| 1. |
- Calil, J., et al.
(författare)
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Using Virtual Reality in Sea Level Rise Planning and Community Engagement-An Overview
- 2021
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Ingår i: Water. - : MDPI AG. - 2073-4441. ; 13:9
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Tidskriftsartikel (refereegranskat)abstract
- As coastal communities around the globe contend with the impacts of climate change including coastal hazards such as sea level rise and more frequent coastal storms, educating stakeholders and the general public has become essential in order to adapt to and mitigate these risks. Communicating SLR and other coastal risks is not a simple task. First, SLR is a phenomenon that is abstract as it is physically distant from many people; second, the rise of the sea is a slow and temporally distant process which makes this issue psychologically distant from our everyday life. Virtual reality (VR) simulations may offer a way to overcome some of these challenges, enabling users to learn key principles related to climate change and coastal risks in an immersive, interactive, and safe learning environment. This article first presents the literature on environmental issues communication and engagement; second, it introduces VR technology evolution and expands the discussion on VR application for environmental literacy. We then provide an account of how three coastal communities have used VR experiences developed by multidisciplinary teams-including residents-to support communication and community outreach focused on SLR and discuss their implications.
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| 2. |
- Copejans, Evy, et al.
(författare)
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The European Marine Science Educators Association (EMSEA): Toward a more ocean literate Europe
- 2012
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Ingår i: The Journal of Marine Education. ; 28:2, s. 44-47
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Tidskriftsartikel (refereegranskat)abstract
- We always do our best to find colleagues or others with whom we can share ideas. As teachers, we now and then seek the company of a teacher association where we can learn from each other. As marine educators, in Europe, we have to travel a long distance to meet a group such as the National Marine Educators Association (NMEA). Meeting other marine educators takes us away from our islands and gives us the opportunity to expand our horizon. Attending the annual conference of the NMEA is by far an overwhelming experience that provides us with plenty of resources and also recharges our batteries! It simply makes us grow professionally in our jobs. But one has to be candid; travelling to the U.S. is not inexpensive and often time consuming. Few employers are willing to make this investment, especially when budgets are being reduced globally. In order to create meaningful collaborations with other members of the ocean community, Europe needs its own network of marine educators, a network that is closely affiliated with the NMEA and the international ocean community. EUROPEAN
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| 3. |
- Fauville, Geraldine, et al.
(författare)
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Can Facebook be used to increase scientific literacy? A case study of the Monterey Bay Aquarium Research Institute Facebook page and ocean literacy
- 2015
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Ingår i: Computers and education. - : Elsevier BV. - 0360-1315. ; 82, s. 60-73
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Tidskriftsartikel (refereegranskat)abstract
- The Internet provides a unique opportunity for scientists to be in direct contact with the public in order to promote citizens' scientific literacy. Recently, Internet users have started to spend most of their online time on social networking sites (SNS). Knowledge of how these SNSs work as an arena for interaction, as well as for the development of scientific literacy, is important to guide scientists' activities online, and to be able to understand how people develop knowledge of science. This was evaluated by scrutinizing the Facebook page of the Monterey Bay Aquarium Research Institute and the consequences for users' ocean literacy. We investigated which practices could increase the number of users reached by a Facebook story. We also found that Facebook pages do not offer the appropriate social context to foster participation since it has only a few of the features of an arena where such practices could develop.
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| 4. |
- Fauville, Geraldine, et al.
(författare)
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Development of the International Ocean Literacy Survey: measuring knowledge across the world.
- 2019
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 25:2, s. 238-263
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Tidskriftsartikel (refereegranskat)abstract
- © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group The Ocean Literacy movement began in the U.S. in the early 2000s, and has recently become an international effort. The focus on marine environmental issues and marine education is increasing, and yet it has been difficult to show progress of the ocean literacy movement, in part, because no widely adopted measurement tool exists. The International Ocean Literacy Survey (IOLS) aims to serve as a community-based measurement tool that allows the comparison of levels of ocean knowledge across time and location. The IOLS has already been subjected to two rounds of field testing. The results from the second testing, presented in this paper, provide evidence that the IOLS is psychometrically valid and reliable, and has a single factor structure across 17 languages and 24 countries. The analyses have also guided the construction of a third improved version that will be further tested in 2018.
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| 5. |
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| 6. |
- Fauville, Geraldine, et al.
(författare)
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ICT tools in environmental education: reviewing two newcomers to schools
- 2014
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 20:2, s. 248-283
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Tidskriftsartikel (refereegranskat)abstract
- United Nations of Education Scientific and Cultural Organisation’s (UNESCO’s) founding statements about environmental education (EE) in the 1970s positioned it as a multidisciplinary field of inquiry. When enacted as such, it challenges traditional ways of organising secondary school education by academic subject areas. Equally, according to UNESCO, EE requires various forms of integrated and project-based teaching and learning approaches. These can involve hands-on experimentation alongside the retrieval and critical analysis of information from diverse sources and perspectives, and with different qualities and statuses. Multidisciplinary and knowledge engagement challenges are key considerations for an EE curriculum designed to harness information and communication technologies (ICT) to support and enhance student learning, which also challenge traditional instructional priorities that for example are largely based on textbooks. This review summarises research that has sought to integrate ICT and digital tools in EE. A key finding is that while there is a rich variety of such tools and applications available, there is far less research on their fit with and implications for student learning. The review calls for further studies that will provide models of productive forms of teaching and learning that harness ICT resources, particularly in developing the goals and methodologies of EE in the twenty-first century.
