Tarin Weiss: All right, it's officially eight o'clock, so why don't we.
Tarin Weiss: Why don't we start so good morning everyone, welcome to.
Tarin Weiss: Welcome to our session looking at using educational technology in the geosciences hoping to promote more active learning in the classroom we have a.
Tarin Weiss: Quite a slew of presenters today and we're looking forward to hearing everybody's ideas and experiences of things they're learning about and using in their classroom and using with teachers.
Tarin Weiss: Our session is going to run the presenters have 20 minutes, they will end at about 17 or 18 minutes, so that if you have a question, you can ask you can put your question in the chat and we will do our best to monitor that.
Tarin Weiss: We do have a break at channel five and.
Tarin Weiss: i'm sure people will be coming in and out, we have a few speakers who actually haven't arrived yet, but everybody is here until our 925 speaker so so we're going to we'll get we'll get right started and.
Tarin Weiss: I will begin.
Tarin Weiss: Right now.
Tarin Weiss: So I learned you see my screen.
Lori Weeden: Sure do.
alright.
Tarin Weiss: So i'm going to be a good doobie everybody and i'm setting my timer.
Tarin Weiss: And i'm going to start it right now.
Tarin Weiss: At 18 minutes and we're off so good morning everyone, I think, to share some information with you about using educational technology in the classroom.
Tarin Weiss: And my presentation today is going to look at four four ideas.
Tarin Weiss: One are the digital trends in geoscience teaching and practice this is based on an article from GSA from.
Tarin Weiss: And I will be referring to this article, a few times this article brings out an argument for why we're here today.
Tarin Weiss: And briefly looks at key benefits for using digital technology and i'd also like to do a little teacher in one on one with you and talk about.
Tarin Weiss: teacher knowledge structures and how we're going to think about integrating digital technology into what we know about teaching.
Tarin Weiss: And that will bring us to thinking about resources and ideas for building up our content knowledge in digital technology and also our pedagogical content knowledge.
Tarin Weiss: With respect to using digital technologies, I will also share a lot of resources that are available to us as educators and that this PowerPoint is will be available through GSA there they're recording us and I will also, at the end, I will save it as a PDF and post it in the chat.
Tarin Weiss: So in.
Tarin Weiss: Understand homes and loyal.
Tarin Weiss: Put a paper out for GSA today called recent digital technology trends in geoscience teaching in practice and the argument, they had for constructing this.
Tarin Weiss: Article is that innovations in technology, accelerating and the powerful tools that were once only available to some in industry and research are embedded now into the everyday software and products that our students use, so there is an urgent need for more digitally fluent graduates.
Tarin Weiss: And that follows industries expectations of our graduates and they argue it's imperative.
Tarin Weiss: to incorporate computational geoscience skills into secondary and undergraduate programming and some universities are actually offering co degrees between geoscience.
Tarin Weiss: And GIs geoscience and data science and that set a trend we're seeing an increase in so that brings this to us that instructors need to increase our students technical competencies.
Tarin Weiss: And now, all the zoom terminology is blocking the bottom of my screen, so you folks may experienced this as well.
Tarin Weiss: As as we teach a key and current concepts and the authors.
Tarin Weiss: go on to say that.
Tarin Weiss: The GEO scientists that are most likely to thrive in this new technological environment or those willing to be agile and remain in a state of continuous learning.
Tarin Weiss: They say that maintaining static methods of teaching and practice.
Tarin Weiss: will be insufficient, the fact that you get up so early to come to our session means that you are not one of those people who are maintaining a static method of teaching.
Tarin Weiss: So what are some of the benefits for using digital technologies, I I know i'm preaching to the choir here but.
Tarin Weiss: Just so we're all on the same page, so what is digital literacy, so this is the big language now.
Tarin Weiss: In K 12 and also college, and that means you're having, you have the knowledge and ability to use a range of technology tools for various purposes.
Tarin Weiss: using technology in the classroom, especially the undergraduate classroom allows students to behave as scientists through role playing.
Tarin Weiss: through the use of real data to grapple over authentic complex problems and because data is at their fingertips.
Tarin Weiss: from many sources it forces them to consider multiple hypotheses and explanations, which is what scientists are doing all the time and it enhances their interactivity so they learn about being part of this wider scientific community by sharing data and accessing data from many sources.
Tarin Weiss: Also, digital technologies do a wonderful job of effectively illustrating complex processes and, in addition, our students with disabilities.
Tarin Weiss: allow themselves to be more part of the classroom with the use of assistive technologies, which is a whole other side of digital technology in the classroom, however.
Tarin Weiss: I do want to point out that there are people who are have some concerns about the increased use of digital technology in the classroom so we don't want to ignore the fact that there are issues and questions the digital divide.
Tarin Weiss: Those kind of things that have come up amongst certain circles i'm not addressing those today, but we do want to be aware that people do have questions and issues with some of the use of digital technology in the classroom so little teacher add one one for you.
Tarin Weiss: We all come into teaching so with various knowledge structures that.
Tarin Weiss: We employ as we teach our subject so one of these is our content knowledge and our content knowledge is looking at two things, one of the substantive structures and those are the ways that you think about your content and how its organized.
Tarin Weiss: Whether you go from the macro to the micro or the micro to the macro that's your content knowledge, and that includes something called syntactic structure which is.
Tarin Weiss: The ways the information is deemed valid or worth knowing, so what you know about what makes some factor concept acceptable to the to the wider scientific community.
Tarin Weiss: You also heard hold what's called pedagogical knowledge and that's your understanding of how you believe your students learn.
Tarin Weiss: You bring those two together in your pedagogical content knowledge which has to do with how you teach your subject.
Tarin Weiss: The instructional materials you trudy you choose to use and how you present material to students well in this new digital age, we need to consider digital content knowledge, so, in what ways has technology impacted your content knowledge.
Tarin Weiss: and in what ways has digital instructional technologies How does that support student learning.
Tarin Weiss: And finally, what are the ways to teach the best ways to teach using technology, so what instructional strategies materials resources device management systems that employ digital technology that impact, how we can and should be teaching students.
Tarin Weiss: So in back in 2010 there was a group of concerned and interested geoscience educators who got together in arlington Virginia to hold a workshop called.
Tarin Weiss: planning the future of GEO cyber education and looking at that document, one thing they pointed out was do we have enough content knowledge.
Tarin Weiss: At the very basic level do we understand terms like artificial intelligence, the science of training a machine to interpret the world as we do.
Tarin Weiss: Do we understand the idea of machine learning, which is a subset of Ai, which is the method behind how machines compile data and use algorithms to build neural networks that allow them to.
Tarin Weiss: recognize classify objects make smart decisions and this drives what we're learning about our world Ai and ml are behind self driving cars.
Tarin Weiss: For example, chat box voice user interfaces and they're being embedded into the work that geoscientists are doing.
Tarin Weiss: Today, so one question is about our own digital content knowledge, what do we know this meeting highlighted other terms, our understanding of cyber learning.
Tarin Weiss: Our understanding of cyber infrastructure and our understanding of GEO informatics and i'm not here to teach about those terms, but just to point out our own.
Tarin Weiss: Reflection on what do we know about this content knowledge around digital technology and, along with a whole slew of other terms and acronyms that are used all the time.
Tarin Weiss: So that aside the authors of this job GSA article say we need this content knowledge about digital learning but let's look at what themes what's going on in the field of teaching and learning and digital technology and they said that.
Tarin Weiss: There are two things going on one there's updated curriculum that caters to doing research and and teaching and practice, and there are new ways to inform students.
Tarin Weiss: about the content new delivery methods for your classroom for the field and for online and to me that speaks back to this idea of one of your knowledge structures.
Tarin Weiss: Which is your pedagogical content knowledge, how do you mix both your content and how you think students, learn and how did those come together.
Tarin Weiss: And you make decision on what's best for your students so um how do students learn science using technology, what are the best ways to represent topics and what materials and instructional strategies are available.
Tarin Weiss: One of the themes again was this idea there's updated curriculum, so I wanted to start sharing just.
Tarin Weiss: ways of thinking about this updated curriculum for the classroom and, of course, one big idea out there now is Oh, we are open educational resources if you haven't delved into the world of PR I urge you to.
Tarin Weiss: do some searching around ocr and geology it's it's beyond the digital free textbook there's a lot of information available to you, along with different looks and.
Tarin Weiss: Open course platform systems like MIT has a slew of free online geology courses linked to those is this availability of big data.
Tarin Weiss: So this is just a short snippet of the places that we can go now and getting data for research but also get big data to embed into the activities we do with students.
Tarin Weiss: And there could be many more of these and i'm sure some of them are very familiar to, especially the iris seismological data site.
Tarin Weiss: So how do we pull this together, how do we know what to teach in the classroom, so there are resources for what i'm calling technology enlightened teaching.
Tarin Weiss: And circ is probably one of the best ones out there, so circus the science, education, research, Center located at carleton college they run webinars they have whole courses online they have talks.
Tarin Weiss: they're part of the part of the National Association of geoscience teachers as a place to go to start learning and start looking for updated events that are happening to.
Tarin Weiss: to further expand what you know about using digital technology in the classroom so they had a webinar some some time ago called using.
Tarin Weiss: data in the classroom, but there are other sites that do this as well there's one called micro my earth, which is offers webinars podcasts simulations labs activities modeling Apps and data explorations for use in the classroom.
Tarin Weiss: So besides teaching you how to embed information, how to invent it big data they're also just some practical resources out there, so people are using 3D printers in the geology classroom and in the geology lab to print.
Tarin Weiss: topography models crystals fossils rocks different landscape structures and again serve as a leader in this and that they have the actual plans for your 3D printer to print some of these materials.
Tarin Weiss: So we have information on how to teach better and then we're going to start looking at the resources, the actual things we could use to enhance our teaching.
Tarin Weiss: And one of those and you're going to hear about one of those in our session today our virtual field trips so here's just a little snippet.
Tarin Weiss: Of what an online virtual field trip looks like.
Tarin Weiss: Oh.
Tarin Weiss: i'm not sure you hear my Somebody tell me do you hear the sound I didn't do this right.
Tarin Weiss: I didn't turn on sound.
Tarin Weiss: Did you hear the sound.
Tim.flagg: No sound yeah.
Tarin Weiss: So let's see.
Tarin Weiss: I have to sorry guys so when you're going to share sound, as you all know, because your educators, you gotta hit share sound and then you do it again.
Tarin Weiss: Right.
Tarin Weiss: Try this again, so I have a few minutes navigating is really simple I got it down now it's all down your left mouse button and drag and you'll be able.
Tim.flagg: To see him if you use your mouse wheel to roll forward you'll be able to zoom in two areas, and if you use your mouse will roll back you'll be able to zoom out and get a wider field of view.
Tim.flagg: take note of the compass in the top right hand side of your field trip that tells you which direction you're looking as you rotate around you'll also notice that you have these blue tags with numbers and those are the guided questions if you click.
Tarin Weiss: So it's just a snippet of work with using digital technology for the virtual field trips alone with that resource are many, many Apps that you can use, and these include data, these include activities, these include labs.
Tarin Weiss: And one of the an interesting one, that you can put on your phone is called rock borrow si K D, which allows you to immediately identify the bedrock here on the functional any fossils in the area key minerals, he works.
Tarin Weiss: So lots of resources for phone work in the field, but also for your computer in the classroom and of course we're all familiar with all this remote learning.
Tarin Weiss: about learning management systems so blackboard or moodle canvas D to oh Google, another aspect of digital technology, and I would argue that most of us don't understand the power, even of the management system that's available to us, through our schools.
Tarin Weiss: we're also finding in our classrooms we can start using augmented reality, and I know some of you know about the digital sandbox here's what it looks like just a short snippet on this.
This is how augmenting reality sandbox this type of thing is tactile computing.
We move the physical sand.
The software recreates controls to reflect the actual topography of the send one of the aims of this device is to help people visualize what typography and contour lines and watersheds and catchment areas look like in three dimensions.
Tarin Weiss: We can there's also digital technology for your phone.
Tarin Weiss: minute reality through the geo X explore that has come out in Washington State University in St Louis.
Tarin Weiss: And this one allows you to choose a feature when you want to look at our model or rob.
Tarin Weiss: you're going to choose demos we're.
Tarin Weiss: Not timing me, so I don't know how many minutes.
Tarin Weiss: So again, another example of a resource and.
Tarin Weiss: Finally, digital equipment use in the field so smart phones and ipads are being used now with their built in applications.
Tarin Weiss: And the common Apps that people are using would be field move Klein oh and stereo net mobile which allow you to model and see the landscape in a variety of ways i'll show you a short clip on that.
Tarin Weiss: People using drones in the field and you're going to hear a talk about that as well today.
Tarin Weiss: And modeling outcrops using.
Tarin Weiss: lidar and other photo Gramma tree.
Tarin Weiss: technologies and then also the seismologists they're very excited they're very small much lighter seismometers they can carry and installed in the field.
Tarin Weiss: So there are lots of things that are now increasing how we learn about the outdoor environment and Steve whitmire from James Madison university who's very involved in using ED tech.
Tarin Weiss: brings up a really important point in one of his papers and he says, these new tools have encouraged development of new approaches to field mapping and data collection.
Tarin Weiss: Including the use of digital campuses to measure geologic features, but also crowdsourcing field data and the Assembly and analysis of very large field data sets so it's no longer just your class in the field doing something, but you can really share that.
Tarin Weiss: With the international scientific community.
Lori Weeden: lori hi.
Tarin Weiss: i'm do I have left.
Lori Weeden: You have it 18 minutes just hit, but we are already running five minutes ahead of time because of the intro was on was very small.
Lori Weeden: So you're doing fine.
Tarin Weiss: finished in three minutes like did just go off at 18 but weirdly the timer made it different Thank you so i'm going to reality in the field, the best way to have you envision what's possible I think it's just to show you this short clip from the region University in mind sharing knowledge.
Tarin Weiss: it's up to you here.
To just these problems we present a concept for use of augmented reality in the field with the use of augmented reality glasses connected to a tablet or mobile phone users can see geological information applied objects in front of them in the real world.
On the use case for the less this is showing information about what you're seeing giving you geologists a chance to learn quicker can also take pictures of what you're seeing for later use.
Another feature of the glasses, is to view 3D holograms geological models being able to view models like this in the field can give geologists a better understanding of the area, so they can make better decisions.
Possibly the greatest feature is the ability to draw on the world around you instead of having to draw and sketch the features, with a pen and pencil joy with your finger on the tablets and lines appear in the landscape in front of you.
Tarin Weiss: So, to finish up, I know, that was a short overview of what's out there and what's available, and again I will make these resources available to you in the chat.
Tarin Weiss: want to go back to the authors of this GSA article from.
Tarin Weiss: Having introduced all these things they do point out, there is an importance to keep the the old ways we've done things and.
Tarin Weiss: to integrate them.
Tarin Weiss: With the new so i'd like to just end with a quote from their paper a little long, but I felt like it was pretty poignant so they say that, paradoxically.
Tarin Weiss: Despite the need for digital comprehension and capability, the most important functional knowledge and skills that any geoscientist should possess will likely remain the same.
Tarin Weiss: And these include a deep understanding of fundamental earth processes and ability to creatively integrate data from various sources and the clarity to communicate difficult concepts and a passion for their work.
Tarin Weiss: So technological dexterity will certainly bring additional value to our field, but we believe it will be the combination of deep.
Tarin Weiss: Fundamental geoscience knowledge and digital fluency it will be the foundation for the next era of geoscience innovation and discovery.
Tarin Weiss: So, however, we choose to to teach that deep fundamental geoscience knowledge, whether its traditional ways we do want to integrate these digital currencies and the fact that you're here this morning, at this early hour definitely.
Tarin Weiss: makes you a part of that hope of bringing in this new era of geoscience.
Tarin Weiss: Innovation and discovery, so thank you all for coming this morning and I We look forward to the next set of presentations to really show you these applications in the classroom.
Tarin Weiss: So without further ado I think we're on time, or you can tell me whether or not.
Lori Weeden: We are on time or it's 822 The next speaker starts at 825.
Lori Weeden: Great and I have one question for you, which I think is probably on the minds and several people.
Tarin Weiss: Do yes, you.
Lori Weeden: Are geoscience students, need to be taking programming, such as Java or a basic programming course.
Tarin Weiss: I think our geoscience students definitely need a computer science course whether it's a basic programming course, but also one that teaches them a little bit of the language of the computer.
Tarin Weiss: models that on that are being used so frequently in the field so maybe a little bit of Python or well somebody is actually going to talk about that today So yes, I do think it should be part of their.
Tarin Weiss: part of their curriculum I think they need to learn GIs and definitely some intro computer science course other people might have opinions on that, since we have another minute we can talk more about this.
Lori Weeden: On you got ready to go in a minute.
Tarin Weiss: Alright, so i'm already 24 so good time to move on, so good morning to those of you who have just joined us we're we're in a 25 here and i'd like to introduce Sean cornell from the Department of geography entered science it shippensburg university.
Sean Cornell (he/his/him): Good morning, as my screen.
Sean Cornell (he/his/him): up for you all.
Tarin Weiss: know.
Tarin Weiss: Well, yes, there you go.
Lori Weeden: It was.
Good.
Sean Cornell (he/his/him): All right, good morning everybody thanks, very much for getting up and going, and thank you very much.
Sean Cornell (he/his/him): terrain, that was a really great.
Sean Cornell (he/his/him): discussion and talk and i'm going to just hide my meeting controls here.
Sean Cornell (he/his/him): I wanted to sort of step back a little bit and talk a little bit about what I was doing in the classroom.
Sean Cornell (he/his/him): Prior to coven but also then talk a little bit about some of the challenges that we have had in the in the sort of last year, and really kind of.
Sean Cornell (he/his/him): tie into what some of the broader trends are outside of the geosciences just a little bit so first i'd like to begin by mentioning that we have pretty.
Sean Cornell (he/his/him): Incredible data coming out about the number of universities that were unprepared for moving online or even into hybrid situations and so with covert about 96% obviously we're.
Sean Cornell (he/his/him): we're forced to move fully online.
Sean Cornell (he/his/him): And in that transition, even though it's very important for students to have that digital literacy many students are still very ill prepared to engage in an online environment.
Sean Cornell (he/his/him): And so there's a number of different publications that have come out recently, including.
Sean Cornell (he/his/him): You know guidance on what zoom fatigue represents how to avoid that, of course, as an instructor.
Sean Cornell (he/his/him): But, more focused or more difficult to sort of work with are the ideas that many students have extremely high levels of stress and anxiety and depression many students one report we indicated about 42% of students found it extremely difficult to stay motivated in their online environments.
Sean Cornell (he/his/him): Of course across the the country and i'll share some more data on this in a few minutes but.
Sean Cornell (he/his/him): drop offs or drop outs are up enrollments are down nationwide, especially at junior colleges and public institutions.
Sean Cornell (he/his/him): Low income students are disproportionately experiencing the digital opportunity gap as a result, and so.
Sean Cornell (he/his/him): In addition to the student challenges obviously there's been a number of faculty challenges as well, and a lot of those stem from our.
Sean Cornell (he/his/him): difficulty in transitioning to the online environment and motivating and promoting student interaction and I wish everybody had a chance to see Terrence talk, because this would really have provided some awesome ways to promote and motivate students.
Sean Cornell (he/his/him): And certainly in the aftermath of code, one of the premises that tech delivered classes are probably here to stay and so geoscientists and the geosciences.
Sean Cornell (he/his/him): really must be looking at how we engage and utilize active learning approaches and again i'm so happy to have followed Turan because.
Sean Cornell (he/his/him): You can obviously see the value of that I will take a little bit of time obviously here and focus on some of this, the strategies and tools that are embedded.
Sean Cornell (he/his/him): In most learning management systems i've been working with approximately four different learning management systems and about 16 years of.
Sean Cornell (he/his/him): full time teaching and all of them have wonderful resources and they've come an incredible way and so i'm going to talk about some of those things here as we move forward so first and foremost.
Sean Cornell (he/his/him): One of the things that a lot of faculty assume is that students are considered to be digital natives and, obviously, you know they are going to be within the next 10 years 75% of the workforce and so there's a sort of a disconnect here and that.
Sean Cornell (he/his/him): You know, public flagship universities and and certainly shipping through university is one of them, and you know, we want to be working with technology and one of the things that has happened is that I that students themselves are actually.
Sean Cornell (he/his/him): Probably not all that tech savvy they love to use technology, but when it comes to using technology, there really isn't.
