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Supporting fieldwork using information technology - a day of talks and demonstrations from leading practitioners

Wednesday 10 May 2006, Robbins Conference Centre, University of Plymouth

Organised by the CETL in Experiential Learning in Natural and Environmental Sciences

CETL in Experiential Learning in Natural and Environmental Sciences

and the Higher Education Academy Subject Centre for Geography, Earth and Environmental Sciences (GEES)

Contents

Programme

9:00 Registration & refreshments

9.30 Welcome:

Dr John Maskall , Conference Chair - CETL: Experiential Learning in natural and environmental sciences

Dr Ruth Weaver - Director, CETL: Experiential Learning in natural and environmental sciences

Prof Brian Chalkley - Director, HE Academy Subject Centre for Geography, Earth & Environmental Sciences

9.40 Keynote 1 - E-Learning in the GEES disciplines – results and examples from a practitioner survey in the UK - Dr Derek France , Department of Geography and Development Studies, University of Chester and Dr Steve Fletcher , School of Maritime & Coastal Studies, Southampton Solent University

10:20 Towards a generic on-line fieldwork and laboratory environment - Mr Phil Marston , Learning Technology Unit, University of Aberdeen

10:40 From pencils & paper to laptops & lasers: the role of IT in earth science teaching - Dr Phill Clegg, Department of Earth Sciences, University of Durham

11:00 Coffee break

11:20 Keynote 2 - Mobile technology in fieldwork and flexible learning; gadgets, pilots and horizons - Dr Kenny Lynch, Department of Natural and Social Sciences, University of Gloucestershire

12:00 Taking GIS based 3D visualisation into the field - Dr Gary Priestnall, School of Geography , University of Nottingham

12:20 The Tamar GIS Project: bringing datasets together so that value-added activities can be undertaken - Dr Samantha Lavender , School of Earth , Ocean and Environmental Sciences, University of Plymouth

12.40 Lunch

14:00 Assessment – everything comes down to assessment... - Prof Brian Whalley , School of Geography , Queen’s University, Belfast

14:20 E-learning for fieldwork: learning design, standards and interoperability - Mr Eduardo Serafin , School of GeoSciences , University of Edinburgh

14:40 Are virtual field trips a substitute for the real thing? - Dr John Spicer , School of Biological Sciences, University of Plymouth

15:00 Closing Remarks followed by refreshment break

15:30 Demonstrations and Posters (Seminar rooms)

17:30 Close

Abstracts

E-learning in the Geography, Earth and Environmental Science (GEES) disciplines: Results and Examples from a Practitioner survey in the UK

Dr Derek France , Department of Geography and Development Studies, University of Chester
Dr Steve Fletcher , School of Maritime & Coastal Studies, Southampton Solent University

During the last decade, technological developments in computer hardware, software and networks, combined with increasing pressures on staff and students have led to a proliferation of Communication and Information Technology (C&IT) within the Geography, Earth and Environmental Sciences (GEES) disciplines. This presentation combines the findings of several recent research projects to provide an overview of the current role, challenges, and benefits of using C&IT within the specific teaching domain of fieldcourses. Through a national survey of fieldcourses, the general level of usage of C&IT in the field was established. This was supplemented by an expert group analysis to focus on the reasons behind the use of C&IT in the field. It was concluded that most use of C&IT in the field is driven by technological rather than pedagogic innovation.

Two case studies of the incorporation of C&IT into fieldcourses will then be presented to show the specific role that C&IT can play in fieldcourses. The first case study explores how the conventional use of C&IT in fieldwork can be reversed by using fieldwork as a specific method to develop C&IT skills. This case study involves the acquisition of fieldwork data, data analysis and project design, with an assessment exercise that requires students to ‘write up’ a field-based research project as a functioning web site. It explores the practicalities of delivering this type of assessment and of providing support for students. Tutor perceptions and student feedback both suggest that the web site assignment ‘adds value’ to the module aims by facilitating the development of C&IT skills and through providing intellectual challenges associated with the selection, integration, presentation and structuring of information. The second case study is an example of how a ‘field’ element can be incorporated into the curriculum where none previously existed through virtual fieldwork. The example discusses the practical, and more importantly, the pedagogic issues surrounding the development and implementation of a virtual field course to the Cromarty Firth. It is concluded that provided a valid pedagogic framework exists for the incorporation of the virtual fieldwork element into the curriculum, the exercise has value. Without that framework, the inherent value of the virtual fieldcourse would be compromised.

