Rationale Geology has a unique number of learning experiences that involve remote data (field and beyond) and 3-D aspects that are much enhanced with tablet computers and access to large databases and the web. This is evident in all of our classes from panoramic images in Sedimentology and Stratigraphy to large databases of microtextures in Petrology to the draping of a student derived geologic map over a digital elevation model in Advanced Field Methods. This year we have expanded with more tablets to be integral part of many core classes, each geology major will have nearly continuous access to a tablet through 5-6 core classes over Junior and Senior years. The major learning and teaching issue we face in Geology is the ability for introductory or non-science students to grasp complex issues early on such as topography or reading contour lines and seeing faults. By developing student "driven" modules and simulations which they can manipulate individually on a tablet we have found that they grasp the concepts quicker and essentially learn better.

Implementation (pedagogy) The overarching goal of this project is to pioneer the use of mobile wireless technology using tablet PCs in the geosciences throughout the curriculum. The achievement of this goal will have the effect of greatly enhancing undergraduate education by providing students with hands-on experience using geological software and hardware tools and expanding the amount of interaction between students and faculty both in the field and in the classroom. The introduction of pen-based technologies to help with complex topics such as continental drift, mapping boundaries and volcanics have helped to engage introductory level students into the geologic sciences. To date, tablet PCs and related analytical and interactive software applications (such as OneNote) have been used in our Geology and Environmental Science departments in 100-level courses, core courses, field-based courses, as well as by faculty as teaching tools. Feedback from students and instructors has indicated that the tablet PCs have altered the way Geology is taught at NAU. We constantly taking a closer look at how they are used currently, how we can push the envelope in using them in new ways, and how they are truly impacting teaching and learning.

Implementation (technology) Two examples of how we have integrated tablet-based teaching throughout the curriculum are in GLG 315 (Petrology), and GLG 324 (Sedimentology and Stratigraphy), two core-courses for majors in the Geology curriculum. In Petrology, the tablet mobility will allow students to work at the lab table directly comparing digital photos of minerals to the same minerals in rocks. The tablets allow the students to label on digital photomicrographic images the mineral identification and features such as textures and structural fabrics. These microscopic features can then be compared to larger features in hand samples that were collected on field trips. Similar ideas are being used for the core course, GLG 309 (Minerology). In Minerology, we have purchased a camera which is mounted onto a microscope and provide a real-time video feed to a tablet via a USB port. Students receive the image onto their tablets wireless and immediately add them to a Microsoft Onenote document. Then, the students can map key concepts directly on the image using the pen and take notes in the margins of their one note document. The students organize each class as separate folder in Onenote so that it is easy to organize a semester of work. Therefore all course participants and the professor can view and work on the same image real-time. The pen is key to this interaction because the precise mapping on a micrograph would be too cumbersome and inaccurate with a mouse. Also, we believe that allowing the students the opportunity to sketch notes in relation to a mapped spatial feature enhances their learning experience. Sedimentology and Stratigraphy, students examined digital photos that were taken on a class field trip on the Colorado Plateau. The instructor could ask for examples of those dunes in the rocks that were formed by wind (versus water) and what features were diagnostic of this interpretation. Using Microsoft Onenote, Powerpoint and WiFi technology, the instructor will be able to share and project the selected photos and discuss the features that were the basis for the conclusion. The tablets provide a simple, interactive "discussion" between instructor and class using digital images and maps that otherwise would have to be conducted with less give and take and less student input. These examples illustrate how the new technology allows for more student – instructor interaction and move us away from the simple lecture format. In this instance the pen is very important to delineate hard to identify stratigraphic boundaries which require precise demarcation which is often unattainable with a traditional mouse.

Impact on Teaching Equally as important as learning with the assistance of technology is the ability to effectively teach with it. We currently have 7 that instructors use the tablets to teach, this enables them to easily access content from their web pages, other web pages, easily diagram complex topics and digitally send it to the students. These are the fundamental learning issues that our Professors have developing. We are also changing the face of teaching in our Department by integrating interective teaching platforms such as Classroom Presenter for traditional classes and field based wireless networks for communication and interactivity if field based classes

Impact on Student Learning Outcomes to be measured include student ability to use tablet PCs to complete geoscience projects, amount of interaction between students and instructors, and amount of interaction among students. Student ability to use tablet PCs to complete projects will be evaluated using a variety of approaches such as formative (e.g., field exercises, group projects, written tests) and summative assessments (e.g., final projects, exams), student surveys, focus group interviews of faculty and instructors, student retention and recruitment statistics, and interviews with industry employers. Interaction will be analyzed and measured through class observations, student and faculty surveys, content analyses of field exercises, and comparisons with non-tablet classes. At the course level we document: 1. Student activities using the technology in the field or in the classroom. For example, are present students who are using the tablet PCs able to do their assignments more accurately than previous cohorts? 2. Student perceptions of the value of the technology and/or simulations. We have developed individual surveys tailored to each course. 3. Comparison of overall student performance with past courses. We compare students' exam scores, final project scores, or final grades with courses in which students did not have the benefit of the tablet PCs. At the program level we document: 1. Instructor perceptions of the value of the tablet PC technology in their courses. This gives us an idea of the practicality of the technology in the different courses. This will be done via group or individual interviews, or open-ended surveys. Questions address topics such as improved classroom management, teaching efficiency, technical problems, etc. 2. Industry perspectives of the usefulness of the skills gained. Are students more qualified for internships, scholarships, or jobs because they have been exposed to this technology? 3. Overall program improvement. We look at the impact of the tablet PCs on your department as a whole. For example, have student retention and recruitment improved? Have teaching methods become more effective or efficient? Are students better prepared as they continue through the program (i.e., from 200-level to 300-level courses)?

This project supported in part by an HP Technology for Teaching grant.

Students in Minerology have access to real-time microscopic imagery of geologic microtextures. The images are integrated into a Microsoft Onenote document where thay can map directly on the image and take notes as well. This document is then saved as a web page which they can access independantly after class. This application was proposed and developed during a breakout session at the 2004 HP Technology for Teaching Conference in Monterey, Ca. with colleagues from University of Michigan, Vassar College and Juniata College

Dr. Paul Umhoefer explains complex geologic concepts to NAU students during a field camp at Lees Ferry, Arizona. "Using technology it the field opens up a entirely new pandora's box of tools to help our students grasp difficult topics. Having access to digital imagery, topography and visual real-time GPS provides our students opportunities that they would not get elswhere and provides them with invaluable tools and knowledge to take out into the workforce." - Dr. Paul Umhoefer

Quick Facts 13 Courses impacted with 9 Faculty participating GLG100 Intro to geology 150 students GLG101 Physical Geology 50 students GLG112 Geological Disasters 120 students GLG190 The Planets 80 students GLG240 Intro to Field Methods 20 students GLG 309 Minerology 20 students GLG 315 Petrology 20 students GLG 324 Sedimentology and Stratigraphy 20 students GLG 420 Geomorphology 24 students GLG 430 Structural Geology 20 students GLG 440 Advanced Field Methods 20 students GLG 599 GIS for GeoSciences 12 students ENV 101 Introduction to Env. Science 180 students This project is funded in part by a 2005 HP Technology for Teaching grant.

Contact Us Mark Manone Northern Arizona University Flagstaff, Az. 86011 928-523-9159 [email protected] www.nau.edu/geology