Sean Cornell (he/his/him): A difference in terms of their ability to multitask and get more work done in fact we as instructors understand, especially in this time of code that students are distracted more and more, and the ability to connect with each other and with us as the instructors has declined.
Sean Cornell (he/his/him): A couple of other important sort of news articles that I wanted to share so first of all undergraduate enrollment fell approximately 4% this year.
Sean Cornell (he/his/him): US institutions going into this academic year and that's really driven by about a 16% decline in first year student attendance and.
Sean Cornell (he/his/him): You know that is not just due to the financial necessity, but also because of a number of other factors that i'll mention here.
Sean Cornell (he/his/him): Overall, new student enrollment is off about 20 to 22.7% and Community colleges, which is pretty pretty impactful and it will have a ripple effect to four year universities as well.
Sean Cornell (he/his/him): Certainly students themselves have been dropping out coven has taken its toll on on university students in numerous ways and.
Sean Cornell (he/his/him): One of one of the recent census surveys suggested about 60 million Americans have canceled plans and so that's going to sort of provide a significant economic disruption.
Sean Cornell (he/his/him): Not only to affluent students but also to students who are financially challenged and they're substantially more likely to have canceled their college plans this semester.
Sean Cornell (he/his/him): So one of the things that I want to talk a little bit about is whether or not we as faculty contribute to unnecessary uncertainty.
Sean Cornell (he/his/him): and actually contribute to students who are walking away from our classrooms during this during this time, and of course the fear is that if they walk away now will they ever return and so Brian Spielberg you know, had this graphic back in 2016 and posted it into.
Sean Cornell (he/his/him): His his website on or his Twitter account and certainly one of the things that's really interesting is we sort of have this end goal in mind, and what that road is going to look like for our students.
Sean Cornell (he/his/him): But the reality for our students is much more complex that they've got.
Sean Cornell (he/his/him): All kinds of terrain to navigate and it's really important that we understand, first of all, the uncertainty is always going to create some doubt and it's going to create some fear.
Sean Cornell (he/his/him): But we also have to help our students understand how important it is to be resilient and to have that grit right where they would eventually.
Sean Cornell (he/his/him): learn how to embrace uncertainty as Bob goff has suggested that we do, and so, unfortunately, you know we we we don't realize at the time, how important it is for us individually to to embrace uncertainty.
Sean Cornell (he/his/him): So with that uncertainty, of course, comes the uncertainty that faculty have faced, and you know when we talk about digital.
Sean Cornell (he/his/him): Teaching using digital platforms to engage our students, one of the things that's really at this was a Doug lederman publish this and back in the fall inside higher ED.
Sean Cornell (he/his/him): And as sort of this big look at data with regard to faculty in general about their perspective to online learning as a as an effective method for teaching and, if you look at the data for may only about one third of the Faculty.
Sean Cornell (he/his/him): You know nationwide indicated that they agree that online learning is an effective methodology and certainly in the fall and when the survey was redone that number of jumped by about 10% So there are a number of faculty who are learning that online learning is.
Sean Cornell (he/his/him): Probably here to stay and one of the reasons for that big jump, of course, probably comes from the fact that institutions are now increasingly providing.
Sean Cornell (he/his/him): Some form of sufficient or training and professional development for teaching online, and you can see there that the jump has been pretty substantial between.
Sean Cornell (he/his/him): Pre coated and in preparation for fall 2020 so when it comes to thinking about the uncertainty.
Sean Cornell (he/his/him): And where we struggled the most faculty indicated in that particular survey that it was increasing student engagement in class, which was a substantial.
Sean Cornell (he/his/him): part of what they wanted to do as a priority right So how do you engage students in the classroom and then certainly along those lines, the the next biggest feedback item was.
Sean Cornell (he/his/him): Actually, how do we provide feedback for students in the digital environment, you can sort of see those those jumps between sort of May and August.
Sean Cornell (he/his/him): And then there were other you know priorities as well, including ensuring accessibility for all students redesigning course around online delivery and obviously collaborating with students so we're sort of now in that.
Sean Cornell (he/his/him): sort of post we're not really quite post covert, obviously, but this graphic was kind of cool that I found.
Sean Cornell (he/his/him): From mind wire, but this shows us sort of the different phases of higher education is response to coven and we're sort of beginning to transition now into that Phase four and what I wanted to point out to you is that you know it's we're on, we have an unknown level of online learning.
Sean Cornell (he/his/him): In the new normal but it's likely going to be higher than than pre 2020 and and so again, I would reiterate here that we all have it's incumbent upon us right to support.
Sean Cornell (he/his/him): Our students and the digital new normal so one of the articles that was published in July came from rihanna and her colleagues.
Sean Cornell (he/his/him): And it was really sort of looking at sort of teaching during and after the coven 19 crisis and thinking about presence and learning activity and.
Sean Cornell (he/his/him): refer refocusing the instructor on that on that concept and so online teaching and learning right imply a certain pedagogical content knowledge, the trend just talked about especially.
Sean Cornell (he/his/him): With with respect to designing and organizing the learning expenses experiences for your students and again the key thing here is that there are sort of three types of presence that you need to be sort of aware of and i'm going to talk about those in just a little bit.
Sean Cornell (he/his/him): So, again what's been happening right we've had these this zoom boom and colleen flattery again this is back in the in the spring inside higher ED.
Sean Cornell (he/his/him): Right, this is the synchronous instruction putting all of your students on the screen like what we sort of see in behind here I couldn't imagine.
Sean Cornell (he/his/him): You know, managing a classroom like that, and it would be extremely stressful but experts are really very clear that we need to as instructors have a mix of live and asynchronous work.
Sean Cornell (he/his/him): For for our future, and so you know, there is this sort of limitation again mine wire and other folks you know, which is an ad tech consultancy.
Sean Cornell (he/his/him): it's, we have to be mindful that we have to do sort of a combination of effects, so what i'm going to sort of focus here on are some of the tools, obviously.
Sean Cornell (he/his/him): that are important in your online classroom and i'm going to talk about variety of these things and they're not really all sort of structured in such a way that.
Sean Cornell (he/his/him): In any particular order, but obviously some of the important ones include what we're doing right here, which is sharing our screens utilizing whiteboards.
Sean Cornell (he/his/him): Whether it be in zoom or or an embedded within your learning management system.
Sean Cornell (he/his/him): Encouraging students to use tools like annotation where we're synchronously annotating or.
Sean Cornell (he/his/him): we're working together on a on a project, where they have control over the screen time momentarily or as synchronously right utilizing breakout rooms utilizing virtual backgrounds, as part of your discussion.
Sean Cornell (he/his/him): You know, and also in part of this and i've never really had to think too much about it before, but where are your students at in terms of their learning style, are they very much.
Sean Cornell (he/his/him): You know, in that dependent on you, for delivering information or are they more on that independent and self directed and the spectrum our goal of course is to move all students towards that self directed end of the spectrum.
Sean Cornell (he/his/him): But you know the, the reality is is that our students are across the board so really The key thing to remember is that engagement and inclusion and building presence is your are your keys to success, and again I want to spend a little bit of time I think about what but.
Sean Cornell (he/his/him): We just talked about with regard to instructor behaviors right that idea of content, knowledge and pedagogical knowledge and then operating in that.
Sean Cornell (he/his/him): And then enter enter weeds, and so one of the things that is really key is really working hard to develop your presence and i'm going to talk about three specific kinds of presence and I didn't sort of preface this by saying that I was thrown into this.
Sean Cornell (he/his/him): This work over the summer i'm the Chair of our university wide curriculum committee and I was able to be part of a cohort of of university faculty that participated in something called quality matters, training and we went through seven different workshops and so within that we learned.
Sean Cornell (he/his/him): Really, about how important it is for the instructor to have presence and how to create that presence, but also, then how to initiate social presence and cognitive presence, and these are things that we never really had to think about in indirect ways in in.
Sean Cornell (he/his/him): The face to face classroom but really research shows that your presence is likely to actually increase student participation and and and help have them.
Sean Cornell (he/his/him): Be be present so right here on the on the side, by the way, this is a an annotation so I had students.
Sean Cornell (he/his/him): actively taking a an activity and then they they share that activity with each other, and then they they graded each other and we'll talk about why that matters in a minute, but is that community.
Sean Cornell (he/his/him): Of learners that actually helps facilitate that interactivity so again in terms of the instructor presence it's really important that the the Faculty Member establish where they sit in the.
Sean Cornell (he/his/him): role right you're staying you're you're studying your standards you're providing regular and constructive feedback to your learners.
Sean Cornell (he/his/him): And it's really important that you transition as an online learner away from the sage on stage but more towards being a mentor and so.
Sean Cornell (he/his/him): it's really important for you to use variety of tools available to you, whether it's your blackboard or canvas or we have we have detail here at shippensburg university now.
Sean Cornell (he/his/him): But also working where students are working today email is actually going extinct, and one of the biggest challenges are the students are are transitioning away from email and that's one of the reasons why some of them are.
Sean Cornell (he/his/him): struggling but it's really important to think about how to provide feedback utilizing different audio visual techniques and and supporting students in those regards.
Sean Cornell (he/his/him): So obviously I think one of the key things about in establishing an instructor presence is to think about utilizing a pre semester survey.
Sean Cornell (he/his/him): And and that's sort of introducing yourself as the instructor learning about the students informing them of some technology requirements, helping them.
Sean Cornell (he/his/him): You know if they need to in terms of preparing their technology and then answer answering any early questions that they have, and you know the reality is is that students have a lot of.
Sean Cornell (he/his/him): sort of anxieties that you might be able to eliminate right before the Semester starts, and this was a survey.
Sean Cornell (he/his/him): I did this semester actually sort of gauging students on how ready, they were for getting started, and you can see that there's quite a range some students not ready at all and other students were.
Sean Cornell (he/his/him): ready for the class to get going so again this this slide I put it up there because it's really important to establish that.
Sean Cornell (he/his/him): That presence and being present to me also means expecting that students are going to be present and participating, so this is my.
Sean Cornell (he/his/him): Opening slide of all of my lectures, I put this information up on a regular basis, because that actually helps students understand their responsibilities.
Sean Cornell (he/his/him): From now let's talk about social presence, and this is really all the things that you can do to help students.
Sean Cornell (he/his/him): connect on an emotional level, both to the learning community to me as their instructor and to their peers.
Sean Cornell (he/his/him): it's really the ability of students to project themselves as real people into the learning space and so there's lots of different ways that you might be able to do that.
Sean Cornell (he/his/him): But, especially through the use of discussion boards or zoom channels or even course sort of social media pages that students might be able to engage with each other, both informally, as well as formally and I think that's a huge part of what you can do and so again.
Tarin Weiss: You have just about two minutes okay.
Sean Cornell (he/his/him): Thank you so students are able to share a lot of those resources.
Sean Cornell (he/his/him): In an online setting and students using social media to support one another as learners this was a student saying oh we're going to be playing cahoot to engage on content for an exam.
Sean Cornell (he/his/him): Again, and I wanted to point out the zoom chats like we have in this particular session, you know go away at the end of that session, but if you set up what's called a zoom channel.
Sean Cornell (he/his/him): You can set it up outside of your live or synchronous sessions and it's similar to what students use as group me, but it has a lot more functionality and again it helps to improve two way communication you're building social presence you're increasing collaboration.
Sean Cornell (he/his/him): Again you're you're helping to reduce that unnecessary uncertainty and you're motivating students to engage peers across multiple platforms and.
Sean Cornell (he/his/him): Again, I like it, because I can use it to meet with video, and I can use I can use it synchronously during live sessions, so that the content that i'm sharing at that time goes straight through to the to the students.
Sean Cornell (he/his/him): For for retrieval afterward, and this is an example of me hooking up my digital microscope and able to take information from a limestone and being able to draw on the screen and then share it right back to the students.
Sean Cornell (he/his/him): For study later again students are able to help students they're able to share information and gauge.
Sean Cornell (he/his/him): Their their community in a way that you couldn't necessarily do without this platform again sharing lots of images here.
Sean Cornell (he/his/him): sharing data files.
Sean Cornell (he/his/him): You know, solving problems that that that show up on the immediate and so that they're not struggling and left with those frustrations.
Lori Weeden: Sean your your time on workplace come to an end, this is a fantastic talk i'm taking all sorts of notes.
Sean Cornell (he/his/him): So we can we can talk more about these questions during the break.
Sean Cornell (he/his/him): But I appreciate your time.
Lori Weeden: Thank you so much.
Tarin Weiss: yeah i'm to writing down, I want to learn more about the zoom channels thank.
Lori Weeden: You great.
Tarin Weiss: So we're gonna we're gonna continue this discussion and invite Timothy.
Tarin Weiss: flag part of the geography and environmental engineering department at the United States military academy to share his screen and his presentation with us.
Tim.flagg: Great Thank you very much.
Tim.flagg: I do have to say that.
Tim.flagg: taryn when you were speaking about the roku APP I did open that and I confirmed that.
Tim.flagg: Our suspicions were correct that West point is very nice.
Tim.flagg: So good morning everyone, thank you for joining us this morning, and thank you to the GSA for the opportunity to discuss the project we've been diligently working on for the past few.
Tim.flagg: Students enrolled in West point take an intro physical geography course.
Tarin Weiss: They need this, you want to share your screen.
Tim.flagg: Oh, I thought it did.
Tarin Weiss: Well i'm not seeing it.
Tarin Weiss: yeah yeah try again.
Tarin Weiss: Let me try yep.
Tim.flagg: Oh, I forgot to push the share, let me try that does that work.
Tarin Weiss: You have started sharing and you are up and running thanks so much.
yeah.
Tim.flagg: Okay let's try that again.
Tim.flagg: So yes, at West point where.
Tim.flagg: The cadets are enrolled in an intro physical geography course their freshman and sophomore year our project focused on the physical geology course.
Tim.flagg: designed for juniors and seniors, most of whom are majors within the department, this allows them to go deeper into the tradition than traditional geology courses.
Tim.flagg: allows us, the flexibility for more time to focus on rock and mineral identification, as well as geological structures and geologic mapping students really get the opportunity to apply what they've learned in the classroom on our field trip.
Tim.flagg: This geology experience was first designed 50 years ago originally conceived in the 60s by the combined efforts are credible Kendall widmer and who was the New Jersey geologist at the time.
Tim.flagg: And miss Janet compound a geologist and volunteer at West point.
Tim.flagg: fieldwork is integral part of a natural science course, but this is perhaps especially to for physical geology research shows that students who are offered an opportunity to engage in a hands on learning often retain more material for a longer period of time.
Tim.flagg: Additionally, students physically physical restrictions have been an issue for universities provide fieldwork.
Tim.flagg: Recent restrictions to from.
Tim.flagg: Limited our use of hands on experience in the classroom and out of the classroom it also eliminated our ability to do this field trip for three semesters we decided to bring the field trip to them.
Tim.flagg: Our trip span 200 miles, including 13 stops throughout the Hudson Valley, the stops for purposefully included to highlight the physical geography structure of the Hudson Valley.
Tim.flagg: As well as the rich history, this includes identifying everything from loose rocks outcrops and soil types, we discussed the French huguenot settlement in new paltz New York.
Tim.flagg: This is one of the most memorable trips that students in our department remember years after graduation.
Tim.flagg: A group of instructors from the Department of geography environmental engineering at West point traveled to each stop and recorded site specific instruction, as well as taking many photographs These include pictures.
Tim.flagg: That the students would find interesting and, of course, focused on unique geologic and historical artifacts, for example, we highlight the conglomerate and the top left of your screen.
Tim.flagg: We also viewed sandstone through a hand lens at the steps of the historic Huguenots street and the bottom left, although not pictured here we captured instructors dropping acid identifying lands limestone outcrop because, of course, no geologic field trip is complete without it.
Tim.flagg: But what's next is probably the most interesting thing to share with you today, rather than simply providing photos and video recording to the students, we took the video and the pictures and compile them into an interactive every story.
Tim.flagg: Every story maps, as you may know, provide a means to share maps and supporting media in a map web based narrative This allows students to progress from stop to stop on the map well being presented with pictures and video content about that site.
Tim.flagg: Let me show you a little about our map.
Tim.flagg: So, as you can see in the top left.
Tim.flagg: All our stops are GEO located.
Tim.flagg: On the right, you can see scrolling through, we can see pictures.
Tim.flagg: details.
Right now we're on.
Tim.flagg: As we go through.
Tim.flagg: This is a combined effort of seven of our instructors in our apartment.
Tim.flagg: Where we planned.
Tim.flagg: We filmed and edited the work.
Tim.flagg: We even have a special guest.
Tim.flagg: Of dirt woman who is our department mascot as a cameo appearance discussing the differences between aunty clients and Sim clients.
Tim.flagg: But, of course, as any good instructor, we have to assess how well the students understand the learning objectives and we wanted to learn how the field trip.
Tim.flagg: supported those objectives, as well as how the students thought about the virtual field trip prior to coven 19 the students were assessed on the final exam with a conceptual question about the Hudson Valley.
Tim.flagg: For this trip we required the students to conduct a short homework assignment they asked similar questions about what they saw on the virtual field trip.
Tim.flagg: To assess the fact we did two things first we pulled the students scores from the field trip.
Tim.flagg: and
Tim.flagg: We took the students scores from previous years and standardized them on a five point scale.
Tim.flagg: Then we took the answers from the field trip homework and assign them a five point scale This allowed us to average the scores and compare them between the different semesters Second, we asked the cadets their specific question about the field trip on the course and server.
Tim.flagg: As you can see, we found no statistical difference between the semesters.
Tim.flagg: represented on the blue and green bars are the previous semesters and the virtual field trip represented the red bar.
Tim.flagg: area bars represent 95% confidence interval and we ran and Nova to confirm our results, the p value is 0.3 which indicates no statistical difference.
Tim.flagg: We need a little bit more data, because the enrollment in the fall term was relatively low.
Tim.flagg: We acknowledged the comparison between exam questions and.
Tim.flagg: And homework assignment and 2020 but the trend we see is consistent with the literature review virtual experience can be a very important tool in conveying these objectives.
Tim.flagg: Our sample size was small but our results, mostly confirmed our expectation about how important the hands on experience.
Tim.flagg: and learning for subjects in natural science anecdotally the students feedback, in the course and survey indicated.
Tim.flagg: That while students would much prefer to attempt trips in person, they really appreciated the opportunity to engage in the virtual field trip and felt they got a lot more out of it than a traditional lecture format.
Tim.flagg: Our work and short study emphasize how important it is for teachers to develop a diverse portfolio of teaching practices and techniques.
Tim.flagg: To keep students engaged, while presenting complex problems and concepts from multiple angles and perspectives.
Tim.flagg: Further we're excited use our story map as a supplement reference for students to use before or after participating in an infield the in person field exercise.
Tim.flagg: we're confident that we will increase student's ability to retain and internalize some of the course learning objectives, because they will be presented in multiple interesting ways.
Tim.flagg: Finally, there's still work to be done.
Tim.flagg: We worked part of our field trip on a 360 degree camera that was new to our department.
Tim.flagg: We are unable to organize the footage the footage gives students, the ability to experientially opportunity with the field trip as the instructors teaching the students can move around the camera to view different aspects of the landscape.
Tim.flagg: Well we're not happy with the coven 19 pandemic and how it's interrupted our classes and lives we're trying to use this opportunity to bounce forward to a stronger, more resilient teaching pedagogy that makes our course our program and our department much better.
Tim.flagg: Thank you again for your time and attention i'd be happy to take any questions about our work.
Tarin Weiss: Thank you so much, Timothy so we do have definitely have time for questions and.
Tarin Weiss: Since i'm talking I think i'll start, you mentioned that if you when you bring the students out into the field in the future you'll be able to use this s3 story map in order to.
Tarin Weiss: You know, prepare them for what they're about to see and I and you've probably thought about this, but would you then change some of the ways, you would ask questions about field areas to make them a little deeper thinking, maybe.
Tarin Weiss: So that they're more critical about what they're seeing if they've already had this pre knowledge.
Tim.flagg: Yes, we would the point would be to help give them the the, as you said, the pre knowledge and we can ask more in depth questions so instead of going to a site and just presenting the information.
Tim.flagg: We would go to the site and say okay you've seen this before on the story map, what does this mean, how does what kind of rock is this, why do you see these multiple layers.
Tim.flagg: there's One good example of that.
Tim.flagg: On our second stop.
Tim.flagg: Looking at the different bedding layers so specific at this one location.
