Three-Dimensional Online Visualization and Engagement Tools for the Geosciences

Educational tools often sacrifice interactivity in favour of scalability so they can reach more users. This compromise leads to tools that may be viewed as second tier when compared to more engaging activities performed in a laboratory; however, the resources required to deliver laboratory exercises that are scalable is often impractical. Geoscience education is well situated to benefit from interactive online learning tools that allow users to work in a 3D environment. Visible Geology (http://3ptscience.com/visiblegeology) is an innovative web-based application designed to enable visualization of geologic structures and processes through the use of interactive 3D models. The platform allows users to conceptualize difficult, yet important geologic principles in a scientifically accurate manner by developing unique geologic models. The environment allows students to interactively practice their visualization and interpretation skills by creating and interacting with their own models and terrains. Visible Geology has been designed from a user centric perspective resulting in a simple and intuitive interface. The platform directs students to build there own geologic models by adding beds and creating geologic events such as tilting, folding, or faulting. The level of ownership and interactivity encourages engagement, leading learners to discover geologic relationships on their own, in the context of guided assignments. In January 2013, an interactive geologic history assignment was developed for a 700-student introductory geology class at The University of British Columbia. The assignment required students to distinguish the relative age of geologic events to construct a geologic history. Traditionally this type of exercise has been taught through the use of simple geologic cross-sections showing crosscutting relationships; from these cross-sections students infer the relative age of geologic events. In contrast, the Visible Geology assignment offers students a unique experience where they first create their own geologic events allowing them to directly see how the timing of a geologic event manifests in the model and resulting cross-sections. By creating each geologic event in the model themselves, the students gain a deeper understanding of the processes and relative order of events. The resulting models can be shared amongst students, and provide instructors with a basis for guiding inquiry to address misconceptions. The ease of use of the assignment, including automatic assessment, made this tool practical for deployment in this 700 person class. The outcome of this type of large scale deployment is that students, who would normally not experience a lab exercise, gain exposure to interactive 3D thinking. Engaging tools and software that puts the user in control of their learning experiences is critical for moving to scalable, yet engaging, online learning environments.