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| 7. |
- Fauville, Geraldine, et al.
(författare)
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Impact of ocean acidification on marine ecosystems: educational challenges and innovations
- 2013
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Ingår i: Marine Biology. - : Springer Science and Business Media LLC. - 0025-3162 .- 1432-1793. ; 160:8, s. 1863-1874
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Tidskriftsartikel (refereegranskat)abstract
- Population growth and social/technological developments have resulted in the buildup of carbon dioxide (CO2) in the atmosphere and oceans to the extent that we now see changes in the earth's climate and ocean chemistry. Ocean acidification is one consequence of these changes, and it is known with certainty that it will continue to increase as we emit more CO2 into the atmosphere. Ocean acidification is a global issue likely to impact marine organisms, food webs and ecosystems and to be most severely experienced by the people who depend on the goods and services the ocean provides at regional and local levels. However, research is in its infancy and the available data on biological impacts are complex (e.g., species-specific response). Educating future generations on the certainties and uncertainties of the emerging science of ocean acidification and its complex consequences for marine species and ecosystems can provide insights that will help assessing the need to mitigate and/or adapt to future global change. This article aims to present different educational approaches, the different material available and highlight the future challenges of ocean acidification education for both educators and marine biologists.
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| 8. |
- Fauville, Geraldine, et al.
(författare)
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Impression Formation From Video Conference Screenshots: The Role of Gaze, Camera Distance, and Angle
- 2022
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Ingår i: Technology, Mind, and Behavior. - : American Psychological Association (APA). - 2689-0208. ; 3:1
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Tidskriftsartikel (refereegranskat)abstract
- This preregistered experiment examines the impact of three nonverbal cues displayed through video conference screenshots (i.e., gaze direction, distance between the face and the camera, camera angle) on impression formation. Actors in video conference screenshots each portrayed one of 18 nonverbal cue configurations that manipulated gaze (at the camera, on-screen, or off-screen), camera distance (close or far), and camera angle (high, eye-level, or low). Study participants (N = 3,982) rated the actors on nine interpersonal dimensions (e.g., likeability). Findings showed significant effects of gaze and camera angle on impression formation, with gaze on-camera positively associated with likeability, social presence and interpersonal attraction, and with high camera angles increased interpersonal attraction and decreased threat perceptions compared to low angles. Although the actors’ distance in relation to the camera did not affect impression formation, the interaction between distance and gaze was positively associated with threat judgment and social presence such that faces closer to the camera and maintaining direct gaze were rated as more socially present and threatening than the other three conditions. Finally, participants’ gender also played an important role as women, regardless of actors’ nonverbal behaviors and demographics, reported higher likeability judgment and lower threat judgments than men. These results contribute to the body of knowledge concerning nonverbal behavior in video conferences and how these compare and differ from face-to-face interaction. Moreover, through the use of video conference screenshots, these results inform video conference users concerning how their nonverbal behaviors might impact how they are perceived by others.
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| 9. |
- Fauville, Geraldine, et al.
(författare)
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Participatory research on using virtual reality to teach ocean acidification: a study in the marine education community
- 2020
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Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871.
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Tidskriftsartikel (refereegranskat)abstract
- © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Ocean Acidification (OA) is an emerging environmental issue that is still largely unknown to the public and in its infancy in terms of educational strategies. OA teaching material should address the specific challenges that educators face while building learners’ understanding of OA. The objective of this study is two-fold. First, we identified the barriers to teaching OA as experienced by formal and informal marine educators. Second, we provided educators an opportunity to experience virtual reality and discuss how it could serve as a tool for face-to-face and distance learning to address the identified challenges. The findings shed light on four overarching themes of challenges to teaching OA: lack of science literacy, unprepared education field, complex and invisible nature of OA and lack of personal connection with the ocean. Marine educators consider empowerment, perspective-taking and visualization as the three principal avenues through which virtual reality may contribute to mitigating the challenges to teaching OA.
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| 10. |
- Fauville, Geraldine
(författare)
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Questions as indicators of ocean literacy: students' online asynchronous discussion with a marine scientist
- 2017
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Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 39:16, s. 2151-2170
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Tidskriftsartikel (refereegranskat)abstract
- In this article, 61 high-school students learned about ocean acidification through a virtual laboratory followed by a virtual lecture and an asynchronous discussion with a marine scientist on an online platform: VoiceThread. This study focuses on the students' development of ocean literacy when prompted to ask questions to the scientist. The students' questions were thematically analysed to assess (1) the kind of reasoning that can be discerned as premises of the students' questions and (2) what possibilities for enhancing ocean literacy emerge in this instructional activity. The results show how interacting with a scientist gives the students an entry point to the world of natural sciences with its complexity, uncertainty and choices that go beyond the idealised form in which natural sciences often are presented in school. This activity offers an affordable way of bringing marine science to school by providing extensive expertise from a marine scientist. Students get a chance to mobilise their pre-existing knowledge in the field of marine science. The holistic expertise of the marine scientist allows students to explore and reason around a very wide range of ideas and aspect of natural sciences that goes beyond the range offered by the school settings.
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