Tim.flagg: We would be able to engage them Okay, why did this happen, what does this say about the sea level rise and recession.
Tarin Weiss: Right right it's really powerful I let some other folks ask questions, thank you.
Lori Weeden: I have a question, if you don't mind, I know that the.
Lori Weeden: schedule for these students is fairly strict so there's not a lot of wiggle room, do you have any.
Lori Weeden: ability to bring this small cohort that wasn't able to actually participate in the field trip.
Lori Weeden: out into the field to actually have that either mentor the current crop that are out there, or to actually have the hands on physical experience once we're actually allowed to go out into the real world again.
Tim.flagg: For the cadets they.
Tim.flagg: Their schedule is.
Lori Weeden: pretty much.
Tim.flagg: The the way that we could do that would be an independent study.
Tim.flagg: And that is that is built into the system.
Tim.flagg: In on their pretty much their senior year, so we could do that, and then we could really dive deep into some of the the structure.
Lori Weeden: It always makes me sad when I realized that they're missing out on on that one experience that people hold so high yeah.
that's me.
Lori Weeden: Thank you.
Lori Weeden: So Sean has question now that you have the story map, do you have a plan to add to it, and perhaps have interviews with local experts faculty new paltz or other universities.
Tim.flagg: Oh that'd be great.
Tim.flagg: Having.
Tim.flagg: Our plan is initially to add the 360 degree footage we have the footage, the problem is, if you ever get the system it's actually I can show you a picture of what it looks like.
Tim.flagg: Oh.
Here we are nope that's me.
Tim.flagg: Was there um it's it's literally a Pole, with this globe on the top even seen the 360 and it takes audio and images 360 degrees around the problem is.
Tim.flagg: it's not it's like taking 360 degrees with official lens so it unless you're about four feet away from what you're trying to image it's hard to see.
Tim.flagg: So when you're doing it from a landscape, if you would get this kind of image of the onion field and so you'd be pretty far away to try to get any in depth.
Tim.flagg: of understanding that you would in person, so we're trying to figure out how to utilize that on a landscape, but if we're closer say with.
Tim.flagg: With our great Valley, you could put the camera close, but then, most of the image about 270 degrees would be just the landscape behind and it wouldn't be very wouldn't be as clear.
Tim.flagg: it's not really we there's potential there but trying to figure out how to use utilizing technology but yes to to sean's question, we would love to keep doing it, since we have this platform we've we've had ideas of how to add to it and that's that's really simple once it's created.
Tarin Weiss: Nice.
Tarin Weiss: So.
Tarin Weiss: lauren is asking.
Tarin Weiss: her question just move on, can you talk let's see we have about another two minutes go on his story map available for others to use or only open to West point.
Tim.flagg: s3 is open to everybody.
Tim.flagg: use a it's an international organization, I am not 100% sure about the joining, but once you're a member, you can create storage units, so I know that West point as a institution we have linkedin with Ezra we actually work with the them a lot with our GIs department, but.
Tim.flagg: Most universities should have an account with as if they do anything with GIs so that would be a way to get linkedin and then you can create these you can actually publish them.
Tim.flagg: so that you can make it open to the public, to be able to view and then that's how your students could be able to gain access if they don't have an account.
Lori Weeden: So, have you made this public.
Tim.flagg: We are going to we are waiting, make sure nothing happened with it before the station, and then we aren't going to be making it public, yes.
Lori Weeden: it's great Thank you.
Tarin Weiss: All right, and lastly, we have a comment from mindy kimball's she says love the mention of Janet Crampton she helped create this field trip in the late 60s, but wasn't able to go on the TRIPS because they were only four men and all the old notes are in her handwriting and happy women's.
Tarin Weiss: Thank you for that.
Tarin Weiss: So, again we'll have you could probably find TIM, if you have more questions on as well as Sean in the break but we're going to thank you so much, Tim we're going to move on now to our next speaker.
Tarin Weiss: Which is ashlyn specter and sorry i'm having trouble ashlyn is coming to us from the Department of earth and planetary sciences.
Tarin Weiss: From rutgers university.
So welcome.
Ashlyn Spector (She/They): hi everyone i'm going to share my screen apologies ubc something flying behind me, I have a pet bird and she likes to fly around.
Ashlyn Spector (She/They): All right.
Ashlyn Spector (She/They): Can everyone see my screen.
Ashlyn Spector (She/They): awesome so hi everyone, my name is Ashley inspectorate i'm a second year masters student at rutgers University in the earth and planetary science department.
Ashlyn Spector (She/They): And i'm going to be talking with you all today about the use of drones and 3D visualization software for the creation of virtual field trips and how we specifically applied this tech to the outcrop pebble blah, which is located in New York basin in New Jersey.
Ashlyn Spector (She/They): So just to give you all a brief overview of the five things i'll be discussing today first i'm going to cover some background on drones a 3D model creation.
Ashlyn Spector (She/They): And then i'll address some methods for making the models, then i'm going to launch into the specifics of pebble bluff as an area of geologic interest.
Ashlyn Spector (She/They): Then i'll continue the lesson plan surrounding this site and with some closing remarks about the virtual field experience, once again I apologize so much i'm not able to leave my room my roommate and.
Ashlyn Spector (She/They): I apologize about the bird she gets great excited.
Ashlyn Spector (She/They): So just to start off with some basics drones, also known as you a bs or unmanned aerial view claims are quite common place nowadays, especially from their original use primarily in the military are used in both public and private sector and by hobbyists and professionals like.
Ashlyn Spector (She/They): 30 years in earth sciences also increased within the past 10 years for both education and research purposes.
Ashlyn Spector (She/They): This is mainly because they're relatively affordable and flexible resource compared to something like lidar which can cost thousands of dollars.
Ashlyn Spector (She/They): individually can't really choose on a whim when they want to go and collect imagery.
Ashlyn Spector (She/They): So for those that might be getting into drone usage, I have a slide here which kind of has a little information on that process.
Ashlyn Spector (She/They): I have a table that has a little breakdown of some different drone options, they all tend to be dji that's just because that's what our group uses.
Ashlyn Spector (She/They): Specifically, what I use for this project is a dji maverick to pro However, you can see here that there are cheaper options, like the dji many to that still supply high enough resolution imagery for any kind of like research or educational purposes perfectly acceptable for publication.
Ashlyn Spector (She/They): So, once you have yourself a drone if you plan to use it for any purposes beyond just taking nice pictures and wanting to have them on your computer.
Ashlyn Spector (She/They): you'll have to take the FAA part one is seven pilot's license exam This allows you to become a certified drone pilot.
Ashlyn Spector (She/They): So this requires a few weeks of studying you pay and you sit for an exam and then you're good to go for two years for sure you need to retake the exam.
Ashlyn Spector (She/They): So, after this, you should check your state and local laws for any restrictions on drone flights and then you can reach out to any owners of brand.
Ashlyn Spector (She/They): That you might want to fly on and get their permission to fly and now around the same time, you will also create a flight plan that details where your dreams going to fly what data you plan on collecting when you want to fly after that you're on your way to collect some imagery.
Ashlyn Spector (She/They): But moving more into the process of model creation and important concept to touch upon is something called structure from motion.
Ashlyn Spector (She/They): i'm not going to get too into the weeds with this, but basically it's a technique that uses a series of 2d images taken at different positions to create a 3D model.
Ashlyn Spector (She/They): of whatever scene or object they're capturing so this can be seen by the figure on the bottom left showing the different cameras.
Ashlyn Spector (She/They): Now the image on the right shows more of a breakdown of how the process actually works we're having multiple photos.
Ashlyn Spector (She/They): In sequence allows for the same features on the ground to be identified and then paired within each different image.
Ashlyn Spector (She/They): there's a lot more information, this was just super basic on how structure for motion works, but it's just a brief rundown so you can understand how we created the 3D models within this virtual field trip.
Ashlyn Spector (She/They): So our methodology involves both field and computational components so first thing is will place out the ground control points, these are pretty much identifiable objects that then pictures that have GPS coordinates tied to them that way we can reference them in the model later on.
Ashlyn Spector (She/They): Then we'll run the drone flight download the imagery off the drone and load everything into a particular software called I just off Meta shape, this is a software for structure for motion.
Ashlyn Spector (She/They): There are other ones out there as well, but this is just the one we preferentially use.
Ashlyn Spector (She/They): will then GEO referenced a series of images by tagging or GPS obtain coordinates on each of the ground control points in the pictures.
Ashlyn Spector (She/They): Then we're going to run a series of processes this turns a 2d images into something called a point cloud.
Ashlyn Spector (She/They): looks like a bunch of dots everywhere, and then we have a mesh and then, finally, you have the full textured model which looks like a picture and to show you what some of this looks like specifically for pebble bluff so in this first image, here we have a picture of part of the outcrop.
Ashlyn Spector (She/They): That shows down control points so that's the black and white checkered tarp like square with the number two on it, these have been placed throughout the entire flight area and we take a GPS point at a known location, which is the intersection of the black and white checkers in the middle.
Ashlyn Spector (She/They): We use this to later GEO reference the model, the second image here shows green circles each place where an image was taken on the drone.
Ashlyn Spector (She/They): Just to show you the spread, we have the full outcrop this third image here is showing.
Ashlyn Spector (She/They): All the cameras as little window panes while you have the point cloud of the model in front of them so it's just showing where you have coverage of all your imagery.
Ashlyn Spector (She/They): And then, for the fourth photo That is our final model and after running the remainder of the image processing will then have this texture model which looks more like the outcrop.
Ashlyn Spector (She/They): So, to get into her field site specifically and introduce a little bit of geology pebble bluff is located in the north basin.
Ashlyn Spector (She/They): And this is one of the many faces that formed around 200 million years ago around the breakup of pangea but pebble bluff is about one hour away from the rockers new brunswick campus.
Ashlyn Spector (She/They): located on the Delaware river in western New Jersey and the outcrop is about 250 meters long and 18 meters tall along an active roadway you can see a picture of it from a drone shot right below.
Ashlyn Spector (She/They): In our department sedentary geology class of this city outcrop every year and has been doing so for the past 30 plus years.
Ashlyn Spector (She/They): And just for a little more context, like I had mentioned relocated public office in the new work basin.
Ashlyn Spector (She/They): In the outcrop is of upper triassic age in part of the purchasing member of the Pacific formation so thinking about red bed.
Ashlyn Spector (She/They): So a lot of this history will be supplied to students and like traditional field trip packet like you would get when you're sitting in the van on your way to a location you read this kind of prep material, and this would be very similar to what we'd have background.
Ashlyn Spector (She/They): So, based on the work done by Dr Paul olson from walmart dormitory on pebble bluff we have multiple publications on the site and the surrounding North basin that's how we're able to get this wonderful struck home with full descriptions based on it.
Ashlyn Spector (She/They): pebble bluff is an electrical fan with debris rolling in from a nearby uplifted folk block rolling into the basin when precipitation events would occur.
Ashlyn Spector (She/They): So there's five main units that he would want students to focus on and that's across bedded sandstone a great shale a matrix supported conglomerate.
Ashlyn Spector (She/They): A green supported conglomerate and koichi or soil horizons, so you also have this cyclists city of the mud stone and sandstone and that's due to the Newark basins.
Ashlyn Spector (She/They): recurring look question and flu veal sessions that are caused by milenkovic cycles, so these pictures that we took out in the field on the right.
Ashlyn Spector (She/They): are associated with the strat column, based on the little symbols, so the orange triangle is showing where that top photo is struck column, and the red.
Ashlyn Spector (She/They): stars showing where that also is within the strat column.
Ashlyn Spector (She/They): um so based on this background pebble bluff has a lot to offer to any kind of budding geologists or geology major with this broader context to Newark basin.
Ashlyn Spector (She/They): Also, alongside it strategic fee and mythology so this leads us to our main goals of the lesson plan here.
Ashlyn Spector (She/They): These have been identified by our said GEO instructors as well, and the first one is to identify different mythologies and sedentary features.
Ashlyn Spector (She/They): are second is to recognize strata graphic patterns in the outcrop that specifically reach a cyclist city and then relate the cyclist city to climate change.
Ashlyn Spector (She/They): So what does our lesson plan look like, well, we have the familiar face of the struck home, we saw earlier with the series of questions that involve filling out the logic description.
Ashlyn Spector (She/They): Asking students Where do they think the environment of deposition was to identify any cycles what might, you see, so the same questions that you would ask right when students get out of the van and looked at the outcrop for a few minutes.
Ashlyn Spector (She/They): We then have another exercise that focuses on using our three dimensional model and other materials to draw section of the outcrop in their notebook.
Ashlyn Spector (She/They): and analyze these larger sedimentary structures and after that have a conversation and compare notes with other students.
Ashlyn Spector (She/They): And like I said we're trying to mimic exactly what a student would complete in the field so.
Ashlyn Spector (She/They): You first take a look really up close with the outcrop you maybe walk off a piece for a hand sample you're looking with your hand lens but then you take a step back from across the road you observed the outcrop as a whole, and you start to sketch that.
Ashlyn Spector (She/They): So, to do all this work.
Ashlyn Spector (She/They): Students are not just going to be using the 3D model I showed earlier but they're also going to use.
Ashlyn Spector (She/They): A whole lot of supporting content that will be paired directly with the model, so we have this combination of 2d and 3D models of hand samples that we're doing.
Ashlyn Spector (She/They): We have a large core depository so we have a lot of drill course associated with this specific.
Ashlyn Spector (She/They): outcrop we have videos with and without instructor commentary and then we'll have a full geologic background section and so these.
Ashlyn Spector (She/They): programs on the right, or what helped us to put all of these materials together and sketch crab is specifically a host website for 3D and air models and that's where we'll have her hand samples stored.
Ashlyn Spector (She/They): As I mentioned earlier, I just saw Meta sheet is used to restructure for motion processing, we used final cut pro is a video editing software.
Ashlyn Spector (She/They): dji is the brand of drone we use, but there are others, and then we also plan on using thing link and think it's a program that makes videos and photos completely interactive.
Ashlyn Spector (She/They): So you'll be able to click on certain parts of the model photo or video, and that brings up other supplementary material I don't have screenshots of that since you're still putting it together, but I have a little mock up of what that may look like on a PowerPoint slide.
Ashlyn Spector (She/They): So here's our final model.
Ashlyn Spector (She/They): In thing Lincoln sketchpad students would be able to move it around and zoom in and out and interact with little out more, but just a little glimpse of when we combine it with supporting material.
Ashlyn Spector (She/They): So we have site specific.
Ashlyn Spector (She/They): Material like if you were to click on number two suddenly, you can see the exact hand sample that we took out of that area, so we have these throughout the entire outcrop that way students can interact or interact with it like they would in reality.
Ashlyn Spector (She/They): And then we also have other content like photos and videos combo between 2d and 3D.
Ashlyn Spector (She/They): That way, they can use these as more of a broad scale understanding the drill core.
Ashlyn Spector (She/They): So this, along with a lot of other virtual field trip for making quite a demand has shot up, at least in our department, especially because of kuvan.
Ashlyn Spector (She/They): These will all be available public on our virtual GEO.
Ashlyn Spector (She/They): geoscience educational opportunities website.
Ashlyn Spector (She/They): The purpose of this is to act as like a one stop shop for virtual field trips for both our departments use public use informal and formal education usage.
Ashlyn Spector (She/They): We also have the rockers geology museum, which does a lot of outreach and public engagement both formally and informally, and so we view this as a really great way for people to have access to this kind of material.
Ashlyn Spector (She/They): And not only will just 3D models be posted but we plan on having information on this website of GEO one on one material background history of each virtual field trip and guidelines and ethics for completing field work, so, while I was section on field, safety and feel protocol.
Ashlyn Spector (She/They): So overall we see the benefits of virtual field trips for a student accessibility number one.
Ashlyn Spector (She/They): Where this content can be used as a substitute for physical trips REP, whether that be because of things like covidien global pandemic or.
Ashlyn Spector (She/They): Simply because our department and, like many others would run into issues with accessibility on all levels with students.
Ashlyn Spector (She/They): On but this can also be used as an accessory to enhance any level of field, education, so this is not just limited to no one can go outside, but this is can be used at any level of which.
Ashlyn Spector (She/They): An instructor might want to incorporate it, so we have little qr codes on the side of the slide for the website and for instagram page we're still working on launching our website getting a few things up at once, but.
Ashlyn Spector (She/They): Our instagram is active with updates on the kind of work we're doing so thank you so much for listening.
Ashlyn Spector (She/They): y'all have any questions send them my way, but thank you.
Tarin Weiss: Thank you very much ashlyn so folks um we definitely have a couple of minutes here, probably about two minutes to ask ashlyn some questions.
Lori Weeden: If I have a quick question um it seems to me like this is a must have taken a lot of time to put together it's fascinating but um.
Lori Weeden: How much for that one project, how many hours did it take to put this together.
Lori Weeden: And how many people did you have working on it.
Ashlyn Spector (She/They): A bit of hours.
Ashlyn Spector (She/They): So this isn't my primary thesis research, this is what i'm doing in conjunction with it um but.
Ashlyn Spector (She/They): We have a team of its myself and a few other Grad students who actually are teaching or have their field sites in New Jersey.
Ashlyn Spector (She/They): And so they're assisting with Oh, I would like my area to be a virtual field trip so it's kind of this partway outsourcing where.
Ashlyn Spector (She/They): they'll write the background or they'll be like i'm going to organize the field day I just need someone with a pilot's license to come fly.
Ashlyn Spector (She/They): And then we have quite a bit of undergraduate for the research projects and just for research, for credit, who are working on things like writing up the background geology and.
Ashlyn Spector (She/They): Reading and talking to different professors to hear their information to make it into a digestible format online, so we have quite a team of people.
Ashlyn Spector (She/They): And I don't think I could put and specific our count on it, but it is taken quite a bit of effort, we started this last year in August so.
Lori Weeden: that's that's fantastic.
Tarin Weiss: Great so ashlyn we have a couple comments and questions and one is that can you stop sharing your screen people want to see everybody now so on china's loves your work and he's said he also started using think and.
Tarin Weiss: Adding YouTube videos is a great tool, he says gettysburg basin shows, many of the same sedimentary rock but in a different basin and it could be really cool to embed share sites from neighboring basins if you're interested.
Tarin Weiss: looks like he might be interested in connecting with you on this.
Tarin Weiss: And drew asks do you use mission planning for your flight or fly by hand for the digital outcrops.
Ashlyn Spector (She/They): So we do both of those.
Ashlyn Spector (She/They): So for pebble bluff.
Ashlyn Spector (She/They): It has quite a bit of an orientation it jumps out at different angles and obviously just setting a pre plan flight from above you're not going to be able to capture everything.
Ashlyn Spector (She/They): So for this site, we had to fly by hand to image, the entire face of it, but then we did a prepare a pre planned play without having to touch the drone when we needed to just get images from straight above.
Drew Hyatt: Is it okay to ask a question with the audio.
Drew Hyatt: sure.
Tarin Weiss: We have one we have another 30 seconds.
Drew Hyatt: Okay excellent presentation and just one thing you may be aware of, but it looks pretty cool and work really well with your courses, if you shoot those so they can get a fully 3D model of the core.
Drew Hyatt: You can scroll down inside core and it looks exactly like adorable and so anyways I thought it was very nice Thank you.
Tarin Weiss: Thank you, great alright Thank you so much ashlyn and thanks for everybody's ideas for her, I think, introduce.
Tarin Weiss: Our test Nash, who.
Tarin Weiss: comes to us from Toronto Canada to share his presentation with us this morning, so our touch, if you want to share your screen.
Artash Nath: yeah Thank you.
Artash Nath: Well, go ahead, then thanks everyone, my name is our touch and have a great night student from Toronto, Canada and today i'm very excited to share with you my project on about code 19 open data Python and as an opportunity to bring new science projects to students.
Artash Nath: This all started on the 11th march 2020 which is just about two days in one year ago, when the World Health Organization declared coordinating a global pandemic.
Artash Nath: And this caused the cascading effect as countries all over around the world, enforced lockdowns to stop human to human transmission of diverse countries closed on essential businesses cut down on travel took students out of schools and shut down national borders.
Artash Nath: And this happened in countries all over the world, not just first starting from China and then his covenant in cases spread around the world, other countries in force lockdowns as well.
Artash Nath: And you know Canada was no different from other countries, just a few weeks after 11th march 2020 all Canadian provinces hadn't for some sort of lockdown.
Artash Nath: And the Canada us border was shut down in around March my school also turn online, along with all of my friends.
