As part of the V-global project, we realized a field in Athens in May 2022.
The data collected allowed us to collaboratively create 5 virtual terrains on global change. These virtual fields are based on a common methodology.
Methodology to create VFT
- Identify keywords and choose a problem
- Identify 5 relevant datas
- Geolocate them
- Build the scenario of the virtual field trip
- Elaboration of the virtual field trip
The virtual fields were then created using different tools: Storymap and Genially. The renderings are varied and present the different ways of exploring the space virtually.
Virtual Field Trip created
The Université Paris Cité’s field trip is based on a sensitive approach to the field. It is enhanced by artistic representations of the space.
The virtual field trip of Universität Hamburg is participative and includes tools like limesurvey or filling the blanck.
The virtual field trip developed by Eurogéo is based on a more conceptual (with a heuristic map) and visual approach with visual panoramas of the area.
Commonspace has developed a virtual field trip on the scenes of everyday life with both an interpretation of spatial practices and an illustrated road trip.
Finally, NTUA’s virtual field trip proposes a historical approach of Athens put in perspective with a spatial reading of the city.
Photo credits : David Tip on Unsplash
The first V-Global project field trip took place on the 3rd and 4th of May 2022 in Athens. 25 participants from all over Europe visited the city following 4 itineraries presented here.
The fieldwork allowed participants to collect geolocalized data (photos, sounds, videos, feelings) with the geolocalization applications: SW Maps and GeoTag. The participants engaged in a collaborative work with Miro. They shared their experiences, recorded their ideas, and selected the most relevant data. The discussions helped build the narrative of the virtual field trips that are now being developed.
Credits : Caroline Leininger-Frézal, May 3 2022, Athens town centre
The move to remote learning during the COVID-19 pandemic has forced higher education institutions and schools to find new and innovative ways to teach their students. Using virtual field trips has increasingly become a pedagogical strategy for connecting students to important educational experiences.
According to Granshaw & Duggan-Haas (2012), a Virtual Fieldwork Experience (VFE) is an enquiry-based teaching tool that allows a field site to be brought into the classroom. The VFE originates from Geography and Earth Sciences education,. It’s purpose is to simulate the experiences of doing research outside of a class or laboratory so that skills can be developed and knowledge gained.
VFEs can offer opportunities to explore sites that are not practical to travel to in person. They are useful as they allow immersive experiential learning opportunities to be undertaken so that students can practice and develop their skills in simulated situations and circumstances. This makes the fieldwork more accessible, inclusive and equitable. Fragile environments that may be under pressure from visitors can be visited without concerns over conservation and sustainability.
technology allows students to travel and experience the world in time and space
A range of interactive digital learning tools, like drones, virtual reality headsets and the use of remote sensors, can be offered during Virtual Fieldwork Experiences to provide opportunities for students to develop their fieldwork skills. There may also be some situations in which specific fieldwork locations cannot be visited or when field visits take place at all.
The VGlobal project will explore and promote the use of virtual fieldwork experiences in higher education institutions and encourage teachers and lecturers to develop their own VFEs for their students.
Find out more about the aims and objectives of the VGlobal Project
Reference: Granshaw, F.D. and Duggan-Haas, D., 2012. Virtual fieldwork in geoscience teacher education: Issues, techniques, and models. Geological Society of America Special Papers, 492, pp.285-303.