DIGITAL FIELD METHODS IN A CHANGING WORLD: A VIRTUAL REALITY (Invited Presentation)

Fieldwork is often considered an important component of geoscience research and undergraduate geoscience education. Recently, digital field methods have become the norm for data collection and mapping in the field. Concurrently, digital and web-hosted virtual field experiences (VFEs) have been developed as alternatives to on location field trips and field exercises. Although VFEs do not fully replicate traditional fieldwork, they provide opportunities for geoscientists that have limitations that prevent their physical presence in the field. The current COVID-19 pandemic crisis has provided a stark example of how access to field environments can be restricted for most, if not all, geoscientists. The cancelation of many summer 2020 field courses necessitated the rapid development of virtual field trips and exercises in order to fulfill degree requirements for graduating students. Though many instructors viewed the virtual environment as less than ideal for teaching geoscience field methods, educators rose to the occasion and developed a broad assortment of VFEs and made these available to the geoscience community through public websites. These VFEs make use of a variety of online and computer platforms, including web-based and desktop versions of Google Earth (GE).

This presentation highlights how educators can create virtual geoscience field trips and exercises using web GE, desktop GE, and a web-based tool for generating oriented geologic map symbology for GE. Examples of methods and approaches for creating VFEs in Google Earth are provided for a virtual field trip that uses a web GE presentation to replicate a typical class field trip, and for a geologic mapping exercise that uses a KML file uploaded into web or desktop GE. Important differences between web and desktop GE are highlighted with consideration for which platform might be most effective for specific educational objectives. Challenges and advantages of VFEs are discussed in comparison with traditional on location field experiences, with particular emphasis on the increased accessibility of VFEs for all students. A combination of virtual and on location field experiences ultimately might prove the most effective approach for producing a more inclusive and equitable learning environment and strengthening the geoscience workforce.