Virtual Ice Explorer: Immersively Experiencing Changing Glacial Landscapes

世界各地的冰川正在经历巨大的变化。然而，许多人对这些变化的范围了解有限，因为它们在地理上很遥远，难以想象。尽管在过去十年中，数字学习工具和在线科学数据存储库都得到了极大的扩展，但目前还没有将两者结合在一起的接口，使公众能够探索这些快速变化的冰川环境。因此，为了提高公众对现有资源的了解，并提供更多的获取途径，项目团队将开发虚拟冰川探险家，以鼓励对冰川环境的非正式学习。这个网络应用程序将提供一个沉浸式的虚拟环境，并显示一系列地球冰川系统的环境数据。交互式地球仪将允许用户从从极地到热带纬度的一系列地点中进行选择。每个特色站点将为用户提供与以下内容互动的机会：(1)景观的3D渲染；(2)遗址的当地地图；（三）遗址的历史和当代照片；(4)描述地点、过去研究和气候影响的背景信息文本；(5)可利用的环境数据。该应用程序最原始的功能之一将是通过将高分辨率数字高程模型和卫星图像与应用程序内置的沉浸式虚拟环境功能相结合，对冰川景观进行逼真的沉浸式3D渲染。虽然沉浸式环境通常需要昂贵的设备，但我们正在通过开发虚拟冰资源管理器来最大化可访问性，使其在web浏览器中运行，并在各种设备上运行。因此，任何可以上网的人都可以使用该应用程序，他们可以按照自己的节奏进行探索。作为Virtual Ice Explorer成功开发的一部分，项目团队将创建一个数字高程模型平台，供用户在web应用程序中以3D形式进行可视化和探索；策展数字高程模型，地图，图像，文本和环境数据，包括在web应用程序多达11个地理上不同的冰川/冰川景观；与项目伙伴一起迭代地对web应用程序进行用户测试；并设计系统的架构，以方便地扩展到更大的冰川/冰川景观集合。为了扩大最终产品的传播范围，该团队与美国地质调查局合作，在他们的长期冰川与气候项目中展示了四个基准冰川。除了在非正式学习环境中提高对冰川系统的理解外，项目团队还将探索空间学习的应用，利用3D环境进行教育干预，以及在正式学习环境中使用虚拟冰川探索者。该项目由推进非正式STEM学习（AISL）计划资助，该计划旨在推进非正式环境中STEM学习的设计和开发的新方法和基于证据的理解。这包括提供多种途径，扩大STEM学习经验的获取和参与，推进非正式环境中STEM学习的创新研究和评估，以及发展参与者对深度学习的理解。该项目还得到了极地项目办公室的支持。

Glaciers around the world are undergoing dramatic changes. Many people, however, have a limited understanding of the scope of these changes because they are geographically distant and difficult to visualize. Although both digital learning tools and online scientific data repositories have greatly expanded over the last decade, there is currently no interface that brings the two together in a way that allows the public to explore these rapidly changing glacial environments. Therefore, to both improve public understanding and provide greater access to already existing resources, the project team will develop the Virtual Ice Explorer to encourage informal learning about glacial environments. This web application will feature an immersive virtual environment and display a suite of environmental data for an array of Earth's glacial systems. An interactive globe will allow users to select from a collection of sites ranging from polar regions to tropical latitudes. Each featured site will offer users an opportunity to interact with (1) a 3D rendering of the landscape; (2) a local map of the site; (3) historical and contemporary photographs of the site; (4) background information text describing the location, past research, and climate impacts; and (5) available environmental data. One of the most original features of the application will be its realistic, immersive 3D rendering of glacial landscapes by combining very high-resolution digital elevation models and satellite imagery with the application's built-in capabilities for immersive virtual environments. Although immersive environments often require expensive equipment, we are maximizing accessibility by developing the Virtual Ice Explorer to run in a web browser and function across various devices. Thus, the application will be available to anyone with internet access, and they can explore at their own pace. As part of the successful development of Virtual Ice Explorer, the project team will create a platform for digital elevation models to be visualized and explored in 3D by users within the web application; curate digital elevation models, maps, images, text, and environmental data for inclusion in the web application for up to 11 geographically diverse glaciers/glacial landscapes; iteratively user-test the web application with project partners; and design the architecture of the system to readily scale to a larger collection of glaciers/glacial landscapes. To extend dissemination of the final products, the team has partnered with the U.S. Geologic Survey to showcase four benchmark glaciers in their long-term Glaciers and Climate project. In addition to improving understanding of glacier systems in informal learning environments, the project team will explore applications for spatial learning, employment of 3D environments for educational interventions, and use of Virtual Ice Explorer in formal learning environments. This project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. The project also has support from the Office of Polar Programs.