By: William E. Schlosser, Ph.D.
Every semester, the Natural Resource Ecology class (SoE-300) at Washington State University, School of the Environment, has taken class field trips to Kamiak Butte. Located only 10 miles from campus, this mecca of biodiversity, unique geologic island substrate, and indigenous people’s homeland memorials provided a living classroom to all students.
For some students, it enables a new visual lens to observe natural environment interactions introduced in class. For some students, new understandings explained events related to their individual experiences previously captured without linkages to the “why” of how things happen. For some, the field trip experience was their first trip into these ecosystems where forest trees, shrubs, grasses, and mosses are found to thrive and survive.
Response to the COVID-19 Pandemic and distance learning
During the spring 2020 semester, Dr. Bill took four groups of students in Natural Resource Ecology class to Kamiak Butte. The last group in this series, March 13, 2020, departed the butte as the last class to participate in this live class experience for that semester. As it turns out, the COVID-19 pandemic and social distancing would continue through Fall 2020, Spring 2021, and perhaps beyond.
During the Spring 2020 semester, one of the undergraduate students, Aidan Aumell, shared some new technologies only known superficially to Dr. Bill. He introduced the 360⁰ camera and how the videos could be used to increase student interest and adoption in this classroom during distance learning. discussions advanced these technologies.
Virtual Ecology initiated as the CORONA-19 virus pandemic commenced worldwide, touching Washington State University (WSU) as all live-classes transitioned to virtual on-line experiences. Dr. Schlosser, Lecturer School of the Environment (SoE), modified his live class to include Virtual Reality/Augmented Reality (VR/AR) experiences mid-semester, Fall 2020. Students in Natural Resource Ecology (SoE-300) encounter VR/AR experience as they virtually view trees, see the texture of quartzite substrate materials, witness deer, elk, moose, and porcupines at nearby Kamiak Butte: the traditional home of SoE-300 field trip events.
These VR/AR experience was initiated by Dr. Schlosser, WSU faculty colleagues, with motivated undergraduate and graduate students to serve as an operational Proof of Concept. Equipment and funding were all initially contributed by the people creating this experience. Use of technological equipment such as a 360⁰ camera and unpiloted aerial vehicles, commonly known as drones, have been contributed to this effort by WSU students committed to this experience. Faculty and student time has been donated, with everyone committed to making this VR/AR reality truly outstanding and to be a meaningful learning experience for all students.
Successes and Growth
As the Fall 2020 semester transitioned to online learning, discussions between Dr. Bill and Aidan expanded to consider how 360⁰ videos and experimental learning could be further integrated into this Kamiak Butte field trip experience. That became the launching point to this Virtual Ecology interface.
Aidan Aumell volunteered to work with Dr. Bill to develop the virtual field trip to Kamiak Butte for the students. Joined by four other undergraduate Teaching Assistants, one WSU doctoral student, and an associated professional guest, this team was launched in the fall of 2020, and new opportunities sprouted.
Creativity and Impact
Known to his students as “Dr. Bill”, his teaching approach integrates a Flipped Classroom, placing class lecture materials into videos, and capturing class time to make examples where students experiment and interact. He amplified these tactics as he took leadership to teach this class. Each semester during live-class interactions, students would take a field trip to Kamiak Butte County Park, to physically see and touch these landscapes as class tasks integrated vegetation samples to build learning events.
COVID-19’s Impact on Student Innovation
By the beginning of Fall 2020 semester, a team of learners formed to bring this concept alive. One of the undergraduate TAs was the former class student mentioned already, Aidan Aumell. His insights of 360⁰ camera use, was augmented by an aerial drone piloted by doctoral student, Daniel Auerbach. These remote sensing tools were further supplemented by wildlife viewing cameras temporarily re-purposed by Assistant Professor, Daniel Thornton, Ph.D., of the SoE. The VR/AR ecology experience was established to host these visual realities through an interactive web domain. But, more opportunities still remained to explore and create.
Growth Continues
By working with Aidan Aumell and other undergraduate TAs, Dr. Bill’s Flipped Classroom approach was augmented to include Virtual Reality implementation. In the Spring 2021, the Virtual Ecology team was awarded a Student Learning Fee Grant to to purchase new equipment for this experience. New wildlife trail cameras, audio recording equipment, and a dedicated drone have been deployed. Experiential learning expands for all learners.
The site continues to expand as it sets the example of how to integrate technologies into natural resources learning.
Here, we make it happen!
Not a Destination, it is the Process
Every semester since the Fall of 2020 undergraduate Teaching Assistants are joined by others to create the Virtual Ecology team who makes this entire interface a growing and informative experience. Team members represent professors, graduate students, and undergraduate students from diverse backgrounds. Team members represent students from the School of the Environment, Digital Technology and Culture, College of Education, and Computer Science.
The Virtual Ecology site is offered to collaboratively join with other educators to build these technologies for the advancement of how to use environmental science discoveries as an educational mecca. These possibilities stretch far beyond ecology to embrace all natural science explorations. The Virtual Ecology interface is the response to guide learning with technologies of the next generations.