The conclusion to the entire presentation suggests that the adoption of C&IT in fieldwork should be perceived as a specific teaching strategy within the context of the learning outcomes prescribed in the wider curriculum. Therefore in order to be successful, pedagogic considerations should be central to any planned use of C&IT in fieldcourses, rather using C&IT simply because it is available.

View Presentation in PDF: E-learning in the Geography, Earth and Environmental Science (GEES) disciplines: Results and Examples from a Practitioner survey in the UK (0.8Mb pdf)

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Towards a generic on-line fieldwork and laboratory environment

Mr Phil Marston , Learning Technology Unit, University of Aberdeen

Phil Marston will talk about a Virtual Environments Shell he has been developing at the University of Aberdeen.
This generic online fieldwork and laboratory environment originated as a result of increasing practical difficulties with the traditional delivery methods of field trips and laboratory practicals, along with a desire to improve rather than replace tried and tested methodologies.

Considerations:

The purpose of the project was therefore to develop virtual learning environments specifically aimed at delivering realistic simulations of field visits and laboratory exercises which both enhanced teaching for campus based students, and which provided a more flexible approach to delivering these practical components on a number of courses.

The generic shell, in the iteration currently being developed, can be used to flexibly present a variety of spatially related materials and data. Lecturers can use the shell to author a non-linear spatial presentation of materials for pre-fieldwork orientations. These orientations can also enable students to access data and materials relating to normally inaccessible sites, and to upload and present their own material.

View Presentation in PDF: Towards a generic on-line fieldwork and laboratory environment (0.5Mb pdf)

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From Pencils and Paper to Lasers and Laptops

Dr Phill Clegg, Department of Earth Sciences, University of Durham

Generations of geoscientists have learned to map the natural world using compass-clinometers, paper maps, coloured pencils, and notebooks. Within this paper-based environment it can be difficult to visualise and analyse adequately the spatial and temporal relationships between different geological structures. Using this traditional methodology, the geoscientist needs to be able to visualise a 3-D and often 4-D (i.e. temporal) picture, which must then be transcribed into some form of representative diagrammatic model, e.g. a block diagram or ‘cartoon’. This process relies on the skill and ability of the geologist to form a realistic mental picture of the observed data and to be able to reproduce it in a form available to others. A major disadvantage of this approach is that, not only are the models created during this process not inherently 3-D, but may simply involve a series of 2-D sections or ortho-projections that give an impression of a third dimension, but also any spatial information collected during fieldwork is effectively lost during the model building process. Therefore, regardless of the skill of the geoscientist there will inevitably be a level of abstraction and simplification required in the production of the final model, whilst the original ‘master copy’ remains in the mind of the geoscientist and is unavailable to other investigators.

Digital geological mapping (DGM) and associated technologies e.g. Geographical Information Systems (GIS), terrestrial laser scanning, digital photography and Digital Elevation Models (DEM) can potentially solve the limitations of traditional methods, importantly, they gives the geoscientist the enhanced ability to collect geospatially georeferenced field data that can be analysed and visualized in ways that are impossible or very difficult to achieve using traditional techniques.

Here we investigate the methodology, application and benefits of a range of digital mapping and data capture techniques, including; DGM, Real-Time Kinematic GPS (RTK GPS), DEM and terrestrial laser scanning that are increasingly being employed by professional geoscientists and within the academic sector both as a research and teaching resource.

