A methodological framework for transitioning field-based geography to virtual landscape learning in higher education: a case study from alpine glacial landscapes in Glacier National Park, Montana

Keywords: virtual learning, immersive, field-based, augmented environment, perception
Abstract Type: Paper Abstract

Abstract

In physical geography education, the benefit of using Virtual Learning Environments (VLE) includes increased accessibility, demonstration of abstract concepts, and increased student engagement. This presentation explores a process for transforming field-based geography research to immersive virtual environments for geography education. We define VLEs as representations of a specific geographical area using 360 photographs, augmented by data, digital images, 3-D models, and/or video collected in situ. We discuss: 1) site selection 2) resource acquisition for instructional assets, 3) content curation and development, 4) migration into resource library, 5) lesson building, and 6) publication of the VLE. We demonstrate these steps by transitioning content from an ongoing study of vegetation colonization at retreating glacier forelands in Glacier National Park, Montana into an immersive field experience using GeoEPIC, a Virtual Reality (VR) browser-based learning platform. The digital platform’s resource library, content builder, and VR viewer offers access to these sites in 3-D without screen limitations and the need for downloads or more expensive headsets. The virtual experience immerses learners within authentic glacial landscapes, offering the perception of being in the glacial environment. The agency of exploration serves as a proxy for field experience to explore dynamic and complex systems associated with environmental themes of water supply, climate change, natural hazards, and ecological succession.