Search

found 2 results

Research papers, University of Canterbury Library

Field trips are one of the most critical pieces of learning for students in sciences like geology, biology, and geography. Virtual field trips (VFT) are being increasingly considered as sophisticated and effective forms of teaching, especially with the rise of new technologies and the growing demand for more inclusive classroom environments. This research developed a virtual field trip for Tertiary students in an introductory-level geology course (GEOL 113: Environmental Geohazards) at the University of Canterbury. This initiative was in partnership with LEARNZ – a highly esteemed virtual fieldtrip team run by CORE Education that creates successful VFTs for Primary and Secondary students in New Zealand. Key components of the Tertiary VFT include a student acting as the virtual field trip teacher interviewing experts and leading the field trip, web-based background material, online assessment, and photos. In two successive academic years, students participated in the VFT during lectures and as pre class assignments prior to a one-day earthquake hazards workshop. In 2016, the virtual field trip used the LEARNZ web platform and occurred synchronously with the class; in 2017 the virtual fieldtrip reused the video, images and word documents from the previous year with the addition of a Google Earth component and with no reliance on the LEARNZ web platform. The goals of the trip were designed to prepare students for the earthquake hazards workshop, in which students analysed earthquake impacts over varying timescales and then applied that knowledge to develop strategies for the recovery of three crucial industries (dairy, mining, or tourism) on the West Coast of New Zealand’s South Island. In both years, number of clicks data showed that students interacted with online material far more during this week of the course than any other. Following the synchronous version in 2016, the students who were surveyed reported (1) they enjoyed the trip, (2) they found background material useful for preparation for the trip and the workshop, and (3) the additional work was at the appropriate level. Despite predominantly positive responses from the students, we experienced some negative feedback from participating staff mainly associated with stress and technical difficulties in running the synchronous VFT. With the asynchronous trip in 2017, staff reported a highly positive overall experience, with a perceived enhanced interaction with class during lecture time, and an increased and enhanced engagement with course material outside of class. The student survey again showed that the majority of students surveyed enjoyed the virtual fieldtrip, and that it was useful preparation for the workshop. Additionally, they reported an improved link between earth processes and society, which was a key overarching aim for the course. We propose that the synchronous version poses more excitement and immersion in the field environment, whereas the reuse of the asynchronous version increases the utility (and hence value for money) of the trip, and minimises technical difficulties and lecturer stress. Additionally, re-using the material in the asynchronous version offered opportunities to improve and supplement the past content, such as the incorporation of following an annotated trip path in Google Earth. As recommendations for others interested in developing virtual fieldtrips, we report that the design of a virtual fieldtrip should include (1) Goal-aligned content and assessment for both practice and marks, (2) a student and instructor experience that is authentic and flexible to both the people and the place. We suggest that these aims can be achieved whatever the budget or timeframe and make our material freely available at https://serc.carleton.edu/index.html.

Research papers, University of Canterbury Library

Observations made in past earthquakes, in New Zealand and around the world, have highlighted the vulnerability of non-structural elements such as facades, ceilings, partitions and services. Damage to these elements can be life-threatening or jeopardise egress routes but typically, the main concern is the cost and time associated with repair works. The Insurance Council of New Zealand highlighted the substantial economic losses in recent earthquakes due to poor performance of non-structural elements. Previous inspections and research have attributed the damage to non-structural elements principally to poor coordination, inadequate or lack of seismic restraints and insufficient clearances to cater for seismic actions. Secondary issues of design responsibility, procurement and the need for better alignment of the various Standards have been identified. In addition to the compliance issues, researchers have also demonstrated that current code provisions for non-structural elements, both in New Zealand and abroad, may be inadequate. This paper first reviews the damage observed against the requirements of relevant Standards and the New Zealand Building Code, and it appears that, had the installations been compliant, the cost of repair and business interruption would have been substantially less. The second part of the paper highlights some of the apparent shortcomings with the current design process for non-structural elements, points towards possible alternative strategies and identifies areas where more research is deemed necessary. The challenge of improving the seismic performance of non-structural elements is a complex one across a diverse construction industry. Indications are that the New Zealand construction industry needs to completely rethink the delivery approach to ensure an integrated design, construction and certification process. The industry, QuakeCentre, QuakeCoRE and the University of Canterbury are presently working together to progress solutions. Indications are that if new processes can be initiated, better performance during earthquakes will be achieved while delivering enhanced building and business resilience.