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Images, UC QuakeStudies

University of Canterbury students walk along University Drive to get to lectures, after most pathways through campus were cordoned off while buildings were structurally tested. The photographer comments, "Lawns beside University Drive became main