Kim West

The Gwenna Moss Centre for Teaching Effectiveness; Geography and Planning

University of Saskatchewan

Materials Contributed through SERC-hosted Projects

Activity

VEPP: Using Digital Storytelling to Explain and Intrepret Volcanic Monitoring Data part of NAGT:Teaching Resources:Volcano Exploration Project: Pu`u `O`o:Examples
This is an exercise that is in development and has not yet been fully tested in the classroom. Please check back regularly for updates and changes. Brief three-line description of the activity or assignment and its strengths (you will have an opportunity to expand on this description later in the form): Using Digital Storytelling to Explain and Intrepret Volcanic Activity at Kilaeua Volcano Using digital storytelling as a medium, students will interpret and analyze real-time volcano monitoring data in the context of a photo narrative. Depending on individual students' comfort levels, narratives may be written or shared in an audio file that accompanies the photographs. Voicethread will be used as a means for students to share their stories with one another, both to encourage discussion and as a medium to receive feedback from one another. Full length description: First, students look at the movies on the VEPP website as one way of creating photo narratives. Then, to create their stories, students must find an interesting volcanic event to talk about. In order to do this, they must look at the monitoring data and be able to understand when something interesting occurs. Students will be given one of several datasets to intrepret. This in-class exercise will involve correlating at least two sets of data (e.g. seismic, GPS, tilt) to find a DI event. When students fully understand the data and how to intrepret it, they will be asked to go to the VEPP website to find an interesting DI event that has happened within the past few years at Kilaeua volcano. Once students have found their DI event, they will have to construct a photo narrative utilizing Webcam images from the VEPP website. They must explain, using words or their speaking voice (recorded in an audio file), the data they analyzed to find their DI event, what happened during the event and why, using Webcam or other images (e.g. maps) to support their arguments. For example, the photo narrative could be presented in a way that takes the form of a press release, explaining the activity of Kilaeua over the time period associated with their DI event. Lastly, students will post their photo narratives on Voicethread to encourage discussion, learn about other eruptive events, and to receive feedback from one another.


Events and Communities

Using on-line volcano monitoring data in college and university courses: The Volcano Exploration Project, Pu`u `O`o Participants