Using interactive virtual field guides and linked data in geoscience teaching and learning

2.50
Hdl Handle:
http://hdl.handle.net/10547/622207
Title:
Using interactive virtual field guides and linked data in geoscience teaching and learning
Authors:
Stott, Tim; Litherland, Kate; Carmichael, Patrick ( 0000-0003-2053-7115 ) ; Nuttall, Anne-Marie
Other Titles:
Geoscience Research and Education: Teaching at Universities
Abstract:
This chapter draws on experiences of designing, developing, using and evaluating web-based Virtual Field Guides (VFGs) for teaching geosciences at Liverpool John Moores University (LJMU).  The chapter briefly reviews the previous use of VFGs to support students’ learning by fieldwork, highlighting some perceived benefits.  VFGs are considered to supplement real fieldwork, but not to become a substitute for it.  We then outline the design considerations, development and evaluation by LJMU students of two VFGs: (1) the Ingleton Waterfalls Trail in Yorkshire developed for Foundation degree students; (2) a Virtual Alps VFG developed for level 2 undergraduates. The design and development of these VFGs was undertaken using different approaches and the advantages and disadvantages of these different approaches are discussed.  The Ingleton Waterfalls VFG was developed by a team comprising two academics, one technician and two IT specialists.  Based on the experiences of developing the Ingleton Waterfalls VFG, the Virtual Alps VFG, on the other hand, was developed by two academics, with limited support/input from IT specialists. The technological background against which VFGs are used has changed rapidly and continues to do so, with 'Web 2.0' innovations, 'open data' initiatives, and interest in how 'user generated content' can be used to complement and extend existing databases and online collections.  These developments have changed not only the practice of geoscientists in general: they also offer new possibilities for VFGs and the role they play in teaching and learning. The chapter reviews some of these developments, in particular, the emergence of a 'linked web of data' for the geosciences, and concludes with a description and discussion of a pilot VFG which employs 'linked data' and 'semantic web' approaches to allow students to access diverse web based resources, to explore the relations between them, and to then draw on these in the course of more authentic assessment activities than has hitherto been the case.  The chapter concludes with a discussion of how the development of VFGs and their associated technologies might produce a shift in their use from being visual representation tools towards the use of them to develop skills necessary in practice, thus assimilating online tools into an expanding and evolving set of discourses and practices, rather than replacing or causing the loss of traditional disciplinary skills.  
Affiliation:
Liverpool John Moores University
Citation:
Stott T, Litherland K, Carmichael P, Nuttall A (2014) 'Using interactive virtual field guides and linked data in geoscience teaching and learning', in Tong VCH (ed(s).). Geoscience Research and Education: Teaching at Universities, Dordrecht: Springer pp.163-188.
Publisher:
Springer
Issue Date:
19-Sep-2017
URI:
http://hdl.handle.net/10547/622207
DOI:
10.1007/978-94-007-6946-5_13
Additional Links:
https://link.springer.com/chapter/10.1007/978-94-007-6946-5_13
Type:
Book chapter
Language:
en
ISBN:
9789400769458
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorStott, Timen
dc.contributor.authorLitherland, Kateen
dc.contributor.authorCarmichael, Patricken
dc.contributor.authorNuttall, Anne-Marieen
dc.date.accessioned2017-09-21T12:58:16Z-
dc.date.available2017-09-21T12:58:16Z-
dc.date.issued2017-09-19-
dc.identifier.citationStott T, Litherland K, Carmichael P, Nuttall A (2014) 'Using interactive virtual field guides and linked data in geoscience teaching and learning', in Tong VCH (ed(s).). Geoscience Research and Education: Teaching at Universities, Dordrecht: Springer pp.163-188.en
dc.identifier.isbn9789400769458-
dc.identifier.doi10.1007/978-94-007-6946-5_13-
dc.identifier.urihttp://hdl.handle.net/10547/622207-
dc.description.abstractThis chapter draws on experiences of designing, developing, using and evaluating web-based Virtual Field Guides (VFGs) for teaching geosciences at Liverpool John Moores University (LJMU).  The chapter briefly reviews the previous use of VFGs to support students’ learning by fieldwork, highlighting some perceived benefits.  VFGs are considered to supplement real fieldwork, but not to become a substitute for it.  We then outline the design considerations, development and evaluation by LJMU students of two VFGs: (1) the Ingleton Waterfalls Trail in Yorkshire developed for Foundation degree students; (2) a Virtual Alps VFG developed for level 2 undergraduates. The design and development of these VFGs was undertaken using different approaches and the advantages and disadvantages of these different approaches are discussed.  The Ingleton Waterfalls VFG was developed by a team comprising two academics, one technician and two IT specialists.  Based on the experiences of developing the Ingleton Waterfalls VFG, the Virtual Alps VFG, on the other hand, was developed by two academics, with limited support/input from IT specialists. The technological background against which VFGs are used has changed rapidly and continues to do so, with 'Web 2.0' innovations, 'open data' initiatives, and interest in how 'user generated content' can be used to complement and extend existing databases and online collections.  These developments have changed not only the practice of geoscientists in general: they also offer new possibilities for VFGs and the role they play in teaching and learning. The chapter reviews some of these developments, in particular, the emergence of a 'linked web of data' for the geosciences, and concludes with a description and discussion of a pilot VFG which employs 'linked data' and 'semantic web' approaches to allow students to access diverse web based resources, to explore the relations between them, and to then draw on these in the course of more authentic assessment activities than has hitherto been the case.  The chapter concludes with a discussion of how the development of VFGs and their associated technologies might produce a shift in their use from being visual representation tools towards the use of them to develop skills necessary in practice, thus assimilating online tools into an expanding and evolving set of discourses and practices, rather than replacing or causing the loss of traditional disciplinary skills.  en
dc.language.isoenen
dc.publisherSpringeren
dc.relation.urlhttps://link.springer.com/chapter/10.1007/978-94-007-6946-5_13en
dc.subjecteducationen
dc.subjectfieldworken
dc.subjectsemantic weben
dc.subjectemerging ICTen
dc.subjectassessmenten
dc.subjecte-learningen
dc.subjectX300 Academic studies in Educationen
dc.titleUsing interactive virtual field guides and linked data in geoscience teaching and learningen
dc.title.alternativeGeoscience Research and Education: Teaching at Universitiesen
dc.typeBook chapteren
dc.contributor.departmentLiverpool John Moores Universityen
dc.date.updated2017-09-20T14:18:12Z-
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