View Presentation in PDF: From Pencils and Paper to Lasers and Laptops (1.1Mb pdf)

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Mobile technology in fieldwork and flexible learning; gadgets, pilots and horizons

Dr Kenny Lynch, Department of Natural and Social Sciences, University of Gloucestershire

A relatively cursory review of the latest technology trends will show that:

These three trends suggest that there are drivers - separate from educational curricula - that will lead to increased use of mobile technology amongst students, whether for educational or recreational purposes. This is likely to increase whether we tell them to switch them off before the start of the class or not.

This session will fill out some of the details of these trends and then explore some of the educational issues surrounding the opportunities mobile technologies provide for enhanced learning and teaching. There will be the opportunity to discuss some of the technological solutions (the 'gadgets'), some case studies of applications (the 'pilots') and some future gazing (the 'horizons'). By the end of the session you should have some ideas about the key issues, likely innovations in your area and what principles should underpin these innovations.

View Presentation in PDF: Mobile technology in fieldwork and flexible learning; gadgets, pilots and horizons (0.7Mb pdf)

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Taking GIS-based 3D Visualisation into the Field

Dr Gary Priestnall, School of Geography , University of Nottingham

The work presented represents a methodology for the use of 3D modelling and landscape visualisation in the context of real world experience through geography fieldwork. The techniques aim to complement physical geography fieldwork and to introduce students to digital geographic data whilst immersed in the real world which these data aim to represent. The Keswick area of the English Lake District is one current study site where issues of landscape evolution are of interest, in particular the influence of glacial ice and geology. Digital Surface Models derived from airborne radar, aerial photography, geological mapping and 3D glacial reconstructions are combined to allow students to generate perspective views from points of their choosing. A simple augmented reality technique using these perspective views printed on transparencies is then used in the field from the viewpoints chosen in the field centre.

This technique is now being extended to using GPS-enabled Personal Digital Assistants (PDAs) to deliver the spatially referenced 3D views of hidden landscapes (geology) and past landscapes (glaciated) automatically. To complement the ‘validations’ of lab visualisations described above a technique for synchronising lab-based real-time stereo visualisations with the PDA applications is being developed to serve as a test-bed for research and development into further GPS-enabled PDA-based applications.

The further development of both mobile applications and lab-based visualisation in the context of teaching and learning is being explored as part of the remit of the HEFCE-funded Centre for Excellence in Teaching and Learning (CETL) ‘SPLINT’ – SPatial Literacy IN Teaching, involving the University of Leicester (lead), University of Nottingham, and University College London.

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The Tamar GIS Project: bringing datasets together so that value-added activities can be undertaken

Dr Samantha Lavender , School of Earth , Ocean and Environmental Sciences, University of Plymouth

Tamar Valley with its extensive natural beauty, mining heritage and historical significance was designated as an Area of Outstanding Natural Beauty (AONB) in 1995. The Tamar Geographical Information System (GIS) project aimed to build a GIS database that would act as an interactive link between the various projects being carried out in the Tamar Valley (AONB). It needed to be flexible, user friendly, easily updateable and manipulated in order to facilitate and provide the necessary tools for effective management and monitoring.

Once the database had been setup its uses were free to grow according to the needs of its funders and users, and has included ideas such as educational outreach. As the source data comes from a variety of organisation there are copyright issues associated with some of the datasets. As an example, the Ordnance Survey baseline map data is available to subscribing educational organisations (such as the University of Plymouth) through the Edina Digimap service while County Councils and similar governmental organisations have their own agreements with Ordnance Survey. However, the availability of hand-held devices with GIS capabilities makes this form of data storage increasingly useful for field based observations and WWW based services allow users to view and query GIS databases without having to purchase the underlying software.

View Presentation in PDF: The Tamar GIS Project: bringing datasets together so that value-added activities can be undertaken (0.8Mb pdf)

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Assessment - everything comes down to assessment …

Prof Brian Whalley , School of Geography , Queen’s University, Belfast

One basic principle is that doing project fieldwork and collecting 'data' is a useful student exercise. It may seem 'trivial' to you, but it may not be to the student, especially in the working up stage. You are going into the field, how can they (and perhaps you) collect data that can be looked at digitally and used for appropriate fieldwork reporting? Now you've been in the field, students have got data, then what? The title might appear to invoke a somewhat 'Eeyorian' attitude to fieldwork
for although fieldwork may be fun the writing up of project work (from the student point of view) is usually less so, even if it is a different ‘learning experience’. From the tutors' viewpoint, marking the work is even less enjoyable.

