FN Archimer Export Format
PT J
TI Deep oceanic submarine fieldwork with undergraduate students, an exceptional immersive experience (Minerve software)
BT 
AF Métois, Marianne
   Martelat, Jean-Emmanuel
   Billant, Jérémy
   Andreani, Muriel
   Escartin, Javier
   Leclerc, Frédérique
AS 1:1;2:1;3:2;4:1;5:3;6:2;7:;
FF 1:;2:;3:;4:;5:;6:;7:;
C1 Laboratoire de géologie de Lyon, Université de Lyon, ENS de Lyon, CNRS, UMR5276 LGL-TPE, 69622 Villeurbanne, France
   Université Côte d’Azur, CNRS, Observatoire de la Côte d’Azur, IRD, Géoazur, 250 rue Albert Einstein, Sophia Antipolis 06560 Valbonne, France
   Laboratoire de Géologie, UMR 8538, Ecole Normale Supérieure, PSL Research University, CNRS, Paris, France
C2 UNIV LYON, FRANCE
   UNIV COTE D’AZUR, FRANCE
   ENS, FRANCE
IN DOAJ
TC 0
UR https://archimer.ifremer.fr/doc/00718/82995/87872.pdf
   https://archimer.ifremer.fr/doc/00718/82995/87873.zip
   https://archimer.ifremer.fr/doc/00718/82995/90524.pdf
   https://archimer.ifremer.fr/doc/00718/82995/90525.zip
LA English
DT Article
CR ODEMAR
   SUBSAINTES
BO Pourquoi pas ?
   L'Atalante
AB We present the content and scripting of an active tectonic lab-session conceived for third year undergraduate students studying Earth Sciences at Observatoire des Sciences de l’Univers of Lyon. This session is based on a research project conducted on the submarine Roseau active fault in Lesser Antilles. The fault morphology is particularly interesting to map as this structure in the deep ocean is preserved from weathering. Thus high resolution models computed from Remotely Operated Vehicle videos (ROV) provide exceptional educational material to link fault morphology and coseismic displacement. This5class, composed of mapping exercises on GIS and virtual fieldwork, aims at providing basic understanding of active tectonics,and in particular active fault morphology. The work has been conducted either in a full remote configuration via 3D online models or in virtual reality (VR) in a dedicated room using the Minerve software. During the VR sessions, students were either alone in the virtual environment or participated as a full group, including the teacher (physically in the classroom or remotely, from another location), which is to our knowledge one of the first attempts of this kind in France. We discuss on the efficiency10of virtual fieldwork using VR based on feedback from teachers and students, and we conclude that VR is a promising tool to learn observational skills, subject to certain improvements which should be possible in the years to come. 
PY 2021
PD JAN
SO Solid Earth
PU Copernicus GmbH
VL 12
IS 12
BP 2789
EP 2802
DI 10.5194/se-2021-89
ID 82995
ER

EF