Artash Nath: But these lockdowns are essential to stop human to human translation of the virus and even though they come at a huge economic, political and social cost, they are very important.
Artash Nath: But these lockdowns are only effective if citizens comply with the lockdown restrictions and follow the measures that i've been given by public health.
Artash Nath: So I wanted to measure the changes in human movement during the coven 19 lockdown.
Artash Nath: This would help to understand whether the lockdowns were working and then use this information to make quick decisions and understand to enforce surgical lockdowns wasting time and location this in entirety would reduce the cost of these lockdowns.
Artash Nath: So, how would I go along measuring changes acumen activity during the lockdown, as always, I decided to turn to open data that's available to the public.
Artash Nath: and luckily Canada has a whole host of open data that's available to anyone who wants to access it and I ended up turning to assessment data from assessment stations.
Artash Nath: and assessing sessions are usually used to measure changes in earthquake vibrations and perhaps the measure of volcanic eruptions.
Artash Nath: But they're very, very sensitive to ground movements and they can also measure changes in urban noises when they're based in your city, such as from traffic trains, construction and cultural noises.
Artash Nath: So the measure changes in in human movement above the ground I ended up turning to below ground vibrations.
Artash Nath: And the best part is first that assessment data is free, and there are hundreds of stations around Canada and could get data from and, unlike the current practices to measure human activity which is just cell phone data seismic data does not impinge on anyone's privacy.
Artash Nath: As I mentioned, there are 206 locations in Canada and I couldn't select all of them for my study.
Artash Nath: So I ended up coming up with four criteria to shortlist it sounds like stations, I would be using to measure changes in human activity during the coordinating locker in Canada.
Artash Nath: The first criteria is the proximity to a city, since I wanted to measure change that human activity, it had to be assessment station that was located near a city Center so within 50 kilometers of a city Center.
Artash Nath: In addition, I needed to compare locked out I need a complete assessment permissions from during the lockdown to before the lockdown story need the suspect station to be operational throughout the whole year surrounding the lockdown period.
Artash Nath: Third, the data from the assessment station should be transferring a lot, so I can get live retain real time reduction in human movement from the station.
Artash Nath: Finally, it will be creative assessment stations, give a good representation of the whole of Canada so we're scattered around the whole of the provinces.
Artash Nath: I ended up selecting 13 says fixations for my son and they were scattered in eight provinces around Canada, all of them were near major cities.
Artash Nath: The first step in our methodology was to download the seismic data from each of the 13 stations.
Artash Nath: Second, I knew that says make stations are used to measure earthquake vibrations, not just human relations, so how would they go along understanding what vibrations from the suspect station where human vibrations and which ones were natural.
Artash Nath: And in fact I realized that seismic stations that measure earthquakes earthquakes awkward the frequencies of one to two hertz.
Artash Nath: Well, human activities such as some trains and construction happening at a higher frequency for the 20 birds, so I wrote an algorithm invites on the extract specific vibration that's duty shooting reasons in the four to 20 hertz frequency.
Artash Nath: My whole methodology was programmed using Python Open Source coding language.
Artash Nath: The first and most important library or used is called OPS pi, which is a Python tool for seismology at this is the truth, I used to download assessment data from all of the turning stations.
Artash Nath: It downloaded this data in form of MC files emceed files are the miniatures standard for the exchange of earthquake data and they contain the raw seismic waveform data from the stations throughout the code it downloaded the MC files for each day of my study.
Artash Nath: Second, to store and handlers data in my code I turned a number, which is very easy to library for this kind of thing and to process the data, such as the frequency analysis I explained the previous slide I use side Python.
Artash Nath: Finally, to display my results I turned to my plugin.
Artash Nath: I was able to find my study but successful at measuring teams in human vibration Jen lockdown.
Artash Nath: During the first block don't suspect vibrations caused by anthropogenic reasons dropped from 12 to 55% in some cities, the drop assessment vibrations for self the major cities are shown in the graph below.
Artash Nath: So instead of the big cities like Montreal it dropped by 55% audio, which is the capital of Canada assistant vibration in job 30%.
Artash Nath: and
Artash Nath: Not only this, I also wanted to understand what were the sources of the decrease in seismic activity and I knew that on weekends only essential services will be running to the lockdown so I wanted to compare assessment versions, because but humans from weekdays to weekends.
Artash Nath: And in fact I found that the assessment vibrations on weekends was a much lower than assessment vibrations on weekdays around from 30 to 50% lower.
Artash Nath: there's several main conclusions that came from this analysis, the first one is that anthropogenic which is human costs as big variations decreased during pandemics from 12 to 55%.
Artash Nath: Second, that assessment data is a good indicator of human activity in urban areas, I was able to understand this, because the reductions I measured matched with reduction human mobility trend data that occurred from other sources that use cell phone data to measure human movement.
Artash Nath: Third suspect vibrations can be used to track the source of different human activities as different as most restaurants in sports digital traffic on weekends was shut down during the lockdown.
Artash Nath: Fourth, this study was not only limited to Canada suspect vibrations done by a global study offering 100 researchers all over the world, showed that similar decreases were found in cities, all over the world.
Artash Nath: First of all, i'm going to grab the errors in the analysis, obviously, the assessment stations were not all located in the Center of their studies.
Artash Nath: suspect seems to be located different distances from the city Center, which means that there were different, the affected by the long term issues.
Artash Nath: Also, the data from the assessment sessions chemo really, really high sampling rate of 100 readings per second and I ended up collecting 80 billion data points.
Artash Nath: So, during my analysis to extract the different frequencies of my data, there was some small trade off for speed and ever since I wanted to do this or a desktop computer and I didn't have reasonable speed.
Artash Nath: Also, the lockdowns in the different cities came at different levels, some of them were prevention lockdown some of them were declared by public health, so they were all huge decreasing human activity at different levels.
Artash Nath: I decided to package all of my results into a website monitor my lockdown.com which allows people to see the decreasing human vibration in 13 cities around town.
Artash Nath: i'm going to give you a short demonstration of monitor monitor.
Artash Nath: Alright, so here is the morning for my lockdown website.
Artash Nath: On the left, you can select any of the 13 cities for Canada.
Artash Nath: In this case, i'm going to select Ottawa is the capital of Canada.
Artash Nath: The first thing that shows you is the current level of service configuration in the city.
Artash Nath: It shows that in the past month system vibration decreased by 5% since pre covert 90 levels, this is obviously the word than the 30% decrease that was seen during the first doctor.
Artash Nath: But in front of the subsequent lockdowns were as effective as human producing human activity that the first block down.
Artash Nath: it's also visible, for the past week, so in the past week has been perverse were 8% lower than from pre covert 19 levels.
Artash Nath: It also shows you the weekends versus weekdays for the sense that you've selected here, it shows the weekdays are a lot higher almost two times higher than weekends for auto.
Artash Nath: And it clearly shows the depths where the shaded areas represent weekends and clearly shows that says like vibrations dipped during each one of the weekends.
Artash Nath: Finally, to extract the source of different assessment vibrations, it also gives you an idea of the frequencies.
Artash Nath: So, as I mentioned system vibrations caused by human activities occur most often in the five to 35 to 25 520 hertz frequency.
Artash Nath: So it allows you to see the dropping segment vibrations in different frequencies so shows that for five to 10 hertz the drop during the first block then was only 13%.
Artash Nath: But in other law firms in other frequencies to decrease is higher for Ottawa, specifically the decrease in system validation is most prominent a 15 to 20 hertz which means decrease in human activity during the first Doc done with most visible in the 15 to 20 hertz frequency back.
Artash Nath: And if this is doable for all the other cities with a similar gnosis, in addition, on the same website i'm releasing a weekly updates.
Artash Nath: I have made the entire code and tutorial open source for this project so anyone can expand this project to their own city without their assessment session data it's a very easy to use tutorial and walks you through all the steps of my methodology in just a couple hours.
Artash Nath: I have been sending out weekly updates are human movement several people such as the media under members of the provincial Parliament this project was featured on a couple different media channels, such as the Toronto star newspaper and cdb national and using capital.
Artash Nath: In addition, i've given workshops and presentations upload this project at several different conferences.
Artash Nath: i've also been working to expand this project to other countries, such as to Africa and South Africa and other developing countries around the world to help them with better pandemic management for future pandemics.
Artash Nath: Whole there are other things that can be done with the results for my project, as I mentioned, there were limitations, such as the suspect stations were pretty far from city centers.
Artash Nath: But I have been meeting with several policymakers, to discuss investment in urban small G, this means seeding big cities would say six stations.
Artash Nath: In public areas such as libraries and other open centers, and this would help on get a better pulse of the changes in human movement during the sick.
Artash Nath: If this is implemented policymakers, will be able to understand which regions of the city have been decreasing assessment vibrations and which ones, have not.
Artash Nath: and health workers can use this information to predict Spikes in covert it in cases in places where the lockdown is not as effective and they can move testing equipment and personal protection equipment to those locations.
Artash Nath: sinister is, I have been working on include understand the drop in underwater noise because, especially on the Pacific coast of Canada during the lockdown.
Artash Nath: Several of the shipping routes slowed down by significantly, so I thought that underwater noise but also be decreasing during the lockdown so i'm working towards this new project that understand that changes it acoustic underwater acoustic noise during the locked up.
Artash Nath: Thank you.
Artash Nath: Thank you that's it for me i'd be happy to answer any questions.
Tarin Weiss: yeah our touch you probably heard this from so many people, because you present it in so many places, but this is amazing and and super interesting and i'll open it up to questions from from our audience.
Lori Weeden: I have, I have two questions if that's okay.
Lori Weeden: My first question is, do you know the 15 to 20 hertz range that you saw the biggest decline is that associated with personal vehicles or do you know, specifically what that is why the biggest drop occurred at that range and then also what's up a Toronto.
Lori Weeden: So they got more activity on the weekends than they do during the week, and they also had a lower.
Lori Weeden: decreased activity, so I just wanted to get your take on both of those.
Artash Nath: Absolutely so different things such as subways, for example.
Artash Nath: But I can show the all the cars vibrations and a whole range of frequencies, but not just that one band.
Artash Nath: So some ways, for example, could cost us and vibrations from 10 to 30 hertz but construction could cause that five to 15 hertz so the reason it would be most prominent for Ottawa at the 15 to 20 hertz range is because.
Artash Nath: For all of the different sources of vibrations they peaked at 15 to 20 hertz.
Artash Nath: And while it starts clear what different sources that causing exactly which frequency further research can be done in the existing data to get a better handle on what's causing different frequencies right so then for Toronto.
Artash Nath: Absolutely on weekends, the assessment vibration was higher than weekdays, but one thing about Toronto is an assessment session was pretty far from downtown.
Artash Nath: It was at around the outskirts of the sea sick was not able to get in as good hopes of the system versions from the city as other stations such as the ones in Ottawa where the suspect vibration was located right as a Center of the city.
Artash Nath: And so the decrease in Toronto wasn't as prominent because this has big stations wasn't able to get an as good handle on the change the human activity during the first off.
Lori Weeden: Thank you.
Tarin Weiss: i'm sure i'm wondering, could you just tell us a little bit about.
Tarin Weiss: Who are you how did you get how did you get involved in doing a project of this magnitude and scope.
Artash Nath: Sure um well i've been working on projects that handle a big data and machine learning and space and small G for a quite a few years I started programming in Python, I think, five years ago and.
Artash Nath: i've always loved working on projects to incorporate real world issues and in March, I was really curious about what changes that had happened.
Artash Nath: around me during the coven 19 lockdown since so much had changed, so I decided to put all of my skills, I used to measure all kinds of changes in our environment during the lockdown in fact for Toronto, I even created.
Artash Nath: A sensor box that measured decreases in sound traffic.
Artash Nath: and pollution levels in Toronto, and I extended assessment sessions, because in the summer I attended a hackathon by specific on bias about specific underground.
Artash Nath: And there I learned more about the exciting field of small G and decided to expand my project to understand a decrease in assessing their business during the lockdown.
Tarin Weiss: Thank you, we have time for one more quick question if anybody has one.
Tarin Weiss: All right, very good Thank you so much for sharing your your your research with us amazing applications Thank you so much.
Tarin Weiss: So before before our 1005 break we have another speaker and i'd like to introduce a Christian child, if you think that correct, you can correct me from the school of earth and climate sciences and the climate change institute from the University of me in Orlando so welcome kristin.
Kristin Schild: Great thanks so much.
Kristin Schild: Here, share the screen.
Tarin Weiss: All right, can you guys.
Kristin Schild: see this all right.
Kristin Schild: Yes.
Maybe.
Kristin Schild: Okay i'm going to assume that you can hear me and.
Tarin Weiss: We can see you and hear you it's.
Kristin Schild: Okay perfect fantastic okay alright, so today i'm going to be talking about establishing establishing baselines from above.
Kristin Schild: How we incorporated students and learning into a cultural heritage monitoring program this was a joint project or is a joint project with Alice Kelly.
Kristin Schild: Who is actually the p I of this project, we were both at the University of maine within the school of earth and climate sciences and the climate change Institute.
Kristin Schild: Alice Kelly is a geo archaeologist i'm a field glaciologist to this is a project that is the result of the two of us coming together to try to solve one of.
Kristin Schild: Coastal means problems of a coastal erosion and losing our heritage, or at least losing the ability to be able to monitor it, so this is a picture of one of our field sites we're incredibly lucky in that we're looking at coastal erosion, which means we get to be on the coast.
Kristin Schild: And so.
Kristin Schild: And so, if we just go through and dive in a little bit deeper you can actually see some of these features that we're trying to measure, and so this feature that's outlined in this dashed box, this is actually a midden mound, and this is the focus of the talk today is how to measure.
Kristin Schild: This minute mountains it's migration is deterioration from climate, we do that in a number of different ways.
Kristin Schild: Through GPS through manual surveys ground control points and drones so the from above is obviously from drone collected data alright, so what our Shell mittens there, the focus of the talk.
Kristin Schild: And they're human generated accumulations of shells and associated archaeological material, so these going to actually be very large they're primarily class.
Kristin Schild: And sometimes in mid coast maine, you will see oysters as well, and they come in a wide range of sizes and coastal settings so these mittens can get as large as 10 meters tall and 100 meters wide.
Kristin Schild: So they can be very, very tall and basically most of these are deposited probably by the water knocking people and as they ate anything that.
Kristin Schild: came in a Shell they deposited these show the shells in mountains or heat and as they get more of these Shell creatures these these heat screw larger and larger.
Kristin Schild: And one of the really fantastic things about these Shell mittens is that they can actually provide us with an archive of thousands of years of information on indigenous lifeways.
Kristin Schild: and information about the Paleo environment in what is really special about these Minutes is that we're actually able to.
Kristin Schild: pull out bone instruments and bone tool which are not well preserved in other archaeological.
Kristin Schild: environments, primarily because when you have weathering in Shell mitten the shells themselves deteriorate and make that soil less acidic and so those bones tools are much better preserved in Shell mittens than they are in other environments.
Kristin Schild: And as you might imagine, because these are shelves and shelves generally come from the ocean, most of these millions are coastal.
Kristin Schild: And there's actually over 2000 mittens that occur on the maine coast.
Kristin Schild: Unfortunately, virtually all of these are eroding their eroding due to climate related sea level rise increased storm intensity and occurrence.
Kristin Schild: And also increases in these freeze thaw episodes so everything that deteriorate their normal coast is also heavily impacting this amazing amazingly preserved record within this Shell mitten.
Kristin Schild: So really our goal for this project was to document and monitor eroding shellman.
Kristin Schild: So the first way that we went about doing this was through a citizen science campaign, it was called mean men and minders and what happened there is, they were annual measurements that were established at.
Kristin Schild: endpoint so essentially looking at a map view of a potential shoreline that green is land, then it goes into the beach and then into the ocean and that white area, there is the mitten, and so what we would do is we'd send out citizen science, with a toolkit.
Kristin Schild: Have a baseline from one tree to another tree or rock to rock or even rebar so in some of these locations, we were able to install rebar and have them collect measurements from that line to that coast and measure that distance and record that distance.
Kristin Schild: We also had them take photographs of the height of these mittens it also really dedicated and thorough notes.
Kristin Schild: And so, this was this is working really well until we got to some of these really large mittens and problem being is that once you get to 10 meters tall.
Kristin Schild: There there's no yardsticks and leader sticks that are going to reach that tall 100 meters wide it just became really challenging so even in those that were not as big we still needed really large teams 12 person team any of the minions that were in on island.
Kristin Schild: presented a lot of access challenges, so how we were going to get our volunteers out there.
Kristin Schild: So we decided to combine forces and talk about how we could use drones to survey these mitten so as a glaciologist i'm also i'm often.
Kristin Schild: At an access problem to my city, location, so we have to be creative.
Kristin Schild: With how we actually measure change drones are one of the things that we've been using recently, and so in the offseason or not, you know in Greenland.
Kristin Schild: Studying glaciers, we can be in maine in the coast, especially during the pandemic or no one can travel and we can now steady coastal erosion and so these are about four person teams that were able to pull together.
Kristin Schild: And in being able to use the drones we can address all the limitations that we had with the citizen science campaign, which was.
Kristin Schild: needing a lot more volunteers and also access challenges.
Kristin Schild: So for this project for the drones we picked seven steady locations along the coast of maine that we were previously able to not survey.
Kristin Schild: And so, of those seven locations, we were able to survey, four of them in the fall and then we'll be able to go back and survey hopefully come back and survey the rest in spring and for the purposes of this talk will really only talk about tax point.
Kristin Schild: Alright, so here was our experimental design How did we actually go about it, this is a point cloud of taps point so ashlyn gave a great overview of how structure for motion and how drones.
Kristin Schild: Work so we'll just kind of briefly go through it over on kind of that left short it's a point so that the ocean on the left and then inland is on the right.
Kristin Schild: So the first thing we did is we needed to set up a kinematic GPS base station because we're measuring erosion of these Minutes we need really precise measurements, which means that we need to ground this.
Kristin Schild: Point cloud in space, and so we set up a kinematic GPS station, and then we installed, a number of ground control points or gc peas.
Kristin Schild: When we surveyed each of those so we used natural ground control points like large rocks that probably weren't going to move your two year, but we also installed our own Cone.
Kristin Schild: From there we did some drone flying and so we would collect images directly overhead looking down then fly out a little bit look down at an angle fly out even more in look down perpendicular so we would have at least three passes on all sides.
Kristin Schild: From those photos we would actually then do some post processing before we ran it through that Meta shape software that actually was talking about.
Kristin Schild: And so what these photos actually look like here's their raw drone image of tax point the mittens that we're interested in over here on the left.
Kristin Schild: But you can see it's pretty dark they're really hard to see and identify, which means that when we're using structure for motion.
Kristin Schild: It is picking out those common points if all of our common points that's the area that we're interested in a really dark.
Kristin Schild: That makes it really hard to develop a 3D point cloud, and so we needed to address this in some way oftentimes when we're serving we also have shadows and so that's exactly what's happening here so there's a few ways to go about this.
Kristin Schild: So the first, this is our raw image and just for a little bit of context, if we look at just the intensity of those pixels, we can see that they're pretty skewed so one of the common ways.
Kristin Schild: To actually fix an image like this is to do a histogram equalization This basically looks at the intensity of your image and tries to equalize that histogram so you have a nice range of intensities.
Kristin Schild: However, with sites like this, it can also almost optimize the noise that's in this do we actually find that histogram equalization does not work well for structure for motion.
Kristin Schild: Again, it does better with looking at those mittens so they're a little bit brighter, but it also increases that noise.
Kristin Schild: So what we end up doing is using an adaptive histogram equalization.
Kristin Schild: That is intended for these low contrast environments and so you can actually see now looking at that middle area there's more contrast within that scene or within that area.
Kristin Schild: And what it does, is it basically takes that histogram equalization idea, but instead of doing it across the entire image all at once it picks individual tile equalizes against across that individual tile moves to the next style so with this we were actually able to gain a lot more.
Kristin Schild: A lot more points that we could use for structure for motion so here's again this Roger own image and here's the difference now with the clock.
Kristin Schild: So now we can see the MID ends, a lot more clearly the shadow they're still there they're always going to be there nothing beats a perfectly.
Kristin Schild: Still cloudy day, but this is, this is an effort to get us there alright so after we've done this processing, now we can create our 3D point cloud so here are the four point or the excuse me, the four locations that we surveyed this past fall.
Kristin Schild: It was great we were able to do it, it worked out well but a big component of this was the student component.