I shall talk about, and briefly demonstrate, a few technological ‘ideas’ that can be used to aid student data gathering, formative and summative assessment together with some ideas for implementation and tools that might help or improve assessment and feedback. I can't guarantee that staff will come out relieved of marking loads but they are ways which can lessen the burden and involve students actively. Although constructed around fieldwork, they don’t have to be used in this way. I shall introduce:

Virtorial - structuring a tutorial type process through tasks and information which can be fieldwork related. This can be used as a 'virtual field guide' pre- or post-event and be a reminder, ask questions or used as a post event test to look at 'knowledge retention'.

Podcasts for landscape analysis - preview or postview, create your own reusable educational objects and provide feedback with free software

Geocaching - student guided rambling around a field site to gather data for lab use and assessment with educational objects built in as a simple introductory exercise

GPS data collection – simple tools for an introduction to GIS data collection, mapping techniques and data base use.

Webfolios – a means of student displaying and reflecting upon their practical work (lab or field) which can be assessed easily and linked with student PDPs.

Project assessment by numbers – some PERL code means of providing more quality control for multiple markers and provides feedback to students.

Targeted student mail – a bit of php to get information from a spreadsheet to individuals or groups of students.

View Presentation in PDF: Assessment - everything comes down to assessment … (0.9Mb pdf)

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E-learning for fieldwork: learning design, standards and interoperability

Mr Eduardo Serafin , School of GeoSciences , University of Edinburgh

This presentation details the methodology and principles applied in developing an adaptable learning system to support the Physical Geography Fieldwork (Iceland) Honours Option offered within undergraduate degrees in Geography.

An assemblage of XML Topic Maps, IMS Learning Design and other specifications was implemented in designing schema-based content that, aggregated as compelling learning objects, represents the building blocks of the system architecture.

The following set of principles was applied at all levels to maximise scalability, reusability and future proofing in the development of content:

The resulting system is an XML-based, end-to-end architecture for authoring, managing, and delivering information. A Flash parsing engine is used as the main delivery interface. The use of XML schemas guarantees automatic and consistent interpretation by computers systems. This ensures sustainability of materials through use of robust, platform independent standards and also allows the connection to repository systems and web services.

The very nature of fieldwork, with year to year improvements and changes, requires a support system that is easy to update and enhance. In this respect we would like to emphasise the adaptable and extensible structure of this system as particularly useful for supporting fieldwork using information technology.

View Presentation in PDF: E-learning for fieldwork: learning design, standards and interoperability (0.8Mb pdf)

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Are virtual field trips a substitute for the real thing?

Dr John Spicer , School of Biological Sciences, University of Plymouth

I will discuss student perceptions on the use of a virtual field trip, or VFT, (‘Adaptations to the tide pool’) as part of their university experience, and in particular the extent to which they could replace real field trips. Students were extremely positive about the potential of VFT to provide valuable learning experiences. However, nearly all students insisted that it could not, and should not, replace real field trips, a perception which was strengthened after a real field trip. Most felt that VFTs could be most effective in preparing for or revising after, a real field trip. Certainly there was no significant difference in examination performance between students who had coursework presented to them in the form of a set of dedicated lectures and those who only had access to the VFT. I will argue that while VFTs may be well received by students, and can be extremely useful in some contexts, it cannot be seen as a replacement for ‘traditional’ (real) field trips.

