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    Observe, record, interpret: some examples of teaching sedimentology by distance learning including virtual graphic logs

    Bristow, Charlie S. (2020) Observe, record, interpret: some examples of teaching sedimentology by distance learning including virtual graphic logs. The Sedimentary Record 18 (2), ISSN 1543-8740. (In Press)

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    Abstract

    In light of the COVID-19 pandemic, distance learning resources have become urgent. This paper provides distance learning examples that keep the sedimentary field class mantra ‘Observe, Record, Interpret’ at the forefront of the curriculum. These examples are intended to be a resource to other sedimentary geology educators. The approach taken here is based upon learning observation skills and recording sedimentary rocks with a progression from sedimentary lithologies, and basic properties like grain size, through sedimentary structures to graphic logs and facies analysis through experiential learning. Learning objectives for the module include synthesis of geologic data, integration with core concepts in geosciences, and development of coherent scientific interpretation of data. Outcrop photographs from the Cretaceous Woburn Sands that are used as part of a distance learning module in Sedimentology provide an opportunity for students to practice drawing a graphic log without having to venture into the field, effectively bringing the field into the classroom. Drawing a graphic log encourages observation and enables recording of sedimentary rocks in preparation for interpretation and facies analysis. This distance learning module has the added advantage of providing a mechanism to teach more inclusively to students with disabilities that prevent them from participating in traditional field experiences, thus promoting diversity and inclusion in geoscience.

    Metadata

    Item Type: Article
    School: Birkbeck Schools and Departments > School of Science > Earth and Planetary Sciences
    Depositing User: Charlie Bristow
    Date Deposited: 16 Jun 2020 16:18
    Last Modified: 16 Jul 2020 18:01
    URI: http://eprints.bbk.ac.uk/id/eprint/32226

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