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The Geology Explorer: Successes and Challenges for Teaching Non-Science Majors

The Geology Explorer: Successes and Challenges for Teaching Non-Science Majors. D.P. Schwert, B.M. Slator, and B. Saini-Eidukat North Dakota State University. The Challenge. “Physical Geology” – 450 students. Largely populated by non- science majors having to take a science.

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The Geology Explorer: Successes and Challenges for Teaching Non-Science Majors

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  1. The Geology Explorer: Successes and Challenges for Teaching Non-Science Majors D.P. Schwert, B.M. Slator, and B. Saini-Eidukat North Dakota State University

  2. The Challenge • “Physical Geology” – 450 students. • Largely populated by non- science • majors having to take a science. • Auditorium class, tight seating, no • flexibility. • Straight lecture format – content • delivery to the masses.

  3. Real World of Planet Earth

  4. Real World of Planet Earth

  5. Virtual World of Planet Oit

  6. Virtual World of the Geology Explorer: I • Game ---- Fun!!! • Synthetic, role-based environment. • Student takes on role of a geologist . . . . • And behaves as a geologist would.

  7. Virtual World of the Geology Explorer: II • Student makes undertakes same • decision-making processes as a • “real” geologist. • Can be implemented for all levels, • including Grade 7 through College. • Newest modules involve both terrane • and terrain analyses.

  8. Some Challenges • Graphically-intensive software Resolution: Graphics provided on CD • Platform, hardware, and software issues Resolution: Test, test, and test again! • Campus firewall issues Resolution: Work with IT folks on each campus

  9. Some Challenges • Software development of this type is $$$ Resolution: Find additional funding • Networks are unstable Resolution: Decentralize delivery • National dissemination vs. IRB mandates Resolution: Work with each campus

  10. To “Visit” Planet Oit: oit.cs.ndsu.nodak.edu Geology Explorer research supported by NSF ITR-0086142 and FIPSE P116B011528.

  11. The Geology Explorer • Role-based, self-paced curriculum. • “Active” versus “passive” learning. • “Learn by doing” vs. “learn by listening.” • Learner diversity is accommodated. • Virtual world allows students to interact • in ways not otherwise possible. • Distance learning becomes a reality.

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