UniServe€Science News: Newsletter of the Science Software Clearinghouse Vol. 2, November 1995
CAL in Earth Sciences
One path in a quality teaching environment
This project is currently funded by a CAUT grant to Andrew Gleadow
and Mark Warne of the Victorian Institute of Earth and Planetary Sciences,
School of Earth Sciences, LaTrobe University
The recent introduction of computer-based education as part of the
geology curriculum at LaTrobe University arose from the need to assimilate
field and classroom (lecture and practical) teaching, and the desire to provide
a better method by which the large diversity of geological materials and
processes could be linked within a broad concept of earth evolution.
The modules are on field geology, pal-aeontology, optical mineralogy,
geological hazards and sequence stratigraphy. These have different specific
educational objectives, but, all address the issue of integrating the teaching
of basic principles and skills with the global perspective of earth and
planetary dynamics.
First Year: Palaeontology & Field Geology
These are two interrelated modules that aim at providing assimilation
and integration of theoretical and field concepts related to a first year
excursion, lecture and laboratory program on Historical Geology. The modules
are based on topics that stimulate student inquisitiveness in the Earth
Sciences and encompass ideas that challenge student perceptions of the enormity
of space and time. They also provide a highly motivational underpinning for
the whole introductory Geology course and act as a medium for inculcating basic
geological knowledge. They are both well suited to the graphical and
interactive features of the CAL environment.
Second Year: Optical Mineralogy
An introductory course on the optics of minerals is foundational to much
of the practical work undertaken by geology students through their second and
third year studies. This subject involves a number of concepts which are
difficult for most students and must be taken at the beginning of second year
because of the sequential development of the overall course. Many of the
students require extra time outside normal classroom to assimilate this
material and need to refresh the subject regularly during the course. The
teaching of this subject can be demonstrator intensive and the demands on staff
time are alleviated by this CAL program. The module also provides remedial
education in the basic physics of light refraction and reflection necessary to
the understanding of how light microscope techniques enable mineral
identification.
Third Year: Sequence Stratigraphy
The principal problem at this level, is the difficulty in tackling
complex concepts under the considerable time pressure of the joint teaching
initiative in Petroleum Geology between the University of Melbourne, Monash
University and LaTrobe University. One particular aspect of the joint
petroleum geology course is the relatively new discipline of sequence
stratigraphy which requires a quite revolutionary reorientation of ideas from
traditional geological thinking. Animation is being used as a particularly
valuable tool in dynamic parts of this course module.
Third Year: Geological Hazards
Another approach at third year level has been explored in a new course
being developed on Geological Hazards. In this course students are asked to
prepare a case history study of a particular geological event such as a major
earthquake or volcanic eruption. Rather than submit an es-say-type
compilation, we are experimenting with having the students prepare their own
multimedia program with easy to use software on their particular case history
for presentation to the rest of their class. This program has produced some
quite remarkable results and a very significant engagement of student
interest.
Mark Warne
mwarne@mojave.latrobe.edu.au