ORCID Profile
0000-0002-5019-7257
Current Organisation
The University of Edinburgh
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Publisher: Volcanica
Date: 10-08-2023
DOI: 10.30909/VOL.06.02.253263
Abstract: Here, we summarise and categorise the volcanology learning activities identified and described in a systematic literature review of volcanology higher education (a companion article Dohaney et al. [2023]). We share the 47 peer-reviewed articles organised by useful categories, such as educational level, mode and setting of learning, volcanic phenomena, and skills learned in the curricula for easier use and navigation by volcanology instructors. Based on the claims made in the peer-reviewed resources, considerations and suggestions for improved volcanology teaching are included, e.g. exploring authentic field-based experiences, local sites, or simulated demonstrations of volcanic phenomena. To support use of these curricula, we provide suggestions for adapting the resources and highlight additional online catalogues that house useful and engaging volcanology teaching materials.
Publisher: Cambridge University Press (CUP)
Date: 14-11-2018
DOI: 10.1017/S0032247418000384
Abstract: In April 2017, Victoria University of Wellington launched ICE101X—Antarctica: From Geology to Human History—on the global edX platform. This Massive Open Online Course, or MOOC, attracted 5735 learners from around the world, who engaged with content about Antarctic science, history, geology, and culture, primarily through video lectures filmed in Antarctica. Analysis of feedback from learners in three iterations of the course, offered between 2015 and 2017 and culminating in ICE101X, revealed that learners enjoyed the immersive Antarctic field lectures and learning through a erse set of disciplinary lenses, had some preconceptions about Antarctica that were challenged by the course content, and completed the course with a new sense of interest in and protection of Antarctica.
Publisher: Springer International Publishing
Date: 2017
Publisher: Volcanica
Date: 10-08-2023
DOI: 10.30909/VOL.06.02.221252
Abstract: We present a systematic map of the volcanology higher education literature (1983–2020) consisting of 47 peer-reviewed full texts. The literature describes curricula in varied formats and settings, namely: simulated, in-person, and field-based learning. The phenomena that students are learning about commonly include volcanic processes and landforms, applicable to learning within various geoscience subdisciplines. Frequently published research includes volcano misconceptions and simulated eruptions. However, most texts focus on practitioner wisdom and lack research information, empirical evidence, and/or a research-oriented methodology. A lack of research orientation is a documented phenomenon within the broader field of geoscience education, which is young compared to other discipline-based education research fields. Based on our findings, we recommend future research in conceptual learning of volcanology, instructional strategies, volcanology and society interactions, volcanology education equity and inclusion, volcanology cognition, quantitative learning, affective learning, and institutional change in volcanology.
Publisher: Volcanica
Date: 10-01-2022
Abstract: Volcanology education is important for the development of geoscientists and scientifically literate citizens. We surveyed 55 volcanology instructors to determine their learning and teaching practices, perceptions of academic development, and educational support needs. Instructors reported using a wide range of practices and tools, but lectures, field experiences, maps, rock s les, academic literature, and inherited teaching materials are the most common. Instructors valued educational support from others (e.g., talking with colleagues and students, consulting with learning and teaching specialists) over conducting their own investigations. However, they did not report engaging in as many of these activities as they valued. Instructors requested more support in resource sharing and collation, conference workshops, and co-creation of resources and educational research. We suggest that instructors and academic development staff work together to share and build knowledge in the learning and teaching of volcanology in higher education, and to improve student learning outcomes.
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Jacqueline Dohaney.