Kristin Schild: And so, for that we actually look to my class that I teach in the fall, so the classes geometrics.
Kristin Schild: And the goals of the class our collection display manipulation management of geospatial information, so it really is a computer skills based course, the idea is to focus on these modern tools techniques methodologies they're commonly used within our field.
Kristin Schild: which include surveying and mapping so learning how to set up a kinematic GPS survey.
Kristin Schild: Satellite remote sensing download image, processing and also GIs and so within this this course.
Kristin Schild: it's a very computer heavy course to start with, and so, in the time of coven that makes it even worse, and so, when I took over this course, we really tried to focus on.
Kristin Schild: Not just the computer processing part of it, but the whole workflow so from data collection through processing to final product, and so we turned it into a really hands on class.
Kristin Schild: So, probably, about half the labs were outside collecting data, the other half the labs were using that collected data to process it and manipulate it and so.
Kristin Schild: This course has been designed to kind of take that emphasis away from being a really, really computer heavy class.
Kristin Schild: However, in the time of coven 19 everything transition back to being really computer dominated and so that was a big challenge.
Kristin Schild: Now for this course, and so, when Alice Kelly, and I wrote this grant to do the midden projects, the idea was to bring that research into the deal maddox class, this could be a class projects we normally do a drone.
Kristin Schild: component lab we normally do at GPS lab, why not do those at different mitten sites, instead, however, then all of a sudden, we couldn't travel so How did we get around that How did we still involve students, as you can imagine, just like all of us students are really itching to get outside.
Kristin Schild: In to do some hands on data collection so we're able to do it we're able to get students into the field, but in a very roundabout way.
Kristin Schild: We had to take a lot of precautions so mask everyone had to drive in separate variables, we were no, we were not allowed to have more than five people at a site everybody had to do a day of health release survey, as well as social distancing while we were outside.
Kristin Schild: However, once they were out there students were able to participate in every single component of this.
Kristin Schild: Study so they set up the ground control points the orange cones they set up and conducted the kinematic GPS survey, they were involved in the drone survey.
Kristin Schild: They were involved in the note taking taking photos of the site, we also made it so that this was part of, or it could be part of their class project.
Kristin Schild: And their report and so for data processing, they also were able to do everything that we were going to do anyway in this project, so use structure for motion Meta shape has this 30 day free license.
Kristin Schild: And so, all the students were able to download that on their personal computers and we just made the photos readily available, they could process the kinematic GPS data.
Kristin Schild: And then, they also could do.
Kristin Schild: Or, they also did more data processing that related to their specific projects.
Kristin Schild: And those are based upon their research questions, and so one of the things that we did, even though allison I had our own goals for this project.
Kristin Schild: We opened up the field work and said we're going to teach you how to use all this equipment and bring you into the field, but now you're going to design your own questions.
Kristin Schild: And figure out how to answer them and that resulted in a lot of student buying, we also had them working groups and only half of the students were able to go to the field, because we had all of those restrictions.
Kristin Schild: But it actually still resulted in a lot of buying from the students, because they were able to choose their own questions so some of the student outcomes, we had five undergraduate students and over for sampling days.
Kristin Schild: go out to these sites to collect data, we also were able to involve to graduate students both allison I, as well as six Community members.
Kristin Schild: And all of this data resulted in for individual research projects with eight undergraduate students so only half of each group actually went on, and conducted the field work.
Kristin Schild: So some of the results of it, they brought in, and they looked at the main geological survey and close to bluff stability so they were able to compare with records of lust stability see how their mid insight was maybe more susceptible or less susceptible than others.
Kristin Schild: Some went back and looked at historical aerial imagery to see how it changed through time.
Kristin Schild: One group is really interested in slope failure and the type of.
Kristin Schild: The type of geology that was underlying some of these mid in here, and so they were able to use their data to look at potential areas of failure.
Kristin Schild: And one of the groups, even looked at some of the really old historic document, and it was actually through this.
Kristin Schild: That we found out that the historic documents map to completely different mid and site than the ones that we had been told the survey and that has been surveyed since then, so we actually have an additional site that we need to go back to.
Kristin Schild: The Spring in order to try to match that with some of the historical documents, so this portion of it was really engaging for the students.
Kristin Schild: Even those students that did not go into the field, they reported afterwards so much more excitement over their project than those students who.
Kristin Schild: were doing a project independently and never had a field component so just being involved and having that buy in to a project that.
Kristin Schild: Had they could develop their own question, and they have their own kind of ownership over it, and that building of a community and that social component of it.
Kristin Schild: They actually resulted in in a lot more positive feelings about the project and about the class which I was not entirely anticipating in the realm of of code, but it it worked and i'll happily take it so some of the.
Tarin Weiss: minutes.
Lori Weeden: But one minute great.
Kristin Schild: So some of the next steps are working on, we need to finish all the sites, we want to compare with prior main man and miners data.
Kristin Schild: we're still working to collect multiple baselines and account for those seasonal changes.
Kristin Schild: The big student takeaways were that we found that if we were to highlight the multiple components of a research project beyond just the field work.
Kristin Schild: students were so much more engaged and much happier, and especially if there's a solid debriefing between the TEAM members, it really created an inclusive project with really well defined role.
Kristin Schild: With this, thank you for your time and i'm happy to take any question.
Tarin Weiss: Oh, thank you, so thank you so much, great great timing and what a beautiful and wonderful project.
Tarin Weiss: So on, there are a few questions in the chat and folks should know it's just about 1005.
Tarin Weiss: So we will we will take some questions but we'll also take a break, so if you're leaving please come back at 1020 we have really some great talks coming up.
Tarin Weiss: so well, let people come and go, there are a few questions in the chat while we look at those Does anyone want to unmute themselves and ask a question.
Drew Hyatt: Is it okay to.
Lori Weeden: manager.
Drew Hyatt: That was really interesting, thank you very much i'm so just curious very well, I had a chat question about the adaptive scrap that was inside.
Drew Hyatt: The software that was outside in a different package and i'm also curious if if you do any ground based imaging as part of that, because that.
Drew Hyatt: That has its own life as well and, lastly, if you use scale bars, in addition to your ground control points.
Kristin Schild: Yes to all of those so I run all of the.
Kristin Schild: drone images through the filtering in in matlab you can use them through Python the scripts to do claw hey or just a regular histogram equalization.
Kristin Schild: Those are available, you can just Google them and pull it up, so I just use the cloud one because oftentimes i'm dealing with glaciers, which are very low contrast, but it really depends on your field site to.
Kristin Schild: The histogram equalization might be a better option to get those common point.
Kristin Schild: All the additional questions, we do not use a lidar we don't have access to it, we do collect photographs.
Kristin Schild: On the ground, we do also have scale bars on the ground so in each of those ground control points we measure with a kinematic GPS, so the the spatial resolution of the kinematic GPS is about.
Kristin Schild: two to five centimeters so we feel pretty confident on being able to identify that scale, but that's also why we use the kinematic GPS, as opposed to like a handheld GPS, but we we do put down some.
Kristin Schild: multicolored yard sticks, but not very many just because we have that other control, I think that was all the question.
Tarin Weiss: let's see um mindy asks what is your informed opinion on the chicken or the egg quandary teach the tech and digital methods first or ensure the geology fundamentals first and then the application of digital and field technology.
Kristin Schild: yeah so that's a great question, this is a class that's a 300 level class.
Kristin Schild: Students often take it in their junior year so that they have the GIs mapping component, as they progress through.
Kristin Schild: But prior to this, they have taken the fundamental geology classes, so those are prerequisites for this class, so we go with.
Kristin Schild: The fundamentals first then teach the tech, because then when i'm teaching the tech I teach it in a way of let's use this to solve a problem.
Kristin Schild: Instead of just here's what it does, I just found it the students are more engaged if if it's if they're trying to solve a question answer Question or solve a problem, and they have to use this tool, rather than the tool being the goal.
Lori Weeden: Excellent I just have one quick question on, and this is sort of an observation, do you have have have you noticed any or have you actually looked at the sand that's in the proximity of the mittens and has the character of that sand changed as a direct reflection of that.
Kristin Schild: yeah that's that's a great question, so this is my first year on the project.
Kristin Schild: So I can't really speak to what's happened in the past, I brought I got brought in on the drone component of it, but I know that some of these mittens are in conservation areas, but they also have like hiking trails that just walk right over them, so you can go into.
Kristin Schild: The you know the title area and so climate changes and the only cause for erosion and degradation of these minions, and so I would assume that the sandy beach areas is also experiencing these changes as well, thank you.
let's see.
Tarin Weiss: let's see drew was did you I don't remember if you answered this question from drew how many drones and how many students in the class sure.
Kristin Schild: Great yeah so this year, my CAP got doubled, and so I had 40 students in the class.
Kristin Schild: Well, we have one drone.
Kristin Schild: I guess, we have to now but there's only two of us that are certified.
Kristin Schild: Part one of seven FAA pilots, and so one of the two of us have to be out on every survey and with the cap of five students or five people in the field.
Kristin Schild: Only five students were able to come into the field, so a pretty low number, a lot of that was because we weren't able to carpool and students didn't have access, two vehicles.
Kristin Schild: So that that was a really big disappointment factor for for both of us, because we that was that was such a big goal was to involve students.
Kristin Schild: So yeah we just we had we only use one drone.
Kristin Schild: When we were out serving but we took anywhere from I would say 100 to 400 photos with the passes so.
Lori Weeden: I want to make sure everybody gets a chance to take a break.
Lori Weeden: So we only have 10 minutes before we have to be back here and so i'm going to go ahead and go off screen i'll be back.
Tarin Weiss: And i'm gonna i'm gonna let Sean have the life of the last word for a minute he had a couple comments about your course and a similar things he does so shauna if you want to finish up with the last comment on this.
Sean Cornell (he/his/him): was just gonna say in response to that last point about putting the tech first or after and certainly Christian made an excellent.
Sean Cornell (he/his/him): point of view that students do have to have some foundational knowledge and prerequisite knowledge.
Sean Cornell (he/his/him): But it's also very important, especially in the geosciences where our students are disadvantaged coming into college in the first place, not really understanding how we utilize technology in the geosciences to solve problems.
Sean Cornell (he/his/him): So, introducing technology remote sensing or in my case ground penetrating radar you know, is a great way to engage in a lab activity in one particular level, and then the students can relate.
Sean Cornell (he/his/him): In in that regard, and we have a restored stream channel and a buried stream channel right next to campus so we were able to.
Sean Cornell (he/his/him): To do that work and actually my students, we talking about that, because that was our only option for field work in the in the springs or in the fall semester, but yeah very cool very awesome all around for all of these talks so far.
Tarin Weiss: yeah great all right, everybody Thank you so much, thanks Christian for finishing us off and everybody's ideas and we'll we'll come back together at 1020 where i'm drew James will start us off so thanks everybody will see you in a short a couple minutes.
Kristin Schild: Thank you.
Thank you.
Lori Weeden: we've got about another minute before we want to get started up again.
Drew Hyatt: Man I can't imagine doing that class with.
Drew Hyatt: 40 students holy smokes.
Tarin Weiss: Right yeah that's amazing.
Tarin Weiss: I think that's the class, we all need to think about.
Tarin Weiss: learning how to run.
Tarin Weiss: It sounds like they took GIs first and that's a good.
Drew Hyatt: yeah boy it'd be interesting to.
Drew Hyatt: Personal Am I just.
didn't know anything awesome.
Kristin Schild: Okay yeah, this is a required class it's a required class for the major.
Kristin Schild: But yeah I know this is this is kind of the their only intro or or anything to GIs and remote sensing I should say they come in as a blank slate so it's it's pretty fun in that regard, but.
Kristin Schild: yeah 40 online with a lot this year.
well.
Tarin Weiss: lori do you want to introduce.
Three so.
Tarin Weiss: You mentioned the forum as well.
Lori Weeden: Yes, I will I will mention that we do have a forum for those of you who are are hanging on for the whole day at seven o'clock tonight we have a form that will be talking specifically about the.
Lori Weeden: Well, the changes that we're seeing in geoscience education and how its evolving.
Lori Weeden: Whether that be different departments closing different departments evolving into something new and exciting and we'll have a series of speakers, that will be available for everybody it's going to be great.
Lori Weeden: It starts at seven o'clock tonight runs until 815 so after your dinner, you can join us and it'll be fantastic and.
Lori Weeden: i'll talk a little bit more about that before we go also we have drew fire to customers from the viral earth science department at Eastern Connecticut State University and he's going to talk to us about utilizing as FM photo I can't say this photo you say it.
Lori Weeden: To build a program Thank you to build a full track site model this word of research and educational outreach a dinosaur state park tweet absolutely love so without further ado, take it away to.
Drew Hyatt: Go to the screen.
Drew Hyatt: Are you seeing my screen.
Tarin Weiss: Yes, we are.
Drew Hyatt: Okay, great Thank you thanks so much for the opportunity to speak today and really enjoyed the presentation so far um.
Drew Hyatt: I am going to describe to you today some structure for motion work that uses both photograph nutrients and laser survey, and this is, on behalf of myself and co authors James barlow Peter Dalton and Patrick getty one unusual thing for me in this whole.
Drew Hyatt: project is that i'm a GMO philologist by training, the subject is very much paleontological based and my three co authors and experts in that field.
Drew Hyatt: Whereas I am not i'm the mapping guy so that's what i'm going to be talking about today.
Drew Hyatt: And I do want to put this in a broader context, especially for those people who have been to dinosaur state park and they use it in their classes, or otherwise, and that is that this is part of the.
Drew Hyatt: book that is in preparation in fact it's contracted and we have 14 to 15 chapters in from review at this stage is going to touch on all aspects of dinosaur state park and it has some.
Drew Hyatt: contributors with Jim being the lead editor on and so we're quite excited it's probably a year and a half old it's been delayed, as you can imagine, from company.
Drew Hyatt: But what i'll present today fits within that which is one of the chapters in that, as I do not know.
Drew Hyatt: The familiarity of people for the park i'm going to provide a brief historical historical synopsis to begin.
Drew Hyatt: So the site was discovered in 1966 in association with excavations for a new state building that was stopped quickly, because it was recognized that there were these significant.
Drew Hyatt: Fine, in terms of trace fossils and those tracks are primarily.
Drew Hyatt: You bronte's are primarily believed to be associated with the velocity de la thesaurus Jurassic animal and in the present park in the background, you can see.
Drew Hyatt: A diagram of life size diagram so shortly following discovery on further excavations uncovered what is going to be called the East track site that was documented by Peter farleigh who is one of the co authors on this and that led to a photo mosaic and.
Drew Hyatt: Peter with a student at the time, ended up tracing and producing a sketch map to document the tracks and, importantly, this includes both the tracks and the pathways that an individual dinosaur made at a particular point in time, and those are called track ways.
Drew Hyatt: Shortly after in 1967 the discovery and additional site was uncovered and that was the site that is now on display in the parks interpretive Center.
Drew Hyatt: Is quickly turned into a state park and that interpretive Center was covered with a inflatable building for a while to about 1978 and the present structure was built.
Drew Hyatt: And at that time gotten or sorry not at that time in 1981 golden went back to the new student.
Drew Hyatt: And did a similar trace mapping of the tracks and trackways inside the tribe, and I mentioned, both of those maps because they've been referred to a numerous publications.
Drew Hyatt: And they provide a really important data set that we key into in the three dimensional mapping that I want to present to you.
Drew Hyatt: So if we move ahead to present them the configuration or the locations of those two tracks sites are showing here and the larger and.
Drew Hyatt: Many tracks tracks site East was very to protect it from weathering and that has actually been underground for.
Drew Hyatt: Over 40 years now and there's great interest in trying to reveal it again if funding permits so most of what i'll describe to you is from emerging in the West track site, I am going to come back to the east trackside yet.
Drew Hyatt: So we'll take a little buzz around first just to look inside the track and there's a few things that I just point out, and this opening screen So here we can see, for example on the left these well developed you bronte's tracks.
Drew Hyatt: But also, there are numerous sediment layers you get an idea of it with ripple patch.
Drew Hyatt: Just above that bronte's track, and then there are swim tracks and i'm assuming that you can see the the hand that i'm using to point.
Drew Hyatt: Located to the right, and these are unusual tried actual scratches that are believed to buy some to reflect swimming action of dinosaurs so we're just going to take off and take a little look around inside the track.
Drew Hyatt: track way you'll notice, as we go up, there are many tracks and you'll also notice how dark environment is, which is a challenge for imaging so there's joints and other characteristics that are dioramas all around the park, including behind that wall.
Drew Hyatt: And there are a number of diagram is, including life sized a lot, the source example there's an outcrop exposed as you can see, we spin around the walkway over the track.
Drew Hyatt: But the real star is the tracks site itself, and this is complex, it involves three sedimentary layers numerous tracks many cross cutting relationships and as well on identifying enigmatic tracks.
Drew Hyatt: Some of which i'll show you here today, so very nice neat spot if you haven't been there as well worth visit.
Drew Hyatt: I want to move on, then and discuss our mapping and i'm going to very briefly describe the techniques and then we'll look at some of the outcomes from that so.
Drew Hyatt: For reference point, the larger side i'm going to call the primary surface, the other side of the secondary notice that this walkway which makes it very good to view unfortunately and unavoidably hides and a.
Drew Hyatt: good portion of the track underneath our efforts in mapping involved to techniques, we use laser surveying and as well photograph symmetry.
Drew Hyatt: The laser surveying is using a Trimble VX spatial station which is both the robotic total station and as well as slow speed scanner.
Drew Hyatt: Our primary use is to identify round control points within the areas that we image for structure from motion for the grammar and i've actually taken out my brief explanation of that because of the solo explained before.
Drew Hyatt: Our efforts in photograph symmetry ultimately are to be able to model in great detail the entire track site inside.
Drew Hyatt: However, as you saw in the previous slide it's not easy to see everything, and so we use different techniques for different areas.
Drew Hyatt: And ultimately involves 12 sub regions, there are no G, there is no our tk GPS and so that's why we survey.
Drew Hyatt: Our various targets, like the ones you see around the side in order to put the pieces of this puzzle back together and build a larger map, it provides a variety of outcomes as on screen.
Drew Hyatt: So one of the other uses for the ground control points are not only to.
Drew Hyatt: position those pieces, but we also want to bring the Gulf map that has all the tracks and trackways and I should add, Jim farley has developed a significant database over years of research.
Drew Hyatt: On this site and elsewhere for all kinds of measures, and they are all keyed into attributes for individual tracks in the case of dsp So what we do is we use those ground control points to rubber sheet the.
Drew Hyatt: Previous map into the same survey space as our around the tree and what that does is it allows us to identify every track every track way and bring along the associated data.
Drew Hyatt: So the photograph of a tree itself ultimately is a little over 2100 full frame images and we bring them together, we have a resolution of about 1.2 millimeters on this digital elevation model that you see here.
Drew Hyatt: And that's about 350 million points or measurement error which we can characterize in a variety of ways is less than two and a half millimeters.
Drew Hyatt: For more than 90% of that track surface so it's a reasonably good model.
Drew Hyatt: And it allows us to recognize and identify 751 primarily bronte's tracks 89 so called swim tracks two varieties of enigmatic structures at the site.
Drew Hyatt: and extremely detailed micro topography, for every track, if you so wish, as well as the area depth and volume for all tracks, which are measures that have not been.
Drew Hyatt: Measured before so what's it look like if we zoom in at a spot here's the same area where that little drone clip started off.
Drew Hyatt: And you can see from this hill shade model that it picks up much of the detail in fact in in considerably more detail.
Drew Hyatt: The Puck the features previously pointed out, you bronte's tracks here's our swim track.
Drew Hyatt: And one of the advantages of building a data set like this, as has been pointed out earlier, is you can do things with it, that might otherwise be difficult.
Drew Hyatt: So there are a variety of products that can be derived from those 3D point clouds that come out of digital train or out of structure from motion, so we have developed.
Drew Hyatt: ortho photo imagery skate rescaling it's a really tough environment there to shoot things because it's so dark spotlight, so the ortho imagery is the least useful.
Drew Hyatt: But we can also within our data set overlay and digitize the exact boundaries of all of the main sedimentary layers which is him over most in blue sedimentary layers zero in mustard the layer one.
Drew Hyatt: And in pink layer to these Australia graphically one on top of each other, you can also relate those two specific tracks, because we have all of the tracks can track site.
Drew Hyatt: And by having all of those tracks in the same labeling, as the previous maps, we can extract out individual trackways and start to do a variety relation or measurements analyses related to those specific trackways.