View Presentation in PDF: Are virtual field trips a substitute for the real thing? (0.7Mb pdf)

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Demonstrations and Posters

The Immersive Vision Theatre

Peter Carss - CETL: Experiential Learning in Natural and Environmental Sciences, University of Plymouth

The Immersive Vision Theatre (IVT) is a transdisciplinary project born out of the Experiential Learning in Environmental and Natural Sciences - CETL. The aim of the project is to transform a defunct Planetarium into a state of the art immersive learning environment. A diverse range of disciplines hope to revolutionise their teaching practice and pedagogy, through the use of real-time and pre-rendered 3D simulation; 360º video and stills. In addition, digital practitioners; audio and visual artists will use this space to explore future applications of immersive spaces. Key to the project is the development of methodologies and best practice, applicable by academics whose expertise lies outside the field of immersive visualization.

Potential uses of the Immersive Vision Theatre include: Visualisation of Oceanographic, Geological, Meteorological and GIS datasets; Virtual field trips; Medical (both Clinical and Surgical) visualisation and training. It is also of interest to Psychologists and Artists as a space wired for bio-metric data collection from audiences, allowing development and study of new forms of interaction.

The project looks to transfer the expertise in experiential learning into the shared virtual domain of the Immersive Vision Theatre. Thereby enabling activity such as social and active learning to occur. A demonstration will be given on a micro-scale dome to illustrate the capability of the projection system.

The IVT takes advantage of cutting edge FullDome projection and production technologies - much of which are bespoke to each installation. From projectors fitted with fisheye lenses – borrowed from the world of digital cinema, to software designed for 3D gaming – it draws on many disciplines, and pushes each to its limits

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WildKey – Taking education beyond the classroom

Lynn Hughes, Neil Bailey - Wildkey, Oxford Brookes University

WildKey, an interactive species identification programme, is amongst the first educational software to be developed specifically for use on handheld devices. Due to the mobility of these devices, pupils or students can take ICT beyond the normal limits of the classroom and identify and record species in the field. By using simple prompts and images, pupils and students of all ages (KS 2-4 and HE) can quickly learn to identify species and record their sightings. Users can also use the devices to record the location and distribution of species when fitted with GPS, allowing exploration of species distribution patterns, habitat association and impacts of climate change.

At a time when 51% of teenagers regard science lessons as boring, confusing or difficult (BBC news, 16th June, 2005), handheld identification has enormous potential to reinvigorate basic biology fieldwork through its interactive appeal. WildKey thus seeks to engage the younger generation who otherwise might be daunted by the prospect of using traditional unwieldy field guides or dichotomous keys.

To date, WildKey has completed three keys, Butterfly WildKey, RockyShore WildKey and Pond WildKey. Further keys are planned later this year along with WildForm, which enables users to create their own recording form to suit their area/subject of interest.

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Hotspot – The blended delivery of a computer-based site investigation simulation

John Maskall - School of Earth, Ocean and Environmental Sciences, University of Plymouth
Mike Sanders - HE Academy Subject Centre for Geography, Earth and Environmental Sciences, University of Plymouth

Hotspot is an interactive computer program that allows a student to undertake an investigation of a virtual contaminated land site. The program was designed to be used as a follow-up to real fieldwork or as a replacement.

The site investigation proceeds through the following three stages:

  1. a desk study of background information on the site
  2. a simulated site reconnaissance or ‘walk-over survey’
  3. a survey of contamination across the site by simulated sampling and chemical analysis of topsoils.

The student is required to identify the location of the most contaminated areas of the site (the ‘hotspots’) by devising a sampling and analytical strategy achievable within a fixed financial budget. Site information, surveys and a choice of which contaminants to look for are available in the program but all have associated costs. The financial aspect was incorporated into the Hotspot program so as to introduce an element of gameplay into the exercise. When the investigation is complete the student can export their results in various formats which may form the basis for an interpretative report or presentation.

The Hotspot simulation is delivered in a blended fashion alongside fieldwork lectures and directed reading, allowing students to experience the key elements of a site investigation without expending time and energy on routine, repetitive tasks such as sample collection and analysis. Student attention is focussed therefore on the more complex tasks of designing a sampling and analytical strategy and interpreting the consequent data, with the intention of students gaining a broader view of the process of site investigation. The introduction of Hotspot in the undergraduate curriculum was investigated through several phases of evaluation. The results are discussed in terms of program usability, the ease of incorporating the simulation in the curriculum and student attitudes towards it.

