Infusion of technologies 

Infusion of technologies into teaching and learning

The Covid-19 era was the best facilitator for introducing technology into the teaching and learning process, as introducing technology became not a luxury but a necessity. I implement technology into my teaching practice, where specific technologies are used in ways that support student learning and facilitate an inquiry-focused approach to learning. My teaching strategies were in agreement with the UWC Flexible learning and teaching policy (i.e., sections 4.1 Blended learning and 6.4 Technology support systems). For example, during the lockdown, I recorded all my lectures as narrated PowerPoints and even purchased a professional microphone to improve the sound quality of my recordings. I also provide online consultations with students at least once a week, taking advantage of the UWC subscription to Google Meet software, which allows recording and saving the sessions.

All my modules are online in iKamva, where I upload new lecture material every week. Students submit assignments and receive feedback and marks via iKamva. iKamva allows me to track every submission and control the deadlines, and marking is much easier because I can ask teaching assistants for help.

When many students did not have access to campus (i.e., in 2021), I used the 3D models of the geological structures and outcrops with a free mobile app “GeoXplorer.” All students needed to have a smartphone and internet connection to upload and describe a geological outcrop from augmented reality (Fig. 17). I provided students with the template for such a description and encouraged them to search for and read the literature on the most famous outcrops presented in this free App.

Occasionally, I show my students various interactive online features, such as Google Planets (where 20 different planets and natural satellites of the Solar System can be navigated and studied, as well as the International Space Station), encouraging them to listen to online lectures on YouTube, etc. Finally, I introduce research projects that can be done without coming to the laboratory, for example, using high-resolution aerial photography and the ArcGIS software (Fig. 18). Linking higher education with research is a critical component driving forward university education (e.g., Hassan, 2013; Butcher et al., 2020), but combined with modern technology it can be really powerful. It turns students from mere consumers of knowledge into knowledge producers.

Student evaluation is also done using technology: anonymously via iKamva or Google Forms using a pre-designed template. Here are the latest student evaluations of the APG231 and APG322 modules.