Drew Hyatt: There are certainly things that you can do by hand, as well as digitally but there's some things that are pretty difficult to do by hand.
Drew Hyatt: And in the dinosaur Ian Community there is extensive use of what are called height Max.
Drew Hyatt: And height maps basically take out the effect of slope and allow you to optimize the top of graphic detail.
Drew Hyatt: And it's basically by having a plane that is fit in one way or another to your surface and determining distances from that plane to the track surface and so this is a height map from the entire.
Drew Hyatt: track site surface and what it lets you do is to start to extract considerable detail, and this is using pre were called cloud compare if you haven't used it a lot of really cool things you can do with it.
Drew Hyatt: So if we zoom in, for example in a topographic cross section from six to seven that cross section is about 20 meters.
Drew Hyatt: Across and here we're getting about a 20 centimeter vertical dimension, and so there is considerable vertical exaggeration, but we can see the change in elevation across different sedimentary units.
Drew Hyatt: And as well, we can see roughness elements relating to individual tracks, interestingly.
Drew Hyatt: You may notice that there is a distinct topographic arch here, which has not been described from the site before and we use that to try to see does it have a relationship to track up for other sense now.
Drew Hyatt: Speaking of track deaths, it is also possible to take that height map and use the outlines tracks to do zonal statistics in order to try to identify the depth of the track.
Drew Hyatt: Which is actually not easy to measure otherwise, and there are no such measures for this track site, so this is our.
Drew Hyatt: Somewhat smooth representation and there's a lot of interesting things that ultimately can come out of that, for example, if you look at all tracks so define.
Drew Hyatt: The those that occur on the lowest most sedimentary eunice our largest deepest most long voluminous of different sedimentary layers and there are a variety of reasons for that and it gets quite subtle.
Drew Hyatt: But perhaps the best use of height map data is when you really want to look at something up close and so the dinosaur folks have used this.
Drew Hyatt: For a while, and this is an example of a heat map that is centered in on one you bronte's trapped, please 22 and as well, you may notice there's a swim track up here.
Drew Hyatt: To the right, so you can extract similar data, so if we just look at a few cross sections, here it just illustrates what you can do with these type of data.
Drew Hyatt: So here we have a cross section first it has crossed the bronte's with four centimeters height y axis, and you can see that it's very easy, if you so wish.
Drew Hyatt: to determine differences in depth of indentation for individual digits.
Drew Hyatt: Call along the swim track, which are more subtle features, we have a vertical dimension from two to three, that is, one centimeter in the vertical here.
Drew Hyatt: And here we can see that that central digit indentation creates a mountain and the mound volume is quite similar in cross section to that of the digit so again.
Drew Hyatt: Whether the value, there is value in this detailed measurement could be debated, but these types of models really let you do that.
Drew Hyatt: So turning from you, the development of the map and some of the Max self there are of course many related artifacts that arise from 3D data, several of which have come up in previous talks.
Drew Hyatt: So i'll just point out a couple of them, this is an interesting spot it's underneath the walkway so the public can't really see it.
Drew Hyatt: And it includes one of two varieties of enigmatic structures and you can see, this unusual path going long it's about two and a half meters of length.
Drew Hyatt: One of the nice things about 3D data is it's relatively easy in those environments to produce a variety of animations so we're going to look at that enigmatic track.
Drew Hyatt: In animation blue, of course, are the positions of the cameras and here we can start to see it.
Drew Hyatt: And i'm hoping, you can see the hand beginning it comes along and it consists of a series of oval alternating impressions that have distinct rim heights that we can measure.
Drew Hyatt: and extends quite a ways along there have been a couple descriptions over the years of these and Patrick getty and our chapter summarizes those very nicely, and there have been a few hypotheses and i'm happy to share those if there's interest at the end.
Drew Hyatt: So the other thing, of course, with 3D data again has been alluded to before, is that it really lends itself to 3D printing and that 3D printing maybe just an interesting spot like the start of the outcrop here we can see the.
Drew Hyatt: bb two and three tracks, but also enables you to use things to illustrate principles to students or we share a lot of these resources with the park, for example.
Drew Hyatt: With 3D data it's very easy to manipulate the data set and increase, for example, the vertical exaggeration, this really lets you explain to people.
Drew Hyatt: What vertical exaggeration does, and if you've done any digital elevation model exaggerations, you know it's a little bit trickier when you're doing it for a large area.
Drew Hyatt: We also find the 3D printing is actually very helpful from a research perspective so jim's area of expertise in he's a specialist on tracks he's worked all over the world.
Drew Hyatt: And he does a lot of multivariate statistics based on various measures of track dimensions to identify who made the track and what they were doing a new sorts of things.
Drew Hyatt: So one of the things he finds helpful is if I take the model and I pop it inside out simply by multiplying Z values by minus one and then print that.
Drew Hyatt: In a manner in which they laying down at the plastic by our maker bots creates a pseudo contour effect.
Drew Hyatt: And, as a consequence, it makes it easier to identify landmark positions, like those that gentleman's mark on this model.
Drew Hyatt: And that helps him with these measures So here we have one of the swim tracks, that is also popped inside out.
Drew Hyatt: And in general it's easier to see the variations and topography on hills than it is in holes in the same is true on smaller So you can see some of these digits scratches in gym again looks at those in a variety of ways.
Drew Hyatt: We also utilize the 3D data in ways that are helpful to the Burke.
Drew Hyatt: Because they've been so helpful to.
Drew Hyatt: us so here i'm just capturing images for a detailed area five foot by five foot area, and that was provided to former pockmark.
Drew Hyatt: park manager mag angler who retired after a very successful career and Michael Ross who's this great new guy in there and showed me this photo, this is a big pit.
Drew Hyatt: which was built from this model data, the.
Drew Hyatt: park men contracted and manufactured a life size replica.
Drew Hyatt: And you've got one minute, with little rubber settlements, so that kids can dig in and find their own tracks they're not allowed to go down on the site.
Drew Hyatt: My claim to fame is this has been labeled as the most irritating display because they get rubber stuff all over the floor, but in any event.
Drew Hyatt: There are as well, a number of artifacts that are used to share and interact with these data, and so I want to try to bring these up and I hope this works I tested a bunch of times.
Drew Hyatt: i'm hoping people can see this map, so one of the things that is a real challenge with 3D data, you can show really cool things and manipulate it.
Drew Hyatt: But to have users be able to measure on that they usually need the proprietary software, so one of the things you can do an art that I don't know why they start doing this before and I suspect others already do just put it out the geo PDF and the cheer nine minute zoom in.
Drew Hyatt: tool.
Lori Weeden: is true you're going to need to finish up real quick.
Lori Weeden: Okay.
Drew Hyatt: So you can measure things on this and.
Drew Hyatt: The measurements that you, for example, if you wanted to measure tracks rivaling showing up, you can easily do it on GEO PDF.
Drew Hyatt: There are also three dimensional models through sketch FAB I have a collection of a bunch of those and.
Drew Hyatt: Since we've already seen those i'll just finish by saying we also use the historical photographs, to try to model, the berry tracks site which has been underground for four years.
Drew Hyatt: On a lot, but it doesn't model up as well, because of the limitations on the imagery you can get pieces but it's a bit limited in Boise and so just close by saying.
Drew Hyatt: This is book coming out it's got a lot of really cool stuff on dsp there's tremendous use 3D point cloud data you've already steam, and, as always, I appreciate the help at the park.
Drew Hyatt: and various students.
Drew Hyatt: That have been involved.
Drew Hyatt: In there.
Lori Weeden: Great Thank you very much, that was fascinating I know, most of us have been to that site so it's it's really cool to see the different ways that you're able to show those images.
Lori Weeden: I don't think we have any time for questions, but we can talk about it in the chat I think you can probably see the chat and maybe you can can work on some of those questions that way.
Lori Weeden: So I want to introduce our next speaker, which is Christopher romell who is coming to us from West Chester talking about supporting student learning and understanding of geoscience using virtual reality and video demonstration take it away Christopher.
Christopher Roemmele: Shared screen.
Christopher Roemmele: Hello everyone i'm Christopher only professor at West Chester University in West Chester Pennsylvania and.
Christopher Roemmele: talk a little bit about on this.
Christopher Roemmele: Well, these lovely weather here in southeastern Pennsylvania pi day.
Christopher Roemmele: about the project and some research i'm doing.
Christopher Roemmele: With my introductory geology students to support their learning and understanding of to science and using video demonstrations and vr.
Christopher Roemmele: And i'll talk a little bit about where the origin of this project came from, and the process and the products and teaser and do some data collecting both quantitative and qualitative and where we hope to go with this.
Christopher Roemmele: So I guess I care from my days as a classroom teacher in New Jersey, I taught high school and middle school science or science for 15 years and I think that basically.
Christopher Roemmele: kind of says a lot about everything I do right now, as a university professor, but I think as a teacher and educator I think getting students to understand and.
Christopher Roemmele: appreciate and also they understand the application of geology and the geosciences there sciences, I often say that geology and the deal sciences are the Meta science.
Christopher Roemmele: That can take on and all these challenges on the outer bubbles the omnipresent, natural disasters and the Multi faceted aspects of climate change.
Christopher Roemmele: alternative energy sources existing non renewable energy, as well as mineral and water resources and to me, giving hopefully in an introductory geology class where students, we could have a whole nother session about K 12 earth science, education, maybe.
Christopher Roemmele: But they often come in as a quote unquote literally maybe blank slate or with a.
Christopher Roemmele: Not even a worldview or a lens through which they understand and appreciate the geosciences and hopefully.
Christopher Roemmele: Using the use of the videos and vr can kind of give them that new perspective, and so, when I was out at purdue getting when I kind of took a little hiatus from.
Christopher Roemmele: The 15 years and I decided to have a midlife crisis and get a PhD and teach at the university level, I decided that my field area.
Christopher Roemmele: So well geologists me go out to different places, my field area was the introductory geology course at purdue and one of the questions that our research questions that are up guided my dissertation was about the instruction in the curriculum.
Christopher Roemmele: And how it influenced the students understanding and attitudes to the connection between their cognitive and affective toward geology and learning geology and one of the assertions and recommendations I guess as well, was the idea of.
Christopher Roemmele: The use of visualizations both in class and out of class as a learning tool as a teaching tool and and.
Christopher Roemmele: Also, as a reference that the students could use both in a formative sense and kind of a self assessment to make sure that they can understand where they're.
Christopher Roemmele: Going with that and also from a from a teaching point of view, to improve their critical thinking and hopefully get that emergent world view of what geology and the earth sciences are all about and.
Christopher Roemmele: All I could say Oh well, when I teach control theology here watch this YouTube video but I can't seem to get that.
Christopher Roemmele: That out of the way if they do there and.
Christopher Roemmele: How can I make it a little bit better well I guess the teacher in me never leaves and i'm thinking about this.
Christopher Roemmele: isn't going to work.
Christopher Roemmele: itself to do it by hand to make it a little bit more personal and fun and actually act like i'm in a classroom with kids on and break down that fourth wall and talk to the students, as if i'm Mr Rogers and.
Christopher Roemmele: To use analogies and lots of correlations and all different types of everyday materials to do these demonstrations and of course vr.
Christopher Roemmele: While there's challenges with using vr, especially when you get cluster phobic with a headset on, and you have vertigo and you're scared of heights so that lends a whole nother whole nother challenge.
Christopher Roemmele: To do so, but i'm to take the kids to certain places that they may never visit and maybe they can put that on their bucket lists.
Christopher Roemmele: And again to expose them to geology and the landscape and the processes that created these terrific places for them, but I think the approach.
Christopher Roemmele: With creating the demonstrations and the videos is to treat it as a story and that's an when I say story to me as the teacher, that also means lesson plan, and that means.
Christopher Roemmele: Through backwards design thinking about where do I want by the end of this lesson, by the end of this video, and what are my objectives.
Christopher Roemmele: What are the key points I want to bring up with the questions that I want to ask in the assessment and how can I get students to reflect on that.
Christopher Roemmele: and improve their confidence level in their understanding, so I need to get some information about that, in particular so after I got to westchester the idea of.
Christopher Roemmele: What do I film and where do I go for these trips, can I get some money and, yes, I did through our distance education initiative.
Christopher Roemmele: a wonderful collaborator in distance ED the learning design consultant their interns from digital media Center and any earth and space science major in education, major I could recruit to be my assistant on camera.
Christopher Roemmele: And that sets up a whole new thing, because if you're not used to having two or three cameras on you and having to film and then there's.
Christopher Roemmele: The script and then we have to reshoot that again and let's do take number two number three take number four and so on, on and then again, as I said.
Christopher Roemmele: Earlier, putting a vr oculus rift helmet on me, is not a good thing to do, and so I have a great collaborator to help me with that, where I can watch what's going on.
Christopher Roemmele: But there's a lot of editing in that goes on and a lot of redoing and green screening and all that that takes place.
Christopher Roemmele: outside of when we do these initially so it's been it's been a truly rewarding personal and professional experience to go through this so here's some of.
Christopher Roemmele: What we're doing in terms of the product so.
Christopher Roemmele: We are we made some peanut butter and jelly sandwiches to explain superposition and cross cutting relationships and using m&ms and even popcorn or radioactive decay and plotting half lives and.
Christopher Roemmele: Well Alfred wagner's said continental drift is like torn pieces of a newspaper, so we tear up some newspaper and try and put them back together again and.
Christopher Roemmele: It does not want to, I cannot get that little bar out of the way so i'm not sure if anybody has a get on top now.
Tarin Weiss: Are you trying to move the talking that annotated.
Christopher Roemmele: yeah it's not.
Tarin Weiss: yeah you should get a grab it and move it, but you can.
Christopher Roemmele: There we go i'm.
Christopher Roemmele: using different liquids.
Christopher Roemmele: Like molasses and peanut butter and catch up for viscosity and then milk and milk shakes for how that relates to exclusivity with a volcanic eruption and wooden dowels and rubber bands for elastic rebound and anything for chemical mechanical weathering.
Christopher Roemmele: And what is this look like.
Christopher Roemmele: Hopefully it comes up.
Christopher Roemmele: very dramatic opening sequence here.
Christopher Roemmele: I don't know if you can hear that I don't think I clicked on or you can.
Christopher Roemmele: Of course, learning objectives.
Christopher Roemmele: The puzzle of the time and you'll be able to identify who else is better was describing what kind of.
Christopher Roemmele: skip over a little bit.
Christopher Roemmele: Words are definitely helpful with the headlines and the actual article words come what's one thing that you.
Were.
Christopher Roemmele: Actually.
Christopher Roemmele: Anything else I can make that you make.
Christopher Roemmele: The way I had this really long straight edge.
Christopher Roemmele: And I also had on the other side as.
Christopher Roemmele: You can see very casual very informal as if i'm working with students in an actual classroom and just having a very casual conversation and kind of while it is scripted including that what did you use.
Christopher Roemmele: To make sure that everybody gets some some scripts and things to say, and try and reshoot it as often as we can to make it.
Christopher Roemmele: A very natural learning experience the V ours were quite entertaining to make as well, we went to Yosemite and to talk about.
Christopher Roemmele: U shaped valleys and exfoliation and Granite and the Sierra Nevada as a whole, and this involves some me in front of a green screen and again the scripting and the timing.
Christopher Roemmele: has to coordinate and again if you ever watched a whole seven or eight minutes of these vr trips.
Christopher Roemmele: you'll probably recognize when i'm in the headset and when my colleague is in the headset.
Christopher Roemmele: And we also went to crater lake to talk about volcanic arcs and calderas and we tried a little something different, with me and on a whiteboard.
Christopher Roemmele: In my best Bob Ross and one minute and 10 seconds or so drawing the formation of Apollo era and it came up on a on a laptop in the middle of the video so that the kids a lot actually like that little.
Christopher Roemmele: interruption of the field trip, but you do have to start using on your originality and creativity, with different aspects and creating these and let's see if we can.
Christopher Roemmele: Out there.
Christopher Roemmele: that's too far down here what's your island is that type of.
Christopher Roemmele: island.
We are here.
Around.
The rim.
Christopher Roemmele: Call and despite their intermediate position, which means that.
Christopher Roemmele: So i'm just wanna make sure i'm not going to go.
Christopher Roemmele: To close to my 20 minutes so as they were being made on one or two or three were piloted last year last academic year and then, as all of them work completed, we use all of them in the fall and again this spring.
Christopher Roemmele: To art my intro geology class, and so they watch the video, these are put on our learning management system D to l.
Christopher Roemmele: And they watch the video, and then they move immediately to the quiz at to assess the understanding and the last question is about.
Christopher Roemmele: How confident, are you that you understand and could do the learning objectives associated with each of the videos and then.
Christopher Roemmele: To see if there's a connection be and retention of this information is selected items from those quizzes that they take from the videos after watching the.
Christopher Roemmele: Video are put on to the exams, so the exam one an exam to and want to see if there is a connection there.
Christopher Roemmele: And so what some of the quantitative data.
Christopher Roemmele: is looking at the number of correct responses their item analysis in terms of you know what's being incorrect answer and where they may be going wrong their confidence level and then their confidence level versus correct responses.
Christopher Roemmele: And then those exam items versus the video items is there a correlation connection between those two and then.
Christopher Roemmele: construct recalling i'm not committed to this word but knowledge we're kind of making a binary if they get the exam question correct it's a one or incorrect it's a zero.
Christopher Roemmele: Their confidence level in answering that specific question so let's say they put it at eight or eight and a half, out of 10 and that's a point eight are pointing five and so knowledge is.
Christopher Roemmele: One minus point eight and that will be a point two, so it would be really great if all the students that kind of knowledge of equaling zero and i'm not so sure that's why we're still kind of.
Christopher Roemmele: Filling with that, because to say knowledge is zero is not a good thing to write about so we may have to change that.
Christopher Roemmele: And how we calculate that but here's some adults from Milky Way tectonics so use the Milky Way bar I use a lot of food in my demonstrations.
Christopher Roemmele: And you can see, they generally did pretty good on the questions, following that video their confidence levels to do spread out, we had to condense this in order for it to fit on.
Christopher Roemmele: So you can actually see the all the bars, so we took out some of the numbers that didn't have a student response, but it is kind of spread out even though it's on the stronger side of confidence, but a lot of these dots indicating that which is confidence versus number correct.
Christopher Roemmele: Well they're kind of spread out and there's a I really like it to be really concentrated in the upper right where they're all those.
Christopher Roemmele: darker blue dots are and that would be really ideal to see students getting all the questions right and being very confident.
Christopher Roemmele: But how does that translate to the test well two of those items were put on the midterm last semester, and you can see how well they did look at that.
Christopher Roemmele: High bar it's almost everybody got it right and everybody got this one right.
Christopher Roemmele: A little spread out with the confidence tailing off to the left and so that ends up with the confidence or the knowledge, it means that there is a little tails off to the right.
Christopher Roemmele: strongly unit modal kind of what I was hoping for Center net zero or point one or Point two is nice only isolated students out at.
Christopher Roemmele: The extremes, so we don't want to see a number of close to one or negative one there here's another one, this is that peanut butter and jelly sandwich generally pretty good on the video.
Christopher Roemmele: kind of spread out with confidence level so though the numbers seem generally pretty strong, but in order to get this graph on this page, we took out.
Christopher Roemmele: numbers that didn't have a student response but, again, the dots are kind of spread out here and i'd really like to see it very concentrated in the upper right corner.
Christopher Roemmele: There, but they define on the exams sure that these were questions about the length of sphere and Athena sphere.
Christopher Roemmele: strongly con generally most students very strongly confident and just a small tail on spreading out to the left, but the tail goes out to the right when you look at the knowledge calculation, although it is strongly Union modal at zero and very close to that.
Christopher Roemmele: All of the videos from last semester have results like this, this is the seismic ways the PMs ways with the coil and everything.
Christopher Roemmele: generally good on the results confidence is kind of spread out, although generally on the stronger side the dots again, it would be nice if they were heavily concentrated in the upper right quadrant here.
Christopher Roemmele: They did find on the exams with those with that question about tns waves and strongly unit modal at the zero for their knowledge, but with a small.
Christopher Roemmele: Town nothing too severe or two worrisome with the tail in either direction here's one from the crater lake video pretty good at the questions.
Christopher Roemmele: Generally, most students pretty strong with the confidence and be nice if they were all up there same thing with the dots and again they all apply this great on the question about the on the midterm about a Caldera.
