T209 Geoscience Animations and Videos As Tools for Learning: Using Them in the Classroom, Making Them, and Assessing Their Impact

Tuesday, 6 November 2018
1:30 PM - 5:30 PM
Room 235

LIVE FROM MERION SCIENCE CENTER: CREATING AND USING DEMONSTRATION VIDEOS AND VR FIELD TRIPS FOR INTRODUCTORY GEOLOGY CLASS TO SUPPORT STUDENT CONCEPTUAL UNDERSTANDING AND IMPROVE AFFECT

Paper number: T209-8
Program: Technical Sessions
Time: 3:15 PM – 3:30 PM

Authors

Abstract

Video-based educational resources are well-suited to explaining the dynamic nature of the geosciences, specifically processes and features that challenge students to think both temporally and spatially. Taking advantage of visualizations allows for increased student control of learning to prepare for class or lab to review material and dismantle misconceptions, reinforce concepts taught in lecture, and reflect upon and assess their learning and understanding. With assistance from a university-funded grant, I have begun to create a series of short videos and virtual reality field trips using Google Earth via Oculus Rift, to supplement teaching of geologic concepts and processes. The creation of these videos will allow for a more personal and familiar presentation of multimedia design incorporating spatial and temporal contiguity, multimodalities, and coherence – all of which can be used to enhance student learning and understanding. For increased relevance and personal nature of these videos, I break down the “fourth wall,” doing the demonstrations and activities with the assistance of undergraduate and graduate students in my department and talking to my audience of virtual students. The videos will be implemented to aid in achieving course learning objectives and for the development of a flipped and hybrid course model version of the introductory geology class. Future work will detail the learning gains made by students, and impact to their confidence and attitudes toward learning geology.

Geological Society of America Abstracts with Programs. Vol. 50, No. 6

doi: 10.1130/abs/2018AM-316344

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