Role-Playing to Foster ‘Deep-Sea Exploration’ Through Active and Virtual Learning: A Class-Design for Colombian Higher Education

Sánchez, Juan A.; Neira-Ramírez, Lorena; Rodríguez-Bermúdez, Adriana; Quattrini, Andrea M.

doi:10.5334/cjme.55

Cited by 2 publications

(2 citation statements)

References 26 publications

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“…One survey respondent who only participated in the WhatsApp chat still reported feeling actively engaged in the expedition. Real-time ship-to-shore interactions have previously been identified as key to student learning processes, as they allow students to connect to the wider deep-sea community (Sánchez et al, 2020). We suggest these real-time personalised interactions drove the positive outcome of the scheme.…”

Section: Discussionmentioning

confidence: 99%

Ship-to-Shore Training for Active Deep-Sea Capacity Development

Barnhill

Vinha

Smith

et al. 2023

Preprint

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Sailing on scientific expeditions as an early career researcher (ECR) offers the beneficial opportunity to gain field experience and training. However, the number of available berths to achieve the scientific goals of an expedition limits the number of onboard participants. Telepresence and remote learning can be utilised to increase the number of active participants, broadening the reach of capacity development. The 2021 iMirabilis2 expedition on board the Spanish Research Vessel Sarmiento de Gamboa used telepresence to virtually involve ECRs from several countries in deep-sea science. One year post-expedition, a survey of onshore participants was conducted to assess and quantify the effectiveness of the peer-to-peer ECR ship-to-shore scheme. During the expedition, live, interactive training via WhatsApp and Zoom was utilised by onshore ECRs more than traditional static, uni-directional methods of blog posts and pre-recorded videos. All respondents either agreed or strongly agreed that the scheme provided an inclusive and accessible platform to share deep-sea science. These results suggest similar schemes could be used to supplement shorter duration at-sea-training, used prior to a seagoing experience to better prepare ECRs, or to allow members of the science community unable to join an expedition in person to actively participate remotely, increasing inclusivity.

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Section: Discussionmentioning

confidence: 99%

Ship-to-Shore Training for Active Deep-Sea Capacity Development

Barnhill

Vinha

Smith

et al. 2023

Preprint

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show abstract

“…Some evidence exists on the educational and spiritual connections between humans and the deep sea. New ocean literacy media have pushed the boundaries of public engagement in deep-sea science by using simulated dives and deep-sea exploration through virtual learning (Salazar et al, 2019;Sańchez et al, 2020;Morais et al, 2022). Recently, another aspect that has raised interest is the spiritual dimension associated with deep-sea habitats, including links with religion, cultural traditions, art and literature (Turner et al, 2020).…”

Section: Educational Spiritual and Recreational (Cultural) Servicesmentioning

confidence: 99%

A standardised ecosystem services framework for the deep sea

et al. 2023

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Despite its remoteness, human activity has impacted the deep sea and changes to the structure and function of deep-sea ecosystems are already noticeable. In terrestrial and shallow water marine environments, demonstrating how ecosystems support human well-being has been instrumental in setting policy and management objectives for sustainable resource use. Foundational to this approach is a framework of ecosystem service (ES) classification and a synthesis of the knowledge base, which can then be used to structure decision-support tools such as ecosystem accounts or Environmental Impact Assessments. At present, no such framework exists for the deep sea. There is thus an urgent need to determine and assess the ES provided by deep-sea habitats and species before (potentially irreversible) decisions are made about deep-sea habitat use and governance. As a first step towards the incorporation of ES in such decision-making, we undertake two systematic reviews of the scientific literature based on the principles of the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) systematic process. This was to define a comparative ES framework and synthesise the current evidence base for how deep-sea habitats support ecosystem services. Our framework proposes four supporting services, three regulating services, four provisioning services and three cultural services for which there is an established and growing body of evidence for the role of deep-sea habitats. The ES framework presented here provides a structure for deep-sea ecosystem services. In its next phase of development, this could provide the foundation for the development of habitat-ecosystem service matrices, which are a critical component for truly accounting for ES in decision-making, particularly spatial management. This framework has significant implications for deep-sea management, conservation and policy, as it provides an ecosystem services-based tool that can be used in any deep-sea ecosystems management across the planet, and it also shows how critical these data gaps are for today’s decisions and how seriously they should be considered in decision-making processes.

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Role-Playing to Foster ‘Deep-Sea Exploration’ Through Active and Virtual Learning: A Class-Design for Colombian Higher Education

Cited by 2 publications

References 26 publications

Ship-to-Shore Training for Active Deep-Sea Capacity Development

Ship-to-Shore Training for Active Deep-Sea Capacity Development

A standardised ecosystem services framework for the deep sea

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