Erasmus Key Action 2

3DTeLC: Bringing the 3-D world into the

classroom: a new approach to teaching,

learning and communicating the science

of geohazards in the terrestrial and

marine environment.

2017-1-UK01-KA203-036719

Erasmus+ 2017 Key Action 203 Strategic

Partnerships for Higher Education.

1 September 2017 – 31 August 2020

Funded by Erasmus+ programme of the European Union

Global natural hazards

Most deadly natural disasters

Project vision

• UK Research Council identified a range of skills shortages in environment and geosciences, including:

• 3D spatial analysis, multi-disciplinarity, data management and informatics, mathematical and numerical skills, fieldwork and observations skills, earth observation and image analysis.

• There was also a lack of understanding of the link between the onshore and offshore environments when it comes to natural hazard processes; and a lack of continuity in the study of offshore and onshore environments.

• This Erasmus+ project has been developed to help tackle these issues through the use of virtual reality as a tool to improve understanding of natural hazards, while allowing cross disciplinary collaboration between geoscience and creative technology.

VisionThe vision for the project is as follows:

Virtual reality: computer science, gaming and visualisation technology offers new tools to assist in understanding these complex three dimensional environments.

Drone technology: project relies upon high resolution imaging of onshore and offshore environment using UAV technology.

Field skills: recognise the importance of field and observation skills in support of our understanding of geohazards. Therefore, project includes four summer school events.

Curriculum design for postgraduate teaching of natural hazards on onshore and offshore environments.

Virtual reality

Summer Schools

Project design

Project comprises three main components:

1. Intellectual outputs that provide the deliverables from the project including VR, teaching materials and curriculum design.

2. Learning and teaching: Two classroom based workshops involving mobility of staff and students from each academic institution.

3. Learning and teaching: Two summer school field training involving mobility of staff and students from each academic institution.

In addition:

• Three transnational project meetings to be held in UK, Italy and Greece.

• Multiplier event dissemination conference to be held at the end of the project.

Pro

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Funded by Erasmus+ programme of the European Union

Onshore and offshore geohazards

Submarine geohazards

• Offshore geohazards can have devastating impacts (tsunamis, landslides, eruptions, gas release).

• Significant amount of infrastructure on the sea floor (cables, hydrocarbons) and populated coastal areas are at risk.

• Magnitude and recurrence interval often little understood.

Project design

Project comprises three main components:

Intellectual outputs that provide the deliverables from the project that will form the teaching materials and curriculum design.

(1) Skills benchmarking will be undertaken using audits at census points during the project monitor student progress

(2) Onshore and offshore 3D virtual reality models will be generated from the drone imagery and elevation data and ROV submersible data

(3) Seamless navigation, mapping and measuring in virtual reality above and below water will be possible.

(4) New pan-european university postgraduate curriculum will be developed, providing 3D virtual reality data for specific hazards both onshore and offshore, 3D virtual reality modules.

Project design

Project comprises three main components:

Learning and teaching: Two classroom based workshops involving mobility of staff and students from each academic institution.

(1) Two classroom workshops that form part of this 3DTeLC project. UK held in July 2018 and a final workshop in France in 2020.

(2) Focus of the workshops is to integrate standard teaching methods with use of virtual reality.

(3) To facilitate cross disciplinary interaction and collaboration between staff and students from geosciences and creative technology.

Project design

Project comprises three main components:

Learning and teaching: Two summer school field training involving mobility of staff and students from each academic institution.

(1) Second of field summer schools workshops that form part of this 3DTeLC project. Two field based workshops (Greece and Italy).

(2) Focus of the workshops is to provide a mix of classroom and field teaching to support understanding of onshore and offshore geohazards.

(3) To facilitate cross disciplinary interaction and collaboration between staff and students from geosciences and creative technology.

(4) Mix of technical and scientific to encourage cross-disciplinary collaboration.

Deliverables(1) Skills audit will provide a longitudinal study of skills development in postgraduate students over the duration of the project.

(2) Virtual Reality ready providing highly realistic virtual reality environment to provide demonstrators for erosion, landslide, active tectonics and volcanic features in both terrestrial and submarine environments.

(3) Tools to navigate, map, measure and export features from within the virtual reality (points, lines or polygons).

(4) Learning resources, publications and waypoint files that accompany each of the VR-ready datasets.

(5) Common curriculum that provides the basis for postgraduate teaching of geohazards using the 3D virtual reality.

(6) Teaching materials including presentations, practical exercises and videos from classroom and field summer schools.

Why are you here?

• Students and staff from each of the academic partners in the project (Portsmouth, Athens, Milan and Clermont) attend the summer schools.

• Event comprise mix of lectures, practical and field activities with a focus on collaboration between students and staff from different countries and specialisms (scientific and technical).

Thanks

3dtelc@port.ac.ukmalcolm.whitworth@port.ac.uk