20 Geology and Public Policy in the West

Wednesday, 13 May 2009
1:00 PM - 5:00 PM

USE OF A LOW-COST, PARTIALLY-IMMERSIVE, STEREOGRAPHIC PROJECTION, 'GEOWALL' SYSTEM FOR TEACHING GEOSCIENCES TO MULTIPLE INTELLIGENCES IN LEARNING ENVIRONMENTS: AN EXAMPLE FROM RADFORD UNIVERSITY, VIRGINIA, U.S.A

Paper number: 20-4
Program: Theme Sessions
Time: 2:00 PM – 2:20 PM

Authors

Abstract

In recent years, the synergistic convergence of low-cost and high-power computer and projection systems have allowed for teachers to experiment with tools for teaching geology within a 3-D, spatially-engaging, stereographic environment. The 'GEOWALL' concept is a stereo-projection and a stereo-viewing system that has recently been advanced as an affordable, yet, efficient, vehicle for delivery of stereographic imagery (Sethi, 2007; Steinwand et al., 2003). Integral to this system is the ability of an instructor to photograph objects or scenes in a 'calibrated', stereoscopic manner, the stereo-pairs of images are then processed through third-party software for generation of data files that are synchronized for the left and right eyes of a viewer. Once the images are extracted within the software, the final 'output' stereo-pairs can be rendered in a variety of 3-D-friendly formats including the Anaglyph, Side-by-Side, and Polarized modes. Students use fairly inexpensive plastic glasses to learn in a partially-immersive but a fully-spatial, 3-D environment, with a high level of engagement with the 'spatial' intelligence type in learners.

This paper presents the advantages and the disadvantages of the design, set-up and use of such a GEOWALL system, as has been installed in the Department of Geology at Radford University. The author shall highlight the importance of understanding one's 'specific' teaching goals prior to designing a particular GEOWALL system that can then be optimized for the intended audience and learning outcomes.

This paper will present a step-by-step approach with which similar GEOWALL systems can be designed and set-up in a 'turn-key' fashion so that other educators with an interest in 3-D imaging and teaching can benefit from the author's experience. Implications and benefits of use of such a spatially-sensitive teaching/learning technology in specific sub-disciplines within the Geosciences will also be presented.