13-5 Design, Deployment, Assessment, and Best Practices: Virtual Field Trips for Teaching General Education Geology Using ARC-GIS and the MindTap Learning Platform

Session: Building Connections Between Educators and Geoscientists to Foster the Future Workforce

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Abstract:

Virtual Field Trips (VFTs) have evolved significantly over time and today offer educators a means for delivering geological content in a format that can efficiently connect with the wide spectrum of learning styles of students in college-level geology courses. We will present the evolution of design, deployment, and assessment of a highly successful series of ten VFTs that were developed using Cengage’s MindTap Learning Platform for use in general education courses spanning physical geology and oceanography. From the design perspective we shall discuss key factors that have evolved over the years as well as factors that have remarkably remained constant. Examples of variables that have evolved include available instructional technologies, optimal ‘seat-times’ and attention spans in students, accessibility (diversity and inclusivity), and cost. Examples of variables that have remained as a constant include robust models of packaging content so that concepts can be taught in a manner that facilitates online and self-paced learning with a clear ‘road map’ of learning goals and assessment that promotes critical thinking.

We will showcase selected VFTs for an understanding of features and strategies that (i) tend to be effective for learning, (ii) seem to be ignored or glossed over by students, and (iii) tend to detract from the learning objectives and hence warrant being jettisoned. The five VFTs to be highlighted will include topical coverage of concepts about igneous rocks and processes (Yosemite National Park), geologic time (Grand Canyon National Park), sedimentary rocks (Capitol Reef National Park), mass movement (Arches National Park), and volcanoes (Hawaii Volcanoes National Park and Mount St. Helens National Volcanic Monument). We will also present results of our ongoing assessment based on anonymous student feedback regarding a variety of performance parameters including level of engagement, time-on-task, overall quality of learning, critical thinking, and ability for self-guided exploration. Information about how to adopt such VFTs for classes will be provided.

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