This paper is published under the terms of the CC-BY-NC license.

Abstract. V3Geo is a cloud-based repository for publishing virtual 3D models in geoscience. The system allows storage, search and visualisation of models typically acquired using techniques such as photogrammetry and laser scanning. The platform has been developed to handle models at the range of scales typically used by geoscientists, from microscopic, hand samples and fossils through to outcrop sections covering metres to tens of kilometres. The cloud storage system serves the models to a purpose-built 3D web viewer. Models are tiled to ensure efficient streaming over the internet. The web viewer allows 3D models to be interactively explored without the need for specialist software to be installed. A measurement tool enables users to measure simple dimensions, such as widths, thicknesses, fault throws and more. V3Geo allows very large models comprising multiple sections and is designed to include additional interpretation layers. The specific focus on geoscience data is supported by defined metadata and a classification schema. Public and private storage are available, and public models are assigned Creative Commons licenses to govern content usage. This paper presents V3Geo as a sustainable resource for the geoscience community, including the motivation, main characteristics, and features. Example usage scenarios are highlighted: from undergraduate geology teaching, supporting virtual geoscience education, and preparing virtual field trips based on V3Geo models. Finally, best practise guidelines for preparing 3D model contributions for publication on V3Geo are included as an Appendix.

Abstract. Virtual geological fieldtrips have become increasingly popular over the last decade, with the advent of remote piloted vehicles (RPVs; drones) leading to progressively sophisticated photorealistic virtual outcrops (VOs). As the COVID-19 pandemic led to widespread international travel restrictions, virtual fieldtrips (VFTs) became practical, and necessary substitutes for traditional fieldtrips. This contribution explores two VFTs delivered to a master’s level Petroleum Geoscience course at the University of Aberdeen, normally run as traditional fieldtrips to the Spanish Pyrenees and Utah. The paper describes the delivery of these VFTs and examines student perception, gauged primarily through questionnaires. The VFTs were run in LIME, a software specifically designed for the interpretation of 3D models and the delivery of VFTs. Overall, the student questionnaires reflect the satisfaction of group with the teaching method and feedback was more positive for the virtual fieldtrips than the equivalent real-world trips in earlier years. Our findings also highlight several notable advantages associated with VFTs, including the ability to examine geology data at a range of scales, financial and access inclusivity, and reduced environmental impact. Several disadvantages with VFTs were also highlighted, including a reduction in social cohesion, and missing out on the experience of travelling and being outdoors. Our findings highlight implications for future application of VFTs and the opportunity to utilise both traditional fieldtrips and VFTs within a blended learning approach.

<p><strong>V3Geo </strong>is a cloud-based repository for virtual 3D models in geoscience, allowing storage, searching tools and visualisation of 3D models typically acquired through photogrammetry (structure-from-motion), laser scanning or other laboratory-based 3D modelling methods. The platform has been developed to store and access 3D models at the range of scales and applications required by geoscientists – from microscopic, hand samples and fossils through to outcrop sections covering metres to tens of kilometres. A 3D web viewer efficiently streams the model data over the Internet connection, allowing 3D models to be explored interactively. A measurement tool makes it possible for user to measure simple dimensions, such as widths, thicknesses, fault throws and more. V3Geo differs from other services in that it allows very large models (consisting of multiple sections), is designed to include additional interpretations in future versions, and focuses specifically on geoscience through metadata and a classification schema.</p><p>The initial version of V3Geo was released in 2020 in reaction to the COVID-19 pandemic, with the aim of providing virtual tools in a time of cancelled field excursions, field-based courses and fieldwork. The repository has been accepting community contributions, based on a guideline for preparing and submitting high quality 3D datasets. Contributions are subject to a technical review to ensure underlying quality and reliability for scientific and professional usage. Model description pages give an overview of the datasets, with references, and datasets themselves are assigned Creative Commons licences. The 3D viewer can be embedded in webpages, making it easy to include V3Geo models in virtual teaching resources. V3Geo allows increased accessibility to field localities when travel or mobility is restricted, as well as providing the foundation for virtual field trips. The database currently includes around 200 virtual 3D models from around the world, and will continue to develop and grow, aiming to become a valuable resource for the geoscience community. Future updates will include tools to facilitate upload and technical review, interpretations and Digital Object Identifiers.</p>

Abstract. The advent of photorealistic, 3D computer models of cliff sections (virtual outcrops) has improved the immersive nature of virtual geological field trips. As the COVID-19 pandemic led to widespread national and international travel restrictions, virtual field trips (VFTs) became practical and essential substitutes for traditional field trips and accelerated the development of VFTs based on virtual outcrop data. This contribution explores two such VFTs delivered to a masters level Integrated Petroleum Geoscience course at the University of Aberdeen. These VFTs are based on traditional field trips that are normally run to the Spanish Pyrenees and Utah (USA). The paper summarizes the delivery mechanism for VFTs based on virtual outcrops and examines student perception, gauged primarily through questionnaires and learning outcomes. The VFTs were run in LIME, a software specifically designed for the interpretation of 3D models and the delivery of VFTs. Overall, the student perception was very positive and comparable to satisfaction with the conventional trips. Staff feedback and student assessments suggest that the learning outcomes were satisfied and highlight the value of this method of teaching for students who are unable to attend the field trip and as an addition for those who can.