Christopher Roemmele: strongly unit modal at the knowledge equaling zero like I said i'm not convinced i'm going to keep the calculation.
Christopher Roemmele: That way, but for now that's what it is and that's why i'm presenting it that way, yes, there is qualitative on Davis and survey.
Christopher Roemmele: information to you know how does it compare to reading my textbook so I another technological aspect is I wrote an e text using top hat, I can I strongly recommend top hat as.
Christopher Roemmele: A tool, if you want to write your own intro geology textbook or any textbook or watching one of the slideshows I put together so getting some feedback qualitative feedback both written and.
Christopher Roemmele: interviewing selected students.
Christopher Roemmele: As well and here's some of the kind of first run fresh off hot off the presses qualitative data and definitely some themes that are emerging just from a first run through with this about, especially with in pink.
Christopher Roemmele: analogies that comparisons the references, the green much more interesting more engaging so certain aspects are.
Lori Weeden: crisper you have one minute.
Christopher Roemmele: So the crickets okay so.
Christopher Roemmele: Yes, hope to get more demos in as we get out of cove.
Christopher Roemmele: It is very difficult to do this.
Christopher Roemmele: was kind of put on hold for both vr and that some funding would be nice, but we have a grant grant outstanding waiting for the results on that.
Christopher Roemmele: continue to collect data this semester and move on and get a YouTube channel get some data outside of somebody who's just me.
Christopher Roemmele: And ultimately, develop a new course for upper level undergraduates and graduates to make their own demonstration and instructional videos Thank you so much i'm sorry I ran a little long.
Lori Weeden: Oh no, you are great there was a quick question is this an introductory or is this.
Lori Weeden: Is your different reality.
Lori Weeden: Yes, is it non majors or is it.
Christopher Roemmele: So we do have majors on potential majors in the course, but most of the students are a range of everywhere from freshman first year students to seniors and a range of majors.
Christopher Roemmele: very similar to the data that I was collecting when I was getting studying the students at purdue very similar backgrounds and high school and middle school earth science courses so really.
Christopher Roemmele: very similar to the population sample I was studying with my dissertation I collect data like that every Semester and it's very similar.
Lori Weeden: it's excellent as anybody else have a quick questions we've got about three seconds to ask a quick question.
Lori Weeden: No pressure.
Lori Weeden: All right, Chris do you mind stop doing a screen share and we'll get.
Lori Weeden: Our next.
Lori Weeden: speaker so.
Christopher Roemmele: I like the calorie.
Lori Weeden: By the way.
Lori Weeden: Wonderful.
Lori Weeden: i'm so.
Lori Weeden: Again, thank you, Chris for that was amazing and I actually look forward to looking at that pb&j geology sounds amazing.
Lori Weeden: So our next speaker is toll prints you i'm so sorry about everyone's name so i'm mispronouncing i'm quite certain, this is teaching the language of earth science in the digital age, best practices for the K through 12 classroom, with a focus on.
Lori Weeden: English language learners and content absorption in a virtual classroom Thank you very much, have to take it away.
Lori Weeden: You will have to unmute.
Tovah D: God all right.
Tovah D: Thank you so much for.
Tovah D: inviting me i'm i'm new to zoom so you'll have to forgive me i'm assuming I just hit screen share it will allow me to that I want to screen share it that.
Lori Weeden: If you're if you're if you want to have any audio you share the audio as well.
Tovah D: Yes, there's no there's no audio in our presentation so we're good I let's see I want to share when I moved this forgive me.
Tovah D: This task far so I could actually access the site show, I want to sideshow you can do it.
Tovah D: Sorry.
Tovah D: You know I want sideshow there we go from beginning.
Tovah D: got it all right, thank you for that alright, so my name is toby depends do I am a former New York City school teacher and a New York City educational consultant, with a concentration in.
Tovah D: English language learner education, science, education, which is basically students that are first generation to the United States.
Tovah D: That have no primary understanding of the English language that come in the first day of school is often their first or second or third day in the country so they're coming with zero education or understanding in the English language and a lot of the students are.
Tovah D: either come from no education or very low educational background in the sense that they just don't have access to education in in their native country.
Tovah D: A lot of students, especially from the Caribbean will come day work on farms or they've stayed at home after they had to they've gotten to the fifth or sixth grade level and then.
Tovah D: they're old enough to stay home and work on the farm or help with the family business, and so they drop out of school, so they have a very nominal minimal understanding of their native language on top of trying to learn.
Tovah D: English and then on top of trying to learn the language of science as i'm going to show you in this presentation so let's see.
Tovah D: Why is not advancing sorry eyes.
Tovah D: There we go, so the principal goal of education is to.
Tovah D: Get got it the original goal of education is create men who are men and women who are capable of doing things and not just simply repeating what other generations have done so that being said, our goal is to.
Tovah D: educate our students, so that they are literate and understanding of, not just the.
Tovah D: techniques, but the process behind set techniques and we all know, the sciences as courtesy jargon and vocabulary because vocabulary rich subject so my purpose with this study was to teach them how to.
Tovah D: break down those large intimidating words that seem kind of like English but aren't quietly English but look looks looks similar to their own native language and i'm going to go into this further as we go along.
Tovah D: i'm On top of that, you want to create what's considered or called cultural culturally relevant content, which means that they have a reference point from their from their native country, they have a reference point from their.
Tovah D: Personal understanding and how they will interact with set content, how they interact with various processes and how it makes it, it makes it easier for them to understand to comprehend to absorb whatever we throw at them.
Tovah D: Alright, so the overview we've gone through half of this already we're going to talk about how we define sciences, a language.
Tovah D: dissecting the language of earth science by any inroads and vocabulary, which would be that culturally relevant it was culturally relevant examples.
Tovah D: of how shared language within a region of the world, say, South America, Central America, the Caribbean shared language is not always mean a shared cultural load or understanding of what that language means.
Tovah D: And when we talk about dialects from country to country, just because multiple countries speak Spanish does it mean.
Tovah D: That one word will translate one English word will translate the same for one country to the next arm.
Tovah D: And that again we'll go i'll go over that briefly further on.
Tovah D: Current challenges with this new adventure of the pandemic and teaching at the high school level teaching at the middle school level.
Tovah D: Equal and consistent access to Internet connectivity access to dedicated technology and increase and increase isolation lead to depression apathy and general lack of interest, a general lack of interest was.
Tovah D: A problem in high school and no school science from To begin with, has been for very long time.
Tovah D: But with being isolated not being able to see a friend and interact with teachers and have that one on one.
Tovah D: social interaction it's made it even more so, more difficult to get students motivated to participate in the process of understanding science i'm going to talk briefly about how modifying.
Tovah D: The classroom techniques that i've been using which predominantly focus on la English language arts techniques.
Tovah D: i'm again because we teach or science as a language, not just a subject or not just a variety of subjects um but changing newest best practices.
Tovah D: For the digital landscape and the last would be inspiring students and leading them to understanding and accepting that they too can have a brilliant future in.
Tovah D: The earth sign to the sizes in general science is not just for old white men with white hair and crazy beards and lab coats it's more than just more than just you know, Albert Einstein or Nikola tesla or any of this stereotypical people you think of when you think of a scientist.
Tovah D: So to briefly break it down very quickly.
Tovah D: There are three things we're going to focus on the language load, which is the bulk it the bulk of the words phrases the grammar that a person will understand, so the vocabulary.
Tovah D: of their language is the language load the cognitive load, which is the interpretation of that language.
Tovah D: Based on their personal experiences or interactions in the natural world and everything they see through the eyes of their individual culture and the cultural load is the interpretation of.
Tovah D: That natural world based on the practices of their religion mythology family family habits of any given region or country so Those are the three things that we're going to be focusing on as far as what changes, a student's perspective on on how they see.
Tovah D: or understand the.
Tovah D: See the science in front of them.
Tovah D: um so we're science language meet if you consider the most science as defined by merriam webster's dictionary is a combination of sign sounds gestures marks and marks.
Tovah D: Then science in general, by any extension or any discipline would be considered classified as a language.
Tovah D: As an observation, we know that earth science in many ways, and many has many hallmarks of the traditional traditional course of English language arts we focus on on the structure of words we focus on the origin of words we focus on the.
Tovah D: The.
Tovah D: Just in looking at words breaking them down into multiple syllables to determine what a word means we don't necessarily focus on the word as a whole itself.
Tovah D: We also use smaller words to help us understand larger words that we may or may not immediately understand the context of when we're reading a larger document of of science.
Tovah D: Information i'm in the classrooms i've taught in we use linguistic frameworks to text and picture rich rich environments in whatever language I was teaching, so a lot of times I would have multiple.
Tovah D: languages in the same classroom French, Spanish various languages from Southeast Asia and Asia parts of Europe, and every picture would be labeled with the most common word from that language so a door would have the word door in Spanish, English, French.
Tovah D: Some form of of Chinese are writing and then maybe a Latin and something else that really depending on what the mix of my students was at any given year.
Tovah D: On the point was that I wanted the students to see across languages, what that word look like what that word looks like should be able to translate for one to the next Oh well, I know what that looks like in my language, what does it look like in someone else's language.
Tovah D: So That being said, um, we know that Spanish as Spanish and Italian and French are Latin based languages, we also know that a lot of the jargon found in earth science is based in Latin and Greek.
Tovah D: That being said, we understand that we can take the similarities of those basic syllables and help students.
Tovah D: Cut those larger words up into small pieces, to be able to understand what those large intimidating words mean so, for example, marine is the.
Tovah D: earth science term for ocean environment or sailing environment mar is a Spanish word generally use Spanish word for ocean, so we we say to the students anytime you see the word more.
Tovah D: It means that you're looking at an ocean environment of salt water environment, the same with graph or graph meetings drawing or writing and Latin.
Tovah D: lowly graph Oh, is a ballpoint pen or writing implement in Spanish terrain and Tierra arbel and our boy a arbor and our goal, our goal for the arbor and are both sorry.
Tovah D: For tree and for relating to plants and the natural world and, and you know that sort of thing um The purpose of this is for students to take what they are, you know and to superimpose a new.
Tovah D: New word map over what they have existing in their in their in their head, so we are attempting to combine the two systems in their in their mind and allow them to essentially give them autonomy over the the understanding and the learning process.
Tovah D: And that being said, the point of this is for them to not just take in knowledge, not just taking knowledge and and this new information and science, it must be an active process, it must be a way for them to feel like they have control over this process to feel like they have a.
Tovah D: A means to.
Tovah D: understanding they they're active in the process of of science they're active in the process of learning and you know acquiring this new knowledge.
Tovah D: Dear two things we need to consider um when doing this wouldn't start in this whole process the.
Tovah D: difference between language identity and cognitive identity so shared language doesn't necessarily mean.
Tovah D: That having a shared language doesn't necessarily mean that they're going to have a shared cultural identity so linguistic load and cultural loader to.
Tovah D: They may be slightly overlapping but they're not going to be they're not going to be the same for every country for even for every person um.
Tovah D: The The point of this quote is that.
Tovah D: Just because we have a previous experience with um whatever language, we are going to be creating our own let's call language map or map of words or.
Tovah D: However, you want to say it um this you know, the way that we associate word association or brain this language mapping our brain, we as individuals, develop that map independently of.
Tovah D: Other people around us, but we also mimic and parrot from what we see around us, so the first time a baby hears whatever word, that is, that is.
Tovah D: That becomes their first entrance into language and it starts the process of building this map this language map.
Tovah D: But at the same time, not every baby is going to hear the same set of words, even the same language, the same dialect regardless of if their families speak the same are from the same country or speak the same language.
Tovah D: And we've already talked about this, for the most part, cultural load is distinct and separate from language, culture, love would be the practices.
Tovah D: from each country versus language local language low, which would be the actual bulk of the words and examples given here are.
Tovah D: i'd like to focus on the Spanish speaking countries we have in Spain picasso's Guernica, the running of the bulls in Pamplona the Pyrenees mountains and the Spanish language to to.
Tovah D: to differentiate and Mexico you've got the ass tech culture, the dia de Los muertos gazpacho the content creator and the Spanish language, whereas in Chile you've got a packet will find tapestries the atacama desert.
Tovah D: And the Spanish language, so the common theme would be the Spanish language but people from these countries, or even within these countries are going to experience different.
Tovah D: Experiences with the natural world because they're different terrain differing terrains even within the smaller of these countries from north or south east to west.
Tovah D: You know, you may have one student who grew up in the mountains of Mexico and one student who grew up in the coastal planes, you may have one student to grow up on the the leeward side of the the Chilean Andes and one that grew up on the Windward side you don't know.
Tovah D: What they're bringing to the table what they're bringing to the classroom.
Tovah D: hold this flow.
Tarin Weiss: Yes, we have about two minutes.
Tovah D: Oh Jesus Okay, thank you um.
Tovah D: Alright, so let's skip past us.
Tovah D: come off.
Sorry.
Tovah D: So the gist of it is that i'm.
Tovah D: I am, I encourage students to work together, when we were in the classroom to help with very understanding of the of the English language I do create a cross cultural dialogue with students that had different languages, as their background i'm.
Tovah D: Basically, adopting the best practices for the digital age is that you are going to watch you give your students, a lot of space in the sense that.
Tovah D: be kind with them as you would be kind with yourself allow students time to turn in their assignments repeatedly with no penalty you know.
Tovah D: As a previous presenter said, you know students can't have our students don't adapt well too long periods of education.
Tovah D: So create these short bursts of maybe a 10 minute activity and then a five minute break or 15 minute activity and a five minute break.
Tovah D: Have a set schedule That being said, have a set schedule do a check in day one day a week where you just kind of go through all the students and.
Tovah D: You know check in with them to make sure how they're doing have a private tutor session that sort of thing um.
Tovah D: There are plenty of examples of online resources and digital sources of a more importantly model that behavior for your students.
Tovah D: As as a teacher if you're not having a good day tell them if you're not you know if you make a mistake to tell them because they're going to be more responsive to you.
Tovah D: On if you are open and honest with them as opposed to hiding things from them, or you know that's good.
Tovah D: kids no kids know that you are not having a good day to know that you're tired or whatever happened on the ultimate.
Tovah D: The ultimate end point of this is that we want to create a cultural exchange in the classroom.
Tovah D: Students need to become invested in their fellow students, and this can only happen when they learn how to cross language barriers it fosters positive learning it fosters you know i'm a group mentality what I call the sister sledge method, you know that we are family kind of.
Tovah D: just stand back and let the students hold each other accountable, because it will happen, it may take some time, but it will happen and ultimately we're trying to change with students think.
Tovah D: Scientists look like the future of stem education is very, very diverse, in my opinion multi lingual ISM the future or science and science in general.
Tovah D: You will be more likely to get a job in the sciences, if you are by or trilingual in the future you'll want to if you to get a job and science teacher, you are by or trilingual in the future and that's a fantastic thing when I started out as a college student.
Tarin Weiss: tweeted I need to wrap it up.
Tovah D: Okay i'm i'm all set Thank you so much.
Tovah D: Thank you so much for your time.
Tarin Weiss: Thank you, thank you so much for bringing this perspective to us about the importance of Elf ears and broadening how we understand and teach all students and this really ties into this idea of what we're talking about at this forum tonight at seven.
Tarin Weiss: Talking about increasing the participation of our students, so thank you for this important important perspective really appreciate it.
Tovah D: Thank you very much.
Tarin Weiss: All right, and so, if you have questions, please put them in the chat and i'm sure she will respond to them and i'll let lori move ahead with her presentation and introduce herself.
Lori Weeden: Right I.
Lori Weeden: greatly appreciate.
Lori Weeden: The idea of students learning a new language to earth science I think that's fantastic since it's much as an observation based world, as we know.
Lori Weeden: So i'm going to talk to you about me go all the way up I gotta share my screen, I have to tell you all on this whole.
Lori Weeden: coven and and screen share and learning all of these crazy different things we have to learn, I have done all of them Mike my students enjoy my class only because they're going to see what is we're going to do today.
Lori Weeden: So I have me go all the way back to me there Okay, did you all take notes right right you're you're right down everything you're seeing forehead.
Lori Weeden: Okay, so i've done everything i've had my headphones on or plugged in my headphones but forgot to put them on my head and then I don't understand why nobody's asking questions.
Lori Weeden: I have accidentally been muted through you know, half of a lecture i've done.
Lori Weeden: for getting the screen share for getting to record i've done everything you can possibly imagine, and yet they still keep coming back, I think, for the humor of it all.
Lori Weeden: And, but i'm going to talk to you something about something it's really near and dear to my heart, it is having to do with developing a professional development opportunity for K through 12 teachers.
Lori Weeden: on how to introduce climate change their classroom and how i've done this now three times and obviously in 2020 it was a little different.
Lori Weeden: Because, for the first time I had to do everything online, as we all know, so.
Lori Weeden: Some of you have already heard the story before, because I have talked about this professional development opportunity in the past, so i'm just going to give you a quick review.
Lori Weeden: And anytime I have the opportunity to show a beautiful geology picture I always take advantage of it, and this one was taken by my friend, Kate swagger and who does work in the dry values of Antarctica.
Lori Weeden: neat picture I had to throw it in alright, so how did this all get started it all started when we got this in the mail so from march through June 2017 the heartland institute mail some a 300,000 copies of a second edition of this book.
Lori Weeden: To K through 12 and college science teachers across America and also every elected official at the state and national level.
Lori Weeden: It is a they're calling it a free market think tank they have the largest donors are the.
Lori Weeden: cookbook that foundation katie institute mercer family foundation Heritage Foundation and media research Center and, if you look at the heritage heartland institute's.
Lori Weeden: web page they actually have a majority of their sites are focused specifically on climate change and that would be climate change denial so.
Lori Weeden: It is a I like to call it propaganda against up against climate change, knowledge and and because they have really deep pockets, they have these amazing donors.
Lori Weeden: They have money that there's no way that I could ever compete with so I was very frustrated by this whole thing, and I said I need to find a way to address this so who can I go to for help.
Lori Weeden: We have a in my department, we have a close connection with a director of the American meteorological society.
Lori Weeden: Key cider who's an amazing individual so I was able to meet with him, of course, my connection how I know taryn, of course, has to do with the na GE T, so I worked with an ATT.
Lori Weeden: I went to the statehouse and I spoke with Denise provost, who was a representative of somerville and I said what, what can I do I can't find them they're brilliant because they they directed their.
Lori Weeden: Propaganda at the two groups that have the most influence on the general public, that being educators and politicians and the idea was how do I reach the teachers I can't reach the politicians that's not my job, how do I reach the teachers so.
Lori Weeden: The teachers want to teach climate change, and in fact the parents, the majority of Americans want climate change taught in schools.
Lori Weeden: So here's the thing if that's the case we've got between this was a poll done by Yale climate and George mason so American say schools should teach children about the causes, consequences and potential solutions.
Lori Weeden: Well, the teachers can't the teachers haven't been teaching it and majority of the reason I haven't been teaching it because it's not related subject that they teach.
Lori Weeden: Students, which are young, they don't know enough about it, some of them don't believe that it is real science, so I can't address those people individually, but I can try to address that other aspect of it's not related to the subject you teach now any of us who are in.
Lori Weeden: The geoscience world recognizes that there has been a change to the way geoscience is perceived again we'll talk more about that tonight.
Lori Weeden: But it's that idea that geology maybe isn't something besides is that something we really need to know, and that is reflected, of course, in those birth and space science next generation science standards that we see.
Lori Weeden: So, climate change, science is addressed at the high school level with the earth and space science.
Lori Weeden: Next Generation science standards which most States have adopted.
Lori Weeden: However, earth and space science is only required in two states.
Lori Weeden: Now there may be some states that actually require that you cover that earth and space science at high school level it, at least in some of your courses, but.
Lori Weeden: we're really looking at places like a Massachusetts or California or other states that require physical science, but that physical science doesn't have to be earth science right, it could be physics, it can be chemistry, it can be environmental science in some cases.
Lori Weeden: So if these teachers aren't teaching, climate change, because it is too it's not in the field that they are teaching, then we need to figure out a way is how to allow those teachers to incorporate climate change into the courses that they are teaching.
Lori Weeden: Again, when I went to the next gen when I talked to the Department of elementary and secondary education in Massachusetts and.
Lori Weeden: They instructed me that they can't tell municipalities what science to teach yet when they limit the M cast to only life science and physics, essentially, they are telling what the what the music telling each misstep municipality.
Lori Weeden: Copies were not what to teach so.
Lori Weeden: here's the problem.
Lori Weeden: It turns out, through some.
