The Virtual Palaeosciences (ViPs) project: resources for online learning in or out of a pandemic

Hutchinson, Simon M.; Bacon, Karen L.; Bunting, M. Jane; Hurrell, Elizabeth R.

doi:10.1080/03098265.2022.2129599

Cited by 3 publications

(2 citation statements)

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“…The goal of this Research Topic was to stimulate the sharing of good practice and new developments around teaching methods within the palaeosciences. The collegial sharing of methods, experiences, and recommendations was greatly encouraged by the COVID-19 pandemic "pivot to online", and led to the development of the Virtual Palaeosciences project (Hutchinson et al, 2022; https://virtualpalaeoscience.uk/), a community of practice focused on palaeoscience education. Pedagogical ideas are always developing, and the more extensive use of active learning, flipped classrooms, and online tools is opening a range of new opportunities.…”

Section: Introductionmentioning

confidence: 99%

Editorial: Teaching palaeosciences to future generations

et al. 2022

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Section: Introductionmentioning

confidence: 99%

Editorial: Teaching palaeosciences to future generations

et al. 2022

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“…Ще одним вдалим прикладом є проєкт дистанційного навчання у сфері палеонтології та геоморфології «Virtual Palaeosciences» (ViPs), спрямований на використання та створення освітніх онлайн-ресурсів, а також налагодження професійних зв'язків і обміну досвідом [6]. Початкова мета проєкту полягала в створенні єдиного простору для пошуку тематичних онлайн-ресурсів -від коротких відео до повноцінних практичних занять або віртуальних екскурсій -з подальшою метою виявлення та заповнення прогалин у навчально-методичному забезпеченні цих дисциплін.…”

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Specifics of practical training of geography students in a remote format

Borysenko,

Popovych,

Popov

2022

Geographical Education and Cartography

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The purpose of the article is to highlight specifics and give recommendations for practical training of geography students in a remote format based on the teacher experience at the Department of Physical Geography and Cartography at V. N. Karazin Kharkiv National University. The main material. Long-term and meaningful practical training is an integral part of geographers training at the Department of Physical Geography and Cartography. However, since the summer of 2020, we conducted almost all field training of the Department remotely, initially due to the COVID-19 pandemic, currently – due to military operations. The article reveals the specifics of the educational natural science training of the first-year students and the professionally oriented educational training of the second-year students in this format. Remote organization of practical training involves daily synchronous activities in the format of a video conference, followed by questions for self-examination and self-monitoring. The first preparatory step for teachers was the transformation of typical training routes into the format of online lectures and online demonstrations. The second one was the implementation of new types of independent work of students, such as visual analysis of remote sensing data for the Carpathian region, development of training routes through the Carpathians, preparation of reports with presentations about significant objects of the historical and cultural heritage of Ukraine. If lectures are the component of practical training that has significantly improved with the transition to a remote format, then online demonstrations have appeared to be difficult to organize. The main inconvenience during the war is the difficulty or impossibility of finding a physical object adequate for educational purposes within the teacher’s reach and accessing the Internet connection in the area. According to our experience, only the hydrological section of the first-year students’ practical training seemed convenient in this regard. In particular, during the practical training in 2022, students 15 mastered the process of measuring physical characteristics and performing water chemical express test using educational and scientific equipment. Conclusions and further research. It is impossible to transfer the practical training of geography students only to a remote format, because many aspects such as field training, ‘live’ communication between students and teachers, the group fieldwork is lost in this way. If the tasks of the preparatory and cameral stages of the practical training are well adapted to distance learning, the direct field study of natural objects using devices is a unique educational experience that has no full analogues. Nevertheless, if the teachers have to conduct the practical training in the online mode, there are ways to improve this component of the educational process such as involving various media materials, organizing synchronous online demonstrations, using interesting tasks for independent work of students, and making all stages of the practical training interactive.

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Resilient education: The role of digital technology in supporting geographical education in Ukraine

Hutchinson,

Hurrell,

Borysenko

et al. 2024

Trans Inst British Geog

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This commentary spotlights the continued impact of the Russian invasion on geography education in higher education in Ukraine. From discussions with Ukrainian geographers in institutions in contrasting regions of the country, we describe their resilience in adapting the delivery of the physical geography curriculum, especially in the essential area of fieldwork and the use of digital tools. This ‘lived experience’ perspective builds on the theoretical contributions to the discussion initiated by Klinke (2023) in this journal about the challenges posed for geographers. In the third year of the conflict, the challenges set out are considerable, long term, and we call for individuals, universities and funders to further facilitate teaching and learning collaborations despite the limited funds available for the exchange of teaching and learning support and innovation.

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The Virtual Palaeosciences (ViPs) project: resources for online learning in or out of a pandemic

Cited by 3 publications

References 22 publications

Editorial: Teaching palaeosciences to future generations

Editorial: Teaching palaeosciences to future generations

Specifics of practical training of geography students in a remote format

Resilient education: The role of digital technology in supporting geographical education in Ukraine

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