Dr Rex Taylor, Associate Professor in Geochemistry, Ocean and Earth Science

While nothing can replace the experience and rewards gained from geological fieldwork, in Ocean and Earth Science, we have developed an additional innovative facet to the field programme: the Virtual Fieldwork Project. An initial objective of this project was to produce an image and specimen-based learning/reference tool for geological and archaeological fieldwork. As the material is laboratory-based, it is ideal for students who have difficulties accessing particular locations to gather the experience and learning outcomes provided by fieldwork.

However, there are a number of additional benefits of the Virtual Fieldwork environment. In particular, students have an opportunity to see the localities and examine the rocks prior to trips, hence maximising the benefits of their time in the field. On return to Southampton, or indeed in the evenings after field studies, observations and interpretations can be reinforced, and combined with a detailed examination of the rocks on macro- and microscopic scales.

Development of the Virtual Fieldwork Project started in April 2012 with a grant from the Education Enhancement Fund. High-resolution panoramic images, close-up images, rock samples and thin section panoramic photomicrographs were acquired over a two-year period. These components were then stitched and melded into a web-based visualisation program. Starting with the Virtual Tenerife fieldtrip, two more virtual environments will be activated between November 2014 and October 2015: Virtual Tajao and Virtual Spain. These will be joined by an archaeological visualisation: the Virtual Portus Excavation, Rome. Students were involved at all stages of the development with tasks including photographic assistant, rock sampling, image stitching, photomicroscopy and assembling the final web portal as well as inadvertently acting as a scale!

The Virtual Fieldwork has been developed by Dr Rex N Taylor, Dr Ian Harding, Dr Tom Gernon and Mr Barry Marsh. Student co-workers were Kim Dunn, Alex Coleman, Ruth Farley and Chiara Marieni.

While nothing can replace the experience and rewards gained from geological fieldwork, in Ocean and Earth Science, we have developed an additional innovative facet to the field programme: the Virtual Fieldwork Project. An initial objective of this project was to produce an image and specimen-based learning/reference tool for geological and archaeological fieldwork. As the material is laboratory-based, it is ideal for students who have difficulties accessing particular locations to gather the experience and learning outcomes provided by fieldwork.

However, there are a number of additional benefits of the Virtual Fieldwork environment. In particular, students have an opportunity to see the localities and examine the rocks prior to trips, hence maximising the benefits of their time in the field. On return to Southampton, or indeed in the evenings after field studies, observations and interpretations can be reinforced, and combined with a detailed examination of the rocks on macro- and microscopic scales.

Development of the Virtual Fieldwork Project started in April 2012 with a grant from the Student Centeredness Fund (now the Education Enhancement Fund). High-resolution panoramic images, close-up images, rock samples and thin section panoramic photomicrographs were acquired over a two year period. These components were then stitched and melded into a web-based visualisation program. Starting with the Virtual Tenerife fieldtrip, two more virtual environments will be activated between November 2014 and June 2015: Virtual Tajao and Virtual Spain. These will be joined by an archaeological visualisation: the Virtual Portus Excavation, Rome. Students were involved at all stages of the development with tasks including photographic assistant, rock sampling, image stitching, photomicroscopy and assembling the final web portal as well as inadvertently acting as a scale!

The Virtual Fieldwork has been developed by Dr Rex N. Taylor, Dr Ian Harding, Dr Tom Gernon and Mr Barry Marsh. Student co-workers were Kim Dunn, Alex Coleman, Ruth Farley and Chiara Marieni.