• The motivation for this project is to help students develop a cognitive and intuitive feel for the different scales of processes through which the rock record is assembled. Since field-based studies and physical and numerical modeling form the nucleus for most geological research undertaken by earth scientists working both in academia and industry, field studies and modelling will logically lie at the heart of a successful enquiry-based sedimentology class.

    SedWorks: A 3-D visualisation software package to help students link surface processes with depositional product

    The motivation for this project is to help students develop a cognitive and intuitive feel for the different scales of processes through which the rock record is assembled. Since field-based studies and physical and numerical modeling form the nucleus for most geological research undertaken by earth scientists working both in academia and industry, field studies and modelling will logically lie at the heart of a successful enquiry-based sedimentology class.

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  • The goal of the project was to develop a suite of tools to enable geology undergraduate students to use the 3-D virtual globe visualisation of GoogleEarth™ as an introduction to Geographical Information Systems (GIS), and to enhance their understanding of geological structures in 3-D. These tools were used in association with 2nd year tutorials, alongside traditional approaches to geological mapping.

    GoogleEarth™ enhancement of geological mapping training and planning

    The goal of the project was to develop a suite of tools to enable geology undergraduate students to use the 3-D virtual globe visualisation of GoogleEarth™ as an introduction to Geographical Information Systems (GIS), and to enhance their understanding of geological structures in 3-D. These tools were used in association with 2nd year tutorials, alongside traditional approaches to geological mapping.

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  • This project was for assistance and support in using wikis to support teaching and learning. The students learn about physical, crystallographic and optical properties of minerals through the semester, and as they are going along they have to compile a database of these properties for 10 common minerals.

    Creating a wiki in Blackboard for student assessment

    This project was for assistance and support in using wikis to support teaching and learning. The students learn about physical, crystallographic and optical properties of minerals through the semester, and as they are going along they have to compile a database of these properties for 10 common minerals.

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  • Numerical and graphical examples are used in lectures to model the solution of some typical problems in a Chemical Engineering unit dealing with particle-fluid systems called Solid-Fluid Systems (SFS). These techniques are inherently dynamic and in most occasions difficult to follow in lectures by students who are trying to grasp the concepts and at the same time learn a method where the application of these concepts are key to solving a problem.

    Podcasts and interactive problem solving

    Numerical and graphical examples are used in lectures to model the solution of some typical problems in a Chemical Engineering unit dealing with particle-fluid systems called Solid-Fluid Systems (SFS). These techniques are inherently dynamic and in most occasions difficult to follow in lectures by students who are trying to grasp the concepts and at the same time learn a method where the application of these concepts are key to solving a problem.

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  • This project added facilities for live on-line interaction between the tutor and students during lectures, in particular live communication (by inking on slides) and discussion of students’ answers to questions posed by the lecturer during lectures. Live feedback was achieved; this should enable live assessment, in particular peer assessment, in future.

    In-class active learning

    This project added facilities for live on-line interaction between the tutor and students during lectures, in particular live communication (by inking on slides) and discussion of students’ answers to questions posed by the lecturer during lectures. Live feedback was achieved; this should enable live assessment, in particular peer assessment, in future.

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