Exploring Earth's Volcanic Environment: Development of Virtual Reality Education Modules(Phase 2)

地质学（42）本科阶段地球与环境科学教育的一个组成部分是让学生有机会通过实地考察探索自然世界，并对地质过程进行初步观察。正在开发对意大利维苏威火山、夏威夷基拉韦厄火山和冰岛拉基火山的基于网络的虚拟实地考察，以探索爆炸性和喷涌性火山活动的危害和影响。这些模块利用Quicktime虚拟现实（QTVR）全景图像、数字视频剪辑、交互式Flash动画和探究式练习。该项目的主要智力目标是吸引学生作为探险家和观察者，使他们能够了解火山过程和危害，收集虚拟现场信息，然后制定关于爆炸性火山爆发及其产生的沉积物的影响的假设。这些演习正在五所学术机构的不同用户中进行测试，这些学术机构包括罗德岛大学、塔尔萨大学、南印第安纳大学、罗德岛社区学院和塔拉哈西社区学院。作为测试的后续，将举办为期两天的讲师研讨会，讨论课程实施的评估结果，为模块的改进/完善提供反馈，制定便于教师实施的策略，并为开发可随网络模块一起使用的补充讲座材料提供建议。在更广泛的背景下，一个重要的目标是将以前资助的NSF研究项目的研究成果整合到pi中，以扩大科学内容的各种教育应用。这些模块可用于各种本科地球科学课程，如物理与环境地质学、地质灾害学、火成岩岩石学和火山学。这种练习的性质也允许它们在普通公共教育的常规本科课程之外使用。潜在的用途包括通过社区教育计划和与处理火山危害的网站的联系，提高公众对生活在火山地区的人的危害的认识。

Geology (42) An integral part of Earth and Environmental Science education at the undergraduate level is the opportunity for students to explore the natural world through fieldtrips and to make primary observations about geological processes. Web-based virtual fieldtrips to Vesuvius volcano in Italy , Kilauea volcano in Hawaii, and Laki volcano in Iceland are being developed to explore the hazards and impacts of explosive and effusive volcanism. The modules utilize Quicktime Virtual Reality (QTVR) panoramic images, digital video clips, interactive Flash animations, and inquiry-based exercises. The main intellectual objective of the project is to engage students as explorers and observers, enabling them to learn about volcanic processes and hazards, collect virtual field information, and then formulate hypotheses about the effects of explosive volcanic eruptions and the deposits that they produce. The exercises are being tested on a diverse set of users participating in geoscience courses at five academic institutions including the University of Rhode Island, Tulsa University, Southern Indiana University, Community College of Rhode Island and Tallahassee Community College. As a follow-up to the testing, a two-day instructor workshop will be conducted to discuss the evaluation results of course implementation, provide feedback for improvements/refinements of the modules, develop strategies for ease of instructor implementation, and provide suggestions for the development of supplemental lecture material that can accompany the web modules. In the broader context, an important objective is to integrate the findings of previously-funded NSF research projects to the PIs into resources that broaden the science content for diverse educational applications. The modules can be used in a variety of undergraduate geoscience courses such as physical and environmental geology, geologic hazards, igneous petrology and volcanology. The nature of the exercise also allows them to be used outside of a regular undergraduate course for general public education. Potential uses include increasing public awareness of hazards to those living in volcanic area through a program of community education and linkages to website that deal with volcanic hazards.