Lori Weeden: sort of informal polls that i've done in my large non science major classes, that the majority of students are getting their information.
Lori Weeden: about climate change from the Internet they're not getting them from their teachers, so if that's the case, how do we do this.
Lori Weeden: The summer of 2018 I was awarded a seed grant, which is an internal grants through the Department of sustainability within the University of Massachusetts law I developed a K through 12 professional development workshop.
Lori Weeden: entitled integrating climate change in the K through 12 classroom.
Lori Weeden: And I reached out to other departments sociology political science health sciences, education and ask them to present a module, whether that be for 45 minutes to an hour.
Lori Weeden: about their area of expertise and how they're able to bring climate change into their.
Lori Weeden: topics, so I did that again in 20 2019 in 2018 we had five different presenters we had a total of 20 attendees 15 different schools represented and 1100 students were reached from that in.
Lori Weeden: Again we had eight different presenters we have more presenters at this point, and those are, of course, from different topics 21 attendees a number of schools represented with 17 and a little over 700 students were reached.
Lori Weeden: So enter coven recognizing that this was going to be a webinar and it wasn't going to be the traditional in person experience for these teachers, I sent questionnaire ahead of the workshop for those who registered, and I want to go ahead and summarize what I found.
Lori Weeden: Well, the first thing that was interesting about.
Lori Weeden: Is that in.
Lori Weeden: The people who were able to participate we're all from Massachusetts and part of the reason for that is is that i'm in Massachusetts Massachusetts and Massachusetts Massachusetts has its own professional development requirements.
Lori Weeden: And therefore, the I attracted mainly Massachusetts also where we advertise this.
Lori Weeden: Well, because it was online, I was able to have 11 different presenters there were 24 attendees which is you know about what we were seeing before.
Lori Weeden: 22 different schools seven different states and actually somebody from the Philippines tuned into this one.
Lori Weeden: So it was amazing the number of the diversity of people who were able to participate, the number of students that were potentially reached were 6850 which, of course, we have an outlier.
Lori Weeden: Boston leadership institute that conducts summer camps for kids sees up to 5000 kids per year obviously that sort of bumped the number of a little bit.
Lori Weeden: But it looks great, but you know the different.
Lori Weeden: Speakers that I had were from Fine Arts and design plastics engineering political science sociology again health sciences biology and computer science, it was wonderful to see all these different groups come in and.
Lori Weeden: Talk about climate change from their very unique perspectives, so I continued with the evaluation again number of states seven number of countries to.
Lori Weeden: And then that big number of students reached so again i'm going to have to get rid of some of these move these bars around as everybody has had to do oh wait.
Lori Weeden: oh dear i'm all over the place, so how have you received parental pushback regarding the teaching climate change because that's one of the concerns some of the teachers have had where they were concerned that parents would be.
Lori Weeden: not happy about them teaching.
Lori Weeden: Climate change is similar to the way we see that with evolution sometimes parents will will push back on that.
Lori Weeden: And that really it was a non issue for most and any any who actually heard from parents parents, encourage the teaching of climate change.
Lori Weeden: Now I should also let you know that the majority of participants, the K through 12 teachers for science teachers so obviously this is going to skew the data in in the favor of science.
Lori Weeden: So next one.
Lori Weeden: hey i'm have a little change a little trouble making it to the next slide here.
Lori Weeden: Sorry folks let's try this again.
Lori Weeden: Next slide we'll go this for gold fashion yeah there we go how comfortable you teaching, climate change, again, the vast majority are very comfortable teaching climate change with.
Lori Weeden: Five and being very comfortable one being not terribly comfortable at all.
Lori Weeden: And so again when you're looking at the only 24 people that have responded obviously 80% looks like quite a few but it's actually been hit a few people that weren't very comfortable teaching climate change and they were not science.
Lori Weeden: Teachers which was wonderful to have them at this event.
Lori Weeden: Are you comfortable teaching the consequences of inaction on climate change again that 1% that were uncomfortable refer to the same few people here we're looking at the consequences of inaction they're not quite as comfortable teaching that nor are they comfortable in teaching.
Lori Weeden: solutions and mitigation again that that a little bit there they're comfortable but not terribly comfortable not 100% confident in how they can go about teaching them, so there are things that they can still learn about climate change.
Lori Weeden: and tear and i'm counting on you to keep an eye on my time because I forgot start my block.
Lori Weeden: Alright, so going back to that question I asked before if the teachers aren't able to cover climate change in their classroom.
Lori Weeden: Then the students are going to the Internet they're watching tech talks on climate change, you know so we're talking about the sources that.
Lori Weeden: Have the information they're getting aren't necessarily peer reviewed quality sources and how uncomfortable does that make you as an educator and Lena needless to say.
Lori Weeden: They were pretty concerned about this and as a teacher, I think to myself if if i'm missing if I my job is to make citizens prepared for the real world, and if there's a.
Lori Weeden: Subject out there, that is as important as climate change and they're not getting that information, then i'm doing something wrong so they're going to the Internet, what can we do.
Lori Weeden: When you go to the Internet, you have two different sources, you have those that say we've got to do this and it's going to make the world a perfect place and you have this if we do this, the economy is going to fall apart we're all doing this for no reason and.
Lori Weeden: Students struggle with finding that that happy balance I happen to be in a House with a 16 year old right now.
Lori Weeden: And it is very stressful she is very anxious because of all the different information that's she's being bombarded with right now and what do you believe what do you not and what the heck's going on with all the grown ups, so what i'm trying to do at this particular.
Lori Weeden: presentation is to encourage you all to do your own professional development and let's spread this apart, if you can't do this at the university level, and offer that professional development, I encourage you to go to your local library.
Lori Weeden: You have two minutes.
Lori Weeden: Two minutes all right that's perfect So if you can go to your local library, you can lead a discussion at the local library, and it will be an amazing experience for you.
Lori Weeden: We actually had almost the police called it one of them, because if we had one guy who was an agitator who was out of town, who came in had learned about this, and it was amazing how the locals kind of stood up for everybody.
Lori Weeden: In 2021 i'm doing this again in Washington, before I tell you about this, I actually did one in the local community, where I had a forum of seven different presenters in Lol and it was the most highly attended.
Lori Weeden: event in the local city of learning.
Lori Weeden: So it was only an hour out of their time and it was great everybody loved it doing you get in at 2021.
Lori Weeden: I have architecture Fine Arts education history of plastics sociology and members of the end over high school class of 2023 we're going to talk about how what this means to them as a as a group so.
Lori Weeden: Again, I encourage you all to do this at your own institutions it's a wonderful experience i'm thrilled to have help anybody get this started, even if it's a matter of just talking to your library that's my information which you guys should already have i'm going to stop talking.
Lori Weeden: you're done all right.
Lori Weeden: i'll take any questions you might have.
Tarin Weiss: We have we have just about a minute before we bring up our last presenter any comments or questions about.
Tarin Weiss: What you've just been listening to.
Tarin Weiss: All right, I think, well, they just that more and maybe some questions will show up in the chat Thank you lori and thanks for all the work you've been doing over these past couple years to bring this out and the fact that it was so successful.
Lori Weeden: As an.
Tarin Weiss: Online resources there's a lot we're learning from being online, and I think those are some things that are going to carry through even when we're no longer just remote.
Lori Weeden: Getting even bigger, which is great.
Tarin Weiss: Right right so i'm Chris i'm looking for you you're right there and Chris is here to share with us his he poster so i'll let you're going to share your screen and share it yourself correct awesome welcome.
Lori Weeden: i'm.
Chris Badurek: gonna i'm gonna mute so here, I am here.
Chris Badurek: Hopefully, everybody can be able to see my poster here.
Chris Badurek: All right, alright, let me see if I get this totally up.
Chris Badurek: All right, here we go.
Chris Badurek: Alright, so thanks everyone for sticking around to the very end of our of our session here, this has been just awesome session If anyone was able to take in the whole thing like I did.
Chris Badurek: I appreciate attacking on my poster and to the end of these presentations I appreciate that one thing that i'm talking about here really ties back to what.
Chris Badurek: taryn and Sean talked about way at the very beginning, part of our of our session here today and it's really about two elements, one is about.
Chris Badurek: expressing the students innovations in in technologies geographic technology computing technology and the second part is about really trying to make a more active class experience for students to make it through the the the whole coven situation that's been going on, so.
Chris Badurek: Okay, so i'll just tell you about this, in brief, so basically our poster here is about a collaboration that I had with another faculty Member who teaches the course called computer applications and the class that she was teaching is about.
Chris Badurek: computing and society, which is like sort of like a broad umbrella sort of general education type class.
Chris Badurek: And my classes, that I teach are generally in geographic information systems remote sensing and, in this case I was teaching GPS technology.
Chris Badurek: And you know it's difficult to teach GPS when when people are are are not out walking around with GPS devices, so a lot of the content of our class was based on using.
Chris Badurek: GPS data that was collected and then we mapped it with with our key is, and so, in particular, what I wanted to do with our collaboration was to.
Chris Badurek: Make use of remote sensing data from drones and particular drone imagery and and basically spur thought process for students to think about things that are not just.
Chris Badurek: The mapping aspects of conducting science, but also to think about what did the long term ramifications of.
Chris Badurek: of changes in technology to their careers right, so I think taryn was talking about this at the beginning that you know faculty are studying that Okay, we need to.
Chris Badurek: Better armed students with these technical skills we were trying to get students to think about it themselves right so it's sort of like a Meta cognition effect that okay.
Chris Badurek: I do need to learn about Python programming and that drone technology has this application to conducting geoscience you know I you know it's self motivating in some ways.
Chris Badurek: So.
Chris Badurek: sort of the genesis of this is that i've been participating quite a bit with the nsf I core program if folks know what that is this is the nsf innovation core is about bringing entrepreneurship.
Chris Badurek: into basically the the lab results of science and bringing it to the marketplace and you may say, to yourself, well, what does that have to do with with geoscience right that that's for like computer scientist and and.
Chris Badurek: engineers, but that's not the case right so anyone who's conducting research can bring their research to bear into the marketplace right so.
Chris Badurek: When I think about economic geology that makes a lot of sense right if people are doing that directly, but this is about innovative.
Chris Badurek: Technical developments that can be put into let's say new products or new technologies that can be used so just as an example, there was a team in my training, that was a geoscience team that was creating new sensors for monitoring.
Chris Badurek: gases from leaking minds right, and so the idea is that you can use the sensor technology put on board a drone and then you can use it for.
Chris Badurek: commercializing that as a technology that's you know not just about making money but it's solving.
Chris Badurek: Complex environmental problems, anyway, so the point is there's a there's a geoscience innovation network and one other point about that that.
Chris Badurek: I wanted to share by core is that it's usually open to undergraduate students right, so I didn't really know much about that, but you know anyone that has an idea that wants to learn more about.
Chris Badurek: Entrepreneurship and bringing it into the science curriculum is as welcome to do that so i'll just share one other point that you might find interesting is that the nsf has a new rfp that was about.
Chris Badurek: Increasing participation in entrepreneurship from sciences, but also bringing in.
Chris Badurek: Increasing the the diversity of scientists that participate in entrepreneurship right So if you think about at least different.
Chris Badurek: layers to this, you know you're really finding a needle in the haystack of the people that participate.
Chris Badurek: Alright, so that's sort of covers the broad strokes that that's basically what I had done here was that we had a drone pitch contest with our students and we joined forces together and the students met online and I gave them basically the I core.
Chris Badurek: Information, in a nutshell, and then we asked them to develop pitch ideas, where they can develop drone based businesses that are could be technical or they could be you know more broadly.
Chris Badurek: focused and then, once we had those.
Chris Badurek: pitches put together we we judge them at first.
Chris Badurek: My my co author Janet and I would look at them and then, when we filter down just the best ones we invited some graduates of our of our institution at suny cortland and people actually all female.
Chris Badurek: panel of experts that were using drones in their in their businesses, in particular, and then they judge the students.
Chris Badurek: pitches and then we looked at the you know bestowed upon them, these these awards and.
Chris Badurek: And what we really wanted to find out is you know what how effective is his pitch contest and in increasing students interest in.
Chris Badurek: The subject matter, but also, you know.
Chris Badurek: How does that change people soft skills right, so you know I think that's something else that we talked about you know, one of the general skills that that people need students need to have and to go into the marketplace and.
Chris Badurek: So it was really an opportunity to provide a collaboration for students online, that was not just in the context of the class right and these qualitative data that we have here there's there's sort of like word counts of frequencies of.
Chris Badurek: End of class surveys that we gave students right said, you know how effective was this on these various questions right we had.
Chris Badurek: four questions that we used, and we did a word count analysis on it, and then the word clouds basically show the the major themes that start to emerge out of that and basically what we wanted to find out is.
Chris Badurek: What what did this opportunity, bring to your learning experience, and I think that really stands out from this pitch contest and the the idea of doing it is that it really spurred students.
Chris Badurek: thinking and and creative thinking which I don't know if many of you have this experience I have the hardest time getting students to think creatively.
Chris Badurek: You know we've we talked about Problem Solving and there's a lot of like you know memorization and then there's the technical skills of.
Chris Badurek: The doing the GIs lab material that that i've been doing, but to think creatively and outside of the box students, they have a real.
Chris Badurek: lack of opportunity to do that, and that was really one of the takeaways that we came away from from this project The other thing that I would say, with this that.
Chris Badurek: Is was useful is that.
Chris Badurek: Maybe everybody knows us and i'm late to the game, but some students are really skilled at.
Chris Badurek: types of learning that have to do with creative ID ideation and then and then expressing it, so I you know frequently we had students that are C students and.
Chris Badurek: they're the top people in the that created these pitches right there their stuff is like out of the ballpark like whoa I didn't expect that right, you know, I guess, I could have but you know, sometimes.
Chris Badurek: You know I feel like the grades don't have a whole lot to do with with creative thinking and things related to that alright so i'm not sure if I talked longer than I was supposed to, but I will stop and.
Tarin Weiss: Go ahead Larry.
Lori Weeden: yeah you're saying you've got you still got 10 minutes, so this is really, really fascinating.
Chris Badurek: Okay okay.
Lori Weeden: yeah I like the idea of the cross discipline collaboration and how did you get that set up, I mean did did it was just two faculty deciding to work together or did you reach across departments.
Chris Badurek: yeah yeah, so this is a different department and it's a totally different class altogether right, so my I meant to say that.
Chris Badurek: The classes, that I teach are proximate Lee 40% geoscience and 60% GIs people right and there's let the intermingling between the two, I would have to say that it's it's it's much more integrated than.
Chris Badurek: Perhaps in other departments that that might be out there, so that that's the context that i'm coming from in this other class was it's much more broad right so there's people from a variety of different types of.
Chris Badurek: majors primarily GIs people and a smattering of scientists, but one of the main goals of the content that we had talked about when we had our joint meetings.
Chris Badurek: was to not just talk about GIs and lidar data and and drone imagery and how its processed because students get that in my class like you know I talked about that for like.
Chris Badurek: five to seven weeks right, but when this when you have this intermingled class what we really tried to do is to focus on what.
Chris Badurek: What taryn was talking about this idea about artificial intelligence and.
Chris Badurek: machine learning application applications that are a broader context of robotics and and autonomous vehicles and use that as a context for.
Chris Badurek: Innovation right, so you know, one of the thoughts that I had about this is that I didn't want to.
Chris Badurek: Give a whole bunch of ideas and then have students like parrot them back.
Chris Badurek: Right so Oh, make the MARS Rover right Oh, I came up with the MARS Rover right, so you know that's not thinking outside the box right so it's a sort of a challenge right.
Chris Badurek: So we you know talked about you know the broad strokes of what's what's involved with this and that.
Chris Badurek: You know the the future of computing in in science and then GEO technical aspects is going to be artificial intelligence, you know augmented and machine learning is already a part of part of this right, and so they learn a lot about.
Chris Badurek: The context of how machine learning fits into remote sensing and how it's related to scientific practice it's really embedded into it already, and that you know we just haven't really like talked about it in in that, in that context, so.
Chris Badurek: So yeah yeah so it was a yeah it's somebody that i've been working with, and we have they have a minor so students will often have a minor in computing applications which is.
Chris Badurek: Like Python programming and then web programming and then classes like this that augment some of these other other majors.
Lori Weeden: Well, I believe there's another question I don't we also just got a warning that this thing is going to completely shut down at noon.
Lori Weeden: So you might be in the middle of something new, new year's gonna.
Lori Weeden: Be all over so drew had a question Are you familiar with the drawing deploy business model for mapping which builds on geometrics that requires no background in.
Lori Weeden: Oh i'm going to try this again photograms tree, etc, this may relate to right if you do not oh i've lost it i'm sorry I lost the rest of the question, there.
Tarin Weiss: This may relate, if you do not already use it as an example.
Chris Badurek: Okay, I got you.
Chris Badurek: yeah yeah yeah so that's a great point so.
Chris Badurek: there's a little tiny little figure in here that's actually a graphic from drone deploy it's sort of a flight path that that's used for study area that i've worked on in the past and yeah so the the drone deploy is is great for students.
Chris Badurek: it's sort of like gives them the context of.
Chris Badurek: how this works, you know as a business right so surveying, for example, or everything that that goes from like, how do you go and collect data in the field.
Chris Badurek: To the point that ends up.
Chris Badurek: As an image that we process right, so a lot of like the the content that I teach which I think drew is making a good point here is.
Chris Badurek: it's actually comes up, and you know everyone that was in this session that was talking about drones it's sort of interesting question right are we.
Chris Badurek: Trying to train people on how to fly drones or are we trying to train people on how to manage the data that comes from the drone and students oftentimes.
Chris Badurek: want to learn how to fly drones because it's fun right the messy ugly part is dealing with the imagery and like photograph imagery and other aspects of this that you know we I use a lot of like can data that i've gotten from someone else that or i've already processed myself that.
Chris Badurek: is already easy to use, but, but the This, I think I was getting at this with with drew earlier that you know, sometimes the the get from point A to Point B we skip all the ugliness In between there and that.
Chris Badurek: You know there's a lot of like oh yeah yeah it's no problem, but it's actually a huge problem right dad into your class right so Hats off to the.
Drew Hyatt: Can I just make one comment and.
Drew Hyatt: I just I could not believe when because we just recently got a drone deploy license and I certainly understand the mission planning and getting it to take off on its own.
Drew Hyatt: But you don't have you don't have to know how to do any processing that I mean it gives us the data gives you this file just.
Drew Hyatt: email us emails you later it's incredible and I mean that just brightens for them, the business options, but it's almost like why the heck even teach somebody.
Drew Hyatt: How to do this stuff although you understand it a hell of a lot better if you do self but their models are great like it's hard to beat the models.
Drew Hyatt: Name it's just a.
Chris Badurek: Thought and yo yo yo it's a great point right, and you know we don't even need to train people on how to fly drones I mean you just take it out there push the button and there, it goes and it comes back and everything on it right and.
Chris Badurek: that's sort of a bummer I guess because it takes away some of the you know the mean you can fly it manually, of course, but.
Chris Badurek: But you know, like, I was getting at you know some of this content is really based you know, we need to focus on the on the imagery in the data itself, and you know kind of frees us up to to do that so.
Tarin Weiss: Well i'm Chris Thank you so much, I feel like you brought us to a perfect point of not just wondering how.
Tarin Weiss: The technology that we use can support student learning, but then allowing the technology to sports to support student creativity and application and we haven't really talked about that a lot in this session so really appreciate this wonderful example of that.
Tarin Weiss: And I think we need to end here folks before that 62nd window says all breakout rooms will close.
Tarin Weiss: Thank you so much for all you've shared with us and talked about and best of luck to everybody, as you finish out the Semester lori i'll leave it to you to say your final.
Lori Weeden: yeah I think I think this was a this was a wonderful session, I think all of us could have gone on, and on forever, because we all have such wonderful passionate about what we're doing.
Lori Weeden: One of the things i'd like to say, if you live in Massachusetts we have a friend named.
Lori Weeden: Richard literal or deke little who is actually looking to protect the armored mug balls that are found in the Connecticut river valley so we'll talk a little bit more about that tonight at our session and.
Lori Weeden: I hope to see all of you at that wonderful discussion that will have about geoscience the future of geoscience education.
Lori Weeden: And again it's been a pleasure and honor to have all of you join us, thank you very much.
Tarin Weiss: Thank you all have a great day.
Lori Weeden: Everybody much.
bye bye.
Tarin Weiss: Alright lori this is uh this is goodbye till later.