Engaging with Local Spaces: Student-created digital field tours to facilitate community learning
Notice bibliographique
Résumé
The disciplines of geology and physical geography often rely on experiential learning and real-world observations, like those offered on field trips, to share knowledge and engage students. During the shift to online teaching during the COVID-19 pandemic, those in higher education had to quickly embrace innovative technologies (e.g., handheld LiDAR scanners, 3D scanner apps, affordable drones, and 360-cameras) and online applications such as ArcGIS StoryMaps to simulate these field investigations. Here, we are applying what we learned in higher education teaching to share knowledge and engage the general public with the geology and geomorphology of their region. Furthermore, we are employing a user-created content approach, whereby university students create educational content aimed at other students and the general public, to enhance their learning and professional development. Since 2020, undergraduate and graduate university students have collected photos, synthesized literature, and created digital content of outdoor spaces that can be explored freely online. This content includes digital tours of urban and natural spaces highlighting local points of interest, with a focus on geology and geomorphology (e.g., tour of the University Campus, regional geology of Southern Ontario), presented with ArcGIS StoryMaps.Our goal is to equip all users with fundamental scientific knowledge, along with real-world observations and examples, so that they can recognize natural landforms and processes (like weathering and erosion) while deepening their understanding of the role and impact of human activities (e.g., erosion control) on the environment. To engage users and have them reflect on their learning, we will be incorporating interactive components such as knowledge check questions and citizen science contributions (e.g., photo submissions, and observational surveys) in the StoryMaps. To monitor professional development and learning progress of our student creators, we will include goal-setting and self-evaluation components throughout the project. Student creators will also be asked to evaluate whether participating in these projects enhanced their connection with their environment, provided opportunities to apply knowledge from their classes, and helped develop a sense of accomplishment given the finished products, their ability to share knowledge with others, and their ability to learn new skills and technologies.Beyond regional geology and University campus tours, we are now expanding the network of sites into popular recreational spaces like parks and walking trails alongside interesting natural and designed landscapes, like urban rivers. These projects consider regional geology alongside surface processes, natural hazards, and environmental change, as well as the connections between historical and cultural context with the landscape.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,002 | 0,000 |
| Science ouverte | 0,002 | 0,005 |
| Intégrité de la recherche | 0,000 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».