Hotspot poster presentation PDF (80Kb)

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Tamar Geographical Information System (GIS) project: bringing datasets together so that value-added activities can be undertaken.

Rabiah Nasir-Habeeb - School of Earth, Ocean and Environmental Sciences, University of Plymouth

Geographical information system (GIS) has evolved over time to become a powerful, versatile, flexible and ideal tool in spatial data analysis. It’s interpretational uses in field work and analysis is enormous. Its ability to update, display and manipulate existing data with newly acquired data highlights its importance in the preparation prior to and the analysis subsequent to field studies.

Tamar Valley Area of Outstanding Natural beauty (AONB) is an area rich in history and packed with potential for research. The demonstration shows how spatial data can be represented digitally and viewed interactively with information about each data accessed through the attribute table on a GIS. The data displayed include Archaeological, Geographical, Geological and Ecological layers that are within the Tamar Valley Mining heritage sites.

The ability to gather information on a GIS will enhance field surveys and provide an image of what to anticipate on the field.

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Designing for e-learning

Matthew Newcombe - Educational Development and Learning technologies, University of Plymouth

Effective practice with e-Learning’ is one of a number of JISC good practice publications exploring how to effectively design pedagogically sound e-Learning materials with innovative use of new technologies for Teaching and Learning. The University of Plymouth Learning Technologies team have created an online resource called ‘Designing for e-Learning’ to complement the JISC good practice publications and share good practice throughout the University and it’s partners.

Designing for e-Learning aims to support staff when using new technologies which in themselves present new complex challenges. The resource and JISC guides help explore how to use technology in a pedagogically sound and accessible way. Theory is linked to practice with case studies and examples from across the University.

The online resource provides links to sources of help and advice within the University and externally. Members of the Learning Technologies team will be present to offer advice and support as well as demonstrating the resource. Copies of the JISC publications will be available for delegates to take away.

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Innovative Fieldwork Supported by ICT students create their own “virtual geological field trip” with ©Geonote

Eric Sanchez - Institut National de Recherche Pédagogique, Lyon, France

One of the most interesting challenges in using ICT in the classroom is perhaps to consider that technology allows teachers to imagine new student activities which would be impossible to realise without ICT. Moreover a wide range of ICT tools used by scientists and also by other fields of activity can be introduced in the classroom to promote innovative ways to teaching and learning. Following these considerations the software ©Geonote has been developed. Geonote includes geological data such as minerals, rocks, outcrops and landscape photographs, topographic and geological maps, geological information and a wide range of tools to access and process these data and to carry out scientific investigations. The interface of the software includes the following four windows. (a) Geological data which allows students to access to geological data. These data are georeferenced on a map and students can access them by clicking on relevant geological points (crosses on the map). The map has some GIS properties. Students can mix different types of information such as geology or topography by using transparencies. They can also discover each geological data such as maps and photographs by accessing the commentary, zooming-in and measuring. (b) The information window allows students to access to non-georeferenced information such as geological schemes, key maps. (c) History which indicates all the data accessed by students and allows data annotation with key words. (d) writing-pad which is a basic word processor.

Geonote can be used in two ways. The visualization mode allows students to deal with geological data by using the available tools or to shift to edition mode and to create their own “virtual geological field trip” by creating new geological data and by georeferencing those data on a map.

In September 2005 we developed a geosciences course in a French upper school nearby Lyon and the south of the French Alps. 103 students had to answer the following question : does the Alps mountain range result from a continent-to-continent collision ? They worked in pairs of students and carried out geological fieldwork. The aim of this communication is to give an example of innovative fieldwork including taking digital photographs of relevant geological structures, GPS location measurements, data indexation, data annotation and geolocalisation of data on a geological map.

