3D VISUALIZATIONS
PIATEK, Jennifer L., Department of Geological Sciences, Central Connecticut State University, 1615 Stanley St, New Britain, CT 06050, WHITMEYER, Steven, Geology & Environmental Science, James Madison University, 395 S. HIgh St, MSC 6903, Harrisonburg, VA 22807, ATCHISON, Christopher, School of Education and Department of Geology, University of Cincinnati, 2610 McMicken Cir, Cincinnati, OH 45221, MARSHALL, Anita M., School of Geosciences, University of South Florida, 4202 E. Fowler Ave., NES 107, Tampa, FL 33620, PYLE, Eric J., Department of Geology & Environmental Science, James Madison University, MSC 6903, Harrisonburg, VA 22807, ERIKSSON, Susan C., Eriksson Associates LLC, 3980 Broadway, Suite 103 #168, Boulder, CO 80304, CROMPTON, Helen, Old Dominion University, Norfolk, OH 23529, COLLINS, Trevor, Knowledge Media Institute, The Open University, Walton Hall, Milton Keynes, OH MK7 6AA and CARABAJAL, Ivan G., School of Education, University of Cincinnati, Cincinnati, OH 45221, piatekjel@ccsu.edu
Advances in camera and image processing technologies have made the creation and delivery of high resolution panoramic and three-dimensional images practical for use in classroom and field exercises in geoscience courses. Students can interact with satellite images, landscapes, outcrops, and hand samples in the classroom via laptops or mobile devices, providing them with opportunities to visualize concepts when travel to the field or use of hand samples is impractical or impossible.
We present a set of classroom exercises that include exploration of concepts including volcanic constructs and deposits, sedimentary structures, and metamorphism/deformation that utilize these technologies to present information interactively. These visualizations are used in along with static photos and textbook figures to provide context while asking students to develop their own sketches and sample descriptions.
Some of the exercises were developed as part of our GEOPATH project “Engaging Students in Inclusive Geoscience Field Experiences via Onsite-Remote Partnerships", based on locations in northern Arizona and western Ireland. Similar visualizations to those discussed here are available from the GEODE project (http://www.geode.net). Resources such as this present opportunities for students to explore geosciences concepts in a hands-on way, especially if other obstacles prevent direct access to field sites.
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