Page 7 - i052-5173-30-9-compressed

field data with a variety of iPad apps. Data using the Notes, Evernote, or Notability perspectives of an individual field site (close-
were shared when participants were once apps, and photos were annotated with the up, from a distance, through aerial imagery),
again in close proximity. Once a cell or Skitch app. Orientation measurements were including the ability to discuss disparate
WiFi signal was available, participants collected and geologic maps were con- observations across distances for the purpose
uploaded their field data to Dropbox so that structed using the FieldMove app. Two apps of developing collective interpretations,
others could view and download it. were used to construct stratigraphic sections: strengthened the overall understanding of the
StratLogger was used in year one, and Strat entire group (see Atchison et al., 2019a).
Network Connectivity Mobile was used at PEFO (see Atchison et
The level of connectivity between partici- al., 2019b). Dropbox was used to share files Inclusive Collaboration through
pants distributed across a field site can deter- among participants and between the iPads Technology
mine the degree of synchronicity available when connected to the Internet. Flyover We addressed data collection and com-
for interactions. Typically, cable or fiber con- Country was used on the PEFO field trip to munication in the field with both synchro-
nections are not practical in the field, cell bring geologic maps and information into the nous (real-time connectivity) and asynchro-
network coverage can be unreliable, and sat- field as reference materials. Many of these nous (delayed) solutions. In many situations,
ellite connections are expensive. A more field mapping and data collection applica- asynchronous solutions were used as a
manageable communications solution is to tions can now be accomplished with the backup when real-time solutions were inef-
“bring your own network” to the field in the StraboSpot app and database system (Walker fective—such as the time delay (buffering
form of a LAN using battery-powered out- et al., 2019). However, that was not available delay) between broadcast and reception
door WiFi routers. The local topography, and to us during the period that we conducted when using the Livestream app at SP Crater,
the distribution and mobility of students the project exercises. or when a WiFi network was unavailable
across the site, affects the number of routers (e.g., Kilkee). In the discussion of technol-
required to provide effective connectivity. DISCUSSION ogy that follows we consider both success-
Panel and omni-directional antennas are The primary objective of this project was ful and less successful solutions, in the hope
used to target the WiFi signal in a directed to determine ways to enhance collaboration that others can make use of, and expand on,
beam or over a local area (respectively) and across instructional activities in field sites our experiences.
moved as needed to maintain coverage with limited accessibility. Challenging ter-
across the site. The routers are configured as rain and changing environmental condi- Geologic Mapping and Data
access points, providing connectivity for tions impacted participation in field activi- Collection
local devices, or in a chain of point-to-point ties across a spectrum of physical abilities. We used the StratLogger app for the ToT
links to connect field site locations (Collins We attempted to mitigate the issues of exercise at the Grand Canyon to record litho-
et al., 2010). Some knowledge of computer accessibility in field-based teaching and logic and stratigraphic data. After an intro-
networking is required, but once configured, learning through the integration of technol- duction to using the app, students were fairly
a LAN can be used flexibly in a range of ogy and collaborative strategies that pro- efficient in recording data and building their
field scenarios. mote full inclusion. The sociotechnical stratigraphic columns. We switched to the
The LAN was used at the Lough Derryclare solutions highlighted in this paper resulted Strat Mobile app for the PEFO field trip after
and Renvyle Point field sites to stream video from the usability of mobile technologies, we found that StratLogger did not work with
between iPads using the AirBeam app and levels of social and academic engagement, the latest operating system of the iPads.
share photos using the Photosync app. At and environmental conditions. Often, the most effective software for geo-
Lough Derryclare, as students were distrib- science fieldwork is developed by tech-savvy
uted across the field site, up to six WiFi rout- Inclusion and Accessibility geoscientists, but it can be a challenge for
ers were used in a network as line-of-sight Accessibility and inclusion are not synony- geoscientist developers to keep their soft-
signal repeaters to maintain connectivity mous terms but are often used as such (Cara- ware compatible with continuous updates to
across the rough and hilly terrain. This con- bajal and Atchison, 2020). In this project, operating systems. Commercial software
figuration provided network coverage of up to accessibility and inclusion were both partially solutions are usually up-to-date with operat-
two square kilometers of the field area. At addressed through the use of technology. Par- ing systems but are often less effective for
Renvyle Point, access points were used at the ticipants with disabilities achieved better specialized field tasks.
two student locations (the car park and shore- access to less-accessible field sites through We used the FieldMove app for geologic
line) connected by a 40-m network cable. photo and video imagery from peers and col- mapping in the field. FieldMove includes a
leagues and imagery from apps such as Field- digital compass that records orientation mea-
iPad Apps Move and Flyover Country. Inclusion, how- surements and plots them in real time on a
Fieldwork activities were supported ever, deals with the group dynamic, social basemap of the area (road map, terrain map,
through a range of iPad apps (see Supple- engagement, and collaborative nature inher- or aerial photo). Alternatively, a hand-held
mental Table SD1 [see footnote 1]). Photos ent in most field activities. The use of technol- compass can be used to take measurements
and videos were captured asynchronously ogy in this sense enables participants to col- and entered manually in FieldMove. Con-
using iPad or GoPro cameras. Photos were laborate through real-time video and photo cerns have been expressed about the accu-
shared with the PhotoSync app, and synchro- sharing and two-way radios to share observa- racy and precision of measurements taken by
nous video feeds were attempted with the tions and interpretations with peers and col- digital compasses. However, recent analyses
Livestream and AirBeam apps. Field notes leagues. The opportunity for the entire suggest that digital compasses, such as those
and students’ reflections were recorded learning community to draw from multiple in FieldMove, can produce results at a
www.geosociety.org/gsatoday 7