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Computer reconstruction of three-dimensional exceptionally-preserved fossils

Dr Kate Saunders - Department of Earth Sciences, University of Oxford
Dr Derek Briggs - Department of Geology and Geophysics, Yale University, USA
Dr David J. Siveter - Department of Geology, University of Leicester
Dr Mark D. Sutton - Department of Earth Science and Engineering, Imperial College, London

A new method has been developed to study fossils from the 'Herefordshire Konservat-Lagerstatte' . They occur within carbonate concretions in a volcaniclastic deposit in the Wenlock Series (Lower Silurian, ~425 Ma) of Herefordshire, UK. The fossils are preserved three-dimensionally and in very fine detail, but are difficult to study using conventional means; low x-ray contrast of the material also precludes CT scanning.

A technique has been developed to study these fossils, using a computer to reconstruct virtual models from data captured by serial grinding and digital photography. The specimens are firstly ground serially and digitally photographed at regular 10–30 micron intervals. The resulting data set is then carefully edited to remove extraneous material, to resolve fossil/matrix ambiguities, and to ensure the continuity of thin structures in reconstruction. Images can also be colour-coded manually to identify separate structures, such as appendages. The edited data is then used to generate three-dimensional computerised reconstructions. Different structures can be reconstructed separately and rendered in different colours to aid visualisation and to hide structures selectively in order to perform ‘visual dissections’. Virtual specimens can be studied using pre-rendered video files, printed stereo-pairs, or (most usefully) via a custom onscreen visualisation system with stereo-capability.

Fossils that have been studied using this method including several arthropods, molluscs, echinoderms and a polychaete worm. The detail resolved with the new technique has revealed and documented a diverse and evolutionarily important fauna of soft-bodied marine invertebrates, which would otherwise have remained enigmatic.

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Use of IT to produce student-centred teaching materials for fieldwork

Prof Brian Whalley - School of Geography, Queen’s University, Belfast

The Universal Serial Bus (USB) has revolutionised data acquisition and, together with cheap laptop computing means that many measurements can now be taken and analysed in the field or in the laboratory. Images from the field can be used to record data or show use of instruments in pre/post fieldwork. Use of simple equipment can make it easier for disabled student to participate, sometimes vicariously, but via a group video of the measurements. This poster shows some devices which can be used with field (or lab) portable computers to produce student-centred teaching materials. Some devices can be used independently and materials manipulated on a computer, others require linking to a computer in the field for image capture for example. Some devices (such as PDAs or MPG players) can be used as intermediaries.

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The Introduction of ICT in Fieldwork to Enhance Student Learning

Dr Anne Wheeler, School of Applied Sciences, University of Wolverhampton

The Geography and Environmental Science subject group at the University of Wolverhampton has introduced a dedicated information and communication technology package into the fieldwork experience to enhance student learning. The field kit which consists of a laptop computer, digital/video cameras, portable scanner, printer and hand-held GPS is kept in a waterproof case specifically for student fieldwork use. The students are encouraged to use the equipment in the field, for example students are able to produce maps in the field for detailed recording and analysis of sites. Also the use of cameras allows them to take responsibility for identifying and recording aspects of fieldwork for inclusion in subsequent reports. The field kit has been used widely on undergraduate and postgraduate field courses in the UK, Spain, Russian Federation and USA. The benefits in enhancing student learning by the introduction of the fieldwork information and communication technology package has been clearly observed, with students engaging fully with the equipment and using the information gathered to provide observations and evidence to support data collected in their field notebooks. There has been a very positive response from students with them commenting on the sense of relevance and immediacy in the collection of information in the field, and in the enhancement of their reports. The staff have also noticed an improvement in the quality of presentation of fieldwork reports and the external examiner has commented on the improvement in data recording in field reports and the subsequent improvement in data analysis and discussion.

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The Higher Education Academy Subject Centre for Geography, Earth and Environmental Sciences,
Buckland House, University of Plymouth, Drake Circus, Plymouth, PL4 8AA
Email: info@gees.ac.uk Tel: ++44 1752 584529 Fax: ++44 1752 584880