Bringing the 3-D world into the classroom: a new approach to teaching, learning and communicating the science of geohazards in the terrestrial and marine environment.
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There is an increasing demand for experts able to recognize and assess geohazards and associated risks, which are increasing due to population changes, infrastructure development and climate change. The aim of this project was to change the way we teach natural sciences to help postgraduate students develop key skills, knowledge and understanding in these areas; develop novel methods of 3D immersive teaching and bring the onshore and offshore environments into the classroom. Firstly this project has produced a number of case studies examples for different types of natural hazards, including landslides, coastal erosion, active tectonics and active volcanism; utilising drone imagery to create a series of virtual reality environments that are realistic and navigable using virtual reality headsets and handsets. It is possible to move around and map within the virtual reality environment and take this back into the real world for subsequent analysis and interpretation. The virtual reality software allows individuals to move around the locality either by walking, flying like a drone or an aeroplane to produce an experience that is as close to reality as possible. In addition to navigating around the environment it is also possible to map features either as points, lines or polygon features and then be exported to external software such as a geographical information system. Secondly the project has produced workflows and software that allow any drone data that has been processed using agisoft software to be converted into a virtual reality model that can be loaded using our software and then navigated using the Oculus headset and handset equipment in full immersive virtual reality. Thirdly, Series of teaching materials and guides has been produced for each of these virtual reality models, allowing them to be used as part of any teaching or learning activities. We have undertaken a pedagogic analysis of the use of virtual reality for teaching geohazards through the use of student surveys and other exercises, To better understand how to integrate this virtual reality approach into standard Class Learning. Finally we have disseminated the results of the project and continue to disseminate through the use of peer-reviewed publications both on the technical and geoscience aspects of the project but also on the pedagogy and teaching learning activities. PLEASE REFER TO REPORTS APPENDED TO THIS REPORT FOR A FULL BREAKDOWN OF THE PROJECT DELIVERABLES.##
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