198 Geoheritage Without Borders: International Perspectives on the Conservation and Celebration of Geodiversity, Part II

Every nation has a story to tell about its geodiversity–-but what are best practices to promote conservation of our geoheritage?  This GSA-ProGEO Western Hemisphere session explores innovative partnerships to conserve geoheritage and celebrate geodiversity.

Tuesday, 21 October 2025
1:30 PM - 5:30 PM
HBGCC, Stars at Night Ballroom B2&B3

A Call for Systematic Use of Virtual Field Experiences in Geoheritage Conservation, Curation, and Education

Paper number: 198-12
Program: Technical Sessions
Time: 4:15 PM – 4:35 PM

Authors

Abstract

A growing body of research indicates that virtual field experiences (VFE) serve as practical and effective alternatives to in-person field experiences in formal and informal geoscience education. Logistical, accessibility, and sustainability challenges to on-ground fieldwork in many places, not to mention the power of the digital realm to serve far greater numbers of learners, favor the use of VFE in many circumstances—particularly to engage novice students and the public with geoscientific exploration in a way that is more authentic than passive viewing of images or videos. VFE are widely produced by geoscience educators and range from professional multimedia-rich presentations to student-produced class projects done simply but effectively. The technology and training to produce VFE are inexpensive or free, and readily available. 

These same advantages and access also apply to geological heritage, and many of the world's storied geoheritage sites, including Grand Canyon, Gubbio, Shark Bay, and Ediacara Hills have already been rendered as open-access VFE curated online and typically enhanced with educational content. From the perspective of teaching and interpretation, backed by research, VFE can prepare geoscientists and visitors for on-ground experiences at geoheritage sites, foster integration of geodiversity and geoheritage topics into formal geoscience education at all levels, and share the pedagogical power of geoheritage with the world of active learners. Sensitive sites can be better conserved, and the carbon footprints of travel lessened as well. Thoughtfully constructed, educationally robust, and freely accessible VFE can and should become components of any systematic documentation and curation of global geoheritage sites, such as the IUGS 100 series and the geoheritage programs of national and regional Park Services and Geological Surveys. Even in the geoscience-education realm there is not yet a thorough, systematic classification and curation of open-access VFE; to do this first under the banner of global geoheritage conservation, curation, and education would benefit all of geoscience.

Geological Society of America Abstracts with Programs. Vol. 57, No. 6

doi: 10.1130/abs/2025AM-412507

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