There is a demand for highly-skilled professionals in the environmental and geoscience sectors, who can be innovative, creative and particular skills in advanced 3D spatial analysis, multi-disciplinarity, data management and informatics, mathematical and numerical skills, fieldwork and observations skills, earth observation and image analysis. The aim of this project is to help students develop these key skills through a trans-european cooperation between 13 academic, research and industrial institutions in the UK, Greece, Italy and France. It will focus on the use and integration of terrestrial remotely piloted airborne systems (drone) imagery and submarine remotely operated vehicle data for the combined study of geohazards in terrestrial and marine environments, through a programme of data sharing, scientific and technical collaboration and ultimately curriculum development at postgraduate level to help students develop advanced skills in these areas. The aim of the project is to develop a series of very high resolution 3D virtual reality models of geohazards observed in the onshore and offshore environment using data acquired from airborne drone and submersible platforms that can be used in classrooms to teach about onshore and offshore environments as a continuum. To facilitate this, the project aims to develop a series of toolkits to allow students to navigate these environments using virtual reality headsets, map and measure features on the ground surface and seabed to simulate real field mapping activities; and then export features they have identified for further analysis in other software such as Geographical Information Systems (GIS). Our project will create a digital platform where terrestrial and seafloor data and virtual reality visualisation tools will be openly distributed to allow for the processing and visualisation of terrestrial and seafloor environment focused on natural hazards. The project will deliver teaching toolkits to partner the data, to develop firstly, observational and mapping skills (in the terrestrial and submarine environments) and secondly, a critical understanding of differences between geohazards in terrestrial and seafloor environments. From this, we will present a curriculum design that can form a framework for environmental and geoscience postgraduate course provision and training across Europe to tackle the skills shortage in environment and geoscience sectors.
There is an increasing demand for experts able to recognize and assess geohazards and associated risks, which are increasing due to population changes, infrastructure development and climate change. The aim of this project was to change the way we teach natural sciences to help postgraduate students develop key skills, knowledge and understanding in these areas; develop novel methods of 3D immersive teaching and bring the onshore and offshore environments into the classroom. Firstly this project has produced a number of case studies examples for different types of natural hazards, including landslides, coastal erosion, active tectonics and active volcanism; utilising drone imagery to create a series of virtual reality environments that are realistic and navigable using virtual reality headsets and handsets. It is possible to move around and map within the virtual reality environment and take this back into the real world for subsequent analysis and interpretation. The virtual reality software allows individuals to move around the locality either by walking, flying like a drone or an aeroplane to produce an experience that is as close to reality as possible. In addition to navigating around the environment it is also possible to map features either as points, lines or polygon features and then be exported to external software such as a geographical information system. Secondly the project has produced workflows and software that allow any drone data that has been processed using agisoft software to be converted into a virtual reality model that can be loaded using our software and then navigated using the Oculus headset and handset equipment in full immersive virtual reality. Thirdly, Series of teaching materials and guides has been produced for each of these virtual reality models, allowing them to be used as part of any teaching or learning activities. We have undertaken a pedagogic analysis of the use of virtual reality for teaching geohazards through the use of student surveys and other exercises, To better understand how to integrate this virtual reality approach into standard Class Learning. Finally we have disseminated the results of the project and continue to disseminate through the use of peer-reviewed publications both on the technical and geoscience aspects of the project but also on the pedagogy and teaching learning activities. PLEASE REFER TO REPORTS APPENDED TO THIS REPORT FOR A FULL BREAKDOWN OF THE PROJECT DELIVERABLES.##