Teaching with digital geology in the high Arctic: opportunities and challenges
The Covid-19 pandemic occurred at a time of major revolution in the geosciences – the era of digital geology. Digital outcrop models (DOMs) acquired from consumer drones, processed using user-friendly photogrammetric software and shared with the wider audience through online platforms are a cornerst...
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ftdoajarticles:oai:doaj.org/article:ff0171c195314eae9142ce5de2025469 2023-05-15T14:56:53+02:00 Teaching with digital geology in the high Arctic: opportunities and challenges K. Senger P. Betlem S.-A. Grundvåg R. K. Horota S. J. Buckley A. Smyrak-Sikora M. M. Jochmann T. Birchall J. Janocha K. Ogata L. Kuckero R. M. Johannessen I. Lecomte S. M. Cohen S. Olaussen 2021-09-01T00:00:00Z https://doi.org/10.5194/gc-4-399-2021 https://doaj.org/article/ff0171c195314eae9142ce5de2025469 EN eng Copernicus Publications https://gc.copernicus.org/articles/4/399/2021/gc-4-399-2021.pdf https://doaj.org/toc/2569-7102 https://doaj.org/toc/2569-7110 doi:10.5194/gc-4-399-2021 2569-7102 2569-7110 https://doaj.org/article/ff0171c195314eae9142ce5de2025469 Geoscience Communication, Vol 4, Pp 399-420 (2021) Geography. Anthropology. Recreation G Science Q article 2021 ftdoajarticles https://doi.org/10.5194/gc-4-399-2021 2022-12-31T02:13:03Z The Covid-19 pandemic occurred at a time of major revolution in the geosciences – the era of digital geology. Digital outcrop models (DOMs) acquired from consumer drones, processed using user-friendly photogrammetric software and shared with the wider audience through online platforms are a cornerstone of this digital geological revolution. Integration of DOMs with other geoscientific data, such as geological maps, satellite imagery, terrain models, geophysical data and field observations, strengthens their application in both research and education. Teaching geology with digital tools advances students' learning experience by providing access to high-quality outcrops, enhancing visualization of 3D geological structures and improving data integration. Similarly, active use of DOMs to integrate new field observations will facilitate more effective fieldwork and quantitative research. From a student's perspective, georeferenced and scaled DOMs allow for an improved appreciation of scale and of 3D architecture, which is a major threshold concept in geoscientific education. DOMs allow us to bring geoscientists to the outcrops digitally, which is particularly important in view of the Covid-19 pandemic that restricts travel and thus direct access to outcrops. At the University Centre in Svalbard (UNIS), located at 78 ∘ N in Longyearbyen in Arctic Norway, DOMs are actively used even in non-pandemic years, as the summer field season is short and not overlapping with the Bachelor “Arctic Geology” course package held from January to June each year. In 2017, we at UNIS developed a new course (AG222 “Integrated Geological Methods: From Outcrop To Geomodel”) to encourage the use of emerging techniques like DOMs and data integration to solve authentic geoscientific challenges. In parallel, we have established the open-access Svalbox geoscientific portal, which forms the backbone of the AG222 course activities and provides easy access to a growing number of DOMs, 360 ∘ imagery, subsurface data and published geoscientific data ... Article in Journal/Newspaper Arctic Longyearbyen Svalbard UNIS University Centre in Svalbard Directory of Open Access Journals: DOAJ Articles Arctic Longyearbyen Norway Svalbard Geoscience Communication 4 3 399 420 |
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Open Polar |
collection |
Directory of Open Access Journals: DOAJ Articles |
op_collection_id |
ftdoajarticles |
language |
English |
topic |
Geography. Anthropology. Recreation G Science Q |
spellingShingle |
Geography. Anthropology. Recreation G Science Q K. Senger P. Betlem S.-A. Grundvåg R. K. Horota S. J. Buckley A. Smyrak-Sikora M. M. Jochmann T. Birchall J. Janocha K. Ogata L. Kuckero R. M. Johannessen I. Lecomte S. M. Cohen S. Olaussen Teaching with digital geology in the high Arctic: opportunities and challenges |
topic_facet |
Geography. Anthropology. Recreation G Science Q |
description |
The Covid-19 pandemic occurred at a time of major revolution in the geosciences – the era of digital geology. Digital outcrop models (DOMs) acquired from consumer drones, processed using user-friendly photogrammetric software and shared with the wider audience through online platforms are a cornerstone of this digital geological revolution. Integration of DOMs with other geoscientific data, such as geological maps, satellite imagery, terrain models, geophysical data and field observations, strengthens their application in both research and education. Teaching geology with digital tools advances students' learning experience by providing access to high-quality outcrops, enhancing visualization of 3D geological structures and improving data integration. Similarly, active use of DOMs to integrate new field observations will facilitate more effective fieldwork and quantitative research. From a student's perspective, georeferenced and scaled DOMs allow for an improved appreciation of scale and of 3D architecture, which is a major threshold concept in geoscientific education. DOMs allow us to bring geoscientists to the outcrops digitally, which is particularly important in view of the Covid-19 pandemic that restricts travel and thus direct access to outcrops. At the University Centre in Svalbard (UNIS), located at 78 ∘ N in Longyearbyen in Arctic Norway, DOMs are actively used even in non-pandemic years, as the summer field season is short and not overlapping with the Bachelor “Arctic Geology” course package held from January to June each year. In 2017, we at UNIS developed a new course (AG222 “Integrated Geological Methods: From Outcrop To Geomodel”) to encourage the use of emerging techniques like DOMs and data integration to solve authentic geoscientific challenges. In parallel, we have established the open-access Svalbox geoscientific portal, which forms the backbone of the AG222 course activities and provides easy access to a growing number of DOMs, 360 ∘ imagery, subsurface data and published geoscientific data ... |
format |
Article in Journal/Newspaper |
author |
K. Senger P. Betlem S.-A. Grundvåg R. K. Horota S. J. Buckley A. Smyrak-Sikora M. M. Jochmann T. Birchall J. Janocha K. Ogata L. Kuckero R. M. Johannessen I. Lecomte S. M. Cohen S. Olaussen |
author_facet |
K. Senger P. Betlem S.-A. Grundvåg R. K. Horota S. J. Buckley A. Smyrak-Sikora M. M. Jochmann T. Birchall J. Janocha K. Ogata L. Kuckero R. M. Johannessen I. Lecomte S. M. Cohen S. Olaussen |
author_sort |
K. Senger |
title |
Teaching with digital geology in the high Arctic: opportunities and challenges |
title_short |
Teaching with digital geology in the high Arctic: opportunities and challenges |
title_full |
Teaching with digital geology in the high Arctic: opportunities and challenges |
title_fullStr |
Teaching with digital geology in the high Arctic: opportunities and challenges |
title_full_unstemmed |
Teaching with digital geology in the high Arctic: opportunities and challenges |
title_sort |
teaching with digital geology in the high arctic: opportunities and challenges |
publisher |
Copernicus Publications |
publishDate |
2021 |
url |
https://doi.org/10.5194/gc-4-399-2021 https://doaj.org/article/ff0171c195314eae9142ce5de2025469 |
geographic |
Arctic Longyearbyen Norway Svalbard |
geographic_facet |
Arctic Longyearbyen Norway Svalbard |
genre |
Arctic Longyearbyen Svalbard UNIS University Centre in Svalbard |
genre_facet |
Arctic Longyearbyen Svalbard UNIS University Centre in Svalbard |
op_source |
Geoscience Communication, Vol 4, Pp 399-420 (2021) |
op_relation |
https://gc.copernicus.org/articles/4/399/2021/gc-4-399-2021.pdf https://doaj.org/toc/2569-7102 https://doaj.org/toc/2569-7110 doi:10.5194/gc-4-399-2021 2569-7102 2569-7110 https://doaj.org/article/ff0171c195314eae9142ce5de2025469 |
op_doi |
https://doi.org/10.5194/gc-4-399-2021 |
container_title |
Geoscience Communication |
container_volume |
4 |
container_issue |
3 |
container_start_page |
399 |
op_container_end_page |
420 |
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