Physics – Geophysics
Scientific paper
Dec 2009
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2009agufmed53e..07d&link_type=abstract
American Geophysical Union, Fall Meeting 2009, abstract #ED53E-07
Physics
Geophysics
[0840] Education / Evaluation And Assessment, [0850] Education / Geoscience Education Research, [1908] Informatics / Cyberinfrastructure, [1926] Informatics / Geospatial
Scientific paper
We previously reported on innovative techniques for presenting data on virtual globes such as Google Earth using emergent Collada models that reveal subsurface geology and geophysics. We here present several new and enhanced models and linked lesson plans to aid deployment in undergraduate geoscience courses, along with preliminary results from our assessment of their effectiveness. The new Collada models are created with Google SketchUp, Bonzai3D, and MeshLab software, and are grouped to cover (i) small scale field mapping areas; (ii) regional scale studies of the North Atlantic Ocean Basin, the Appalachian Orogen, and the Pacific Ring of Fire; and (iii) global scale studies of terrestrial planets, moons, and asteroids. Enhancements include emergent block models with three-dimensional surface topography; models that conserve structural orientation data; interactive virtual specimens; models that animate plate movements on the virtual globe; exploded 3-D views of planetary mantles and cores; and server-generated dynamic KML. We tested volunteer students and professors using Silverback monitoring software, think-aloud verbalizations, and questionnaires designed to assess their understanding of the underlying geo-scientific phenomena. With the aid of a cohort of instructors across the U.S., we are continuing to assess areas in which users encounter difficulties with both the software and geoscientific concepts. Preliminary results suggest that it is easy to overestimate the computer expertise of novice users even when they are content knowledge experts (i.e., instructors), and that a detailed introduction to virtual globe manipulation is essential before moving on to geoscience applications. Tasks that seem trivial to developers may present barriers to non-technical users and technicalities that challenge instructors may block adoption in the classroom. We have developed new models using the Google Earth API which permits enhanced interaction and dynamic feedback and are assessing their relative merits versus the Google Earth APP. Overall, test students and professors value the models very highly. There are clear pedagogical opportunities for using materials such as these to create engaging in-course research opportunities for undergraduates.
de Paor Declan G.
Gobert J.
Whitmeyer S. J.
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