S. Hutchinson, K. Bacon, M. Bunting, Elizabeth R. Hurrell
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ViPs aim to become a “hub” for palaeoscience teaching resources. While some face-to-face teaching has returned in Higher Education, the benefits of online elements have become clear to students and educators alike. Therefore, following the pandemic, an increasing shift towards a blended delivery with greater use of OERs in palaeoscience and other disciplines is likely. Longer term, the ViPs project also seeks to increase inclusive, accessible education in the palaeosciences through the digital enhancement of provision, by supporting both users and creators of virtual teaching materials. [ FROM AUTHOR] Copyright of Journal of Geography in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"The Virtual Palaeosciences (ViPs) project: resources for online learning in or out of a pandemic\",\"authors\":\"S. Hutchinson, K. Bacon, M. Bunting, Elizabeth R. Hurrell\",\"doi\":\"10.1080/03098265.2022.2129599\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The Virtual Palaeosciences (ViPs) project is a collaborative initiative bringing palaeoscientists together to locate, access and share online educational resources (OERs). It began as a response to the 2020 shift to online learning when the COVID-19 pandemic curtailed field and lab work. We outline the development and initial outcomes of the project and consider future directions post-pandemic. Our initial focus was to create a searchable list of OERs (now numbers 600+). The project has also promoted co-operation across institutions and created new collaborations. It became clear that even experienced and teaching-focused educators were anxious about how to incorporate virtual materials and develop alternatives to field and laboratory work and deliver their intended learning outcomes. ViPs aim to become a “hub” for palaeoscience teaching resources. While some face-to-face teaching has returned in Higher Education, the benefits of online elements have become clear to students and educators alike. Therefore, following the pandemic, an increasing shift towards a blended delivery with greater use of OERs in palaeoscience and other disciplines is likely. Longer term, the ViPs project also seeks to increase inclusive, accessible education in the palaeosciences through the digital enhancement of provision, by supporting both users and creators of virtual teaching materials. [ FROM AUTHOR] Copyright of Journal of Geography in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . 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The Virtual Palaeosciences (ViPs) project: resources for online learning in or out of a pandemic
The Virtual Palaeosciences (ViPs) project is a collaborative initiative bringing palaeoscientists together to locate, access and share online educational resources (OERs). It began as a response to the 2020 shift to online learning when the COVID-19 pandemic curtailed field and lab work. We outline the development and initial outcomes of the project and consider future directions post-pandemic. Our initial focus was to create a searchable list of OERs (now numbers 600+). The project has also promoted co-operation across institutions and created new collaborations. It became clear that even experienced and teaching-focused educators were anxious about how to incorporate virtual materials and develop alternatives to field and laboratory work and deliver their intended learning outcomes. ViPs aim to become a “hub” for palaeoscience teaching resources. While some face-to-face teaching has returned in Higher Education, the benefits of online elements have become clear to students and educators alike. Therefore, following the pandemic, an increasing shift towards a blended delivery with greater use of OERs in palaeoscience and other disciplines is likely. Longer term, the ViPs project also seeks to increase inclusive, accessible education in the palaeosciences through the digital enhancement of provision, by supporting both users and creators of virtual teaching materials. [ FROM AUTHOR] Copyright of Journal of Geography in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
期刊介绍:
The Journal of Geography in Higher Education ( JGHE) was founded upon the conviction that the development of learning and teaching was vitally important to higher education. It is committed to promote, enhance and share geography learning and teaching in all institutions of higher education throughout the world, and provides a forum for geographers and others, regardless of their specialisms, to discuss common educational interests, to present the results of educational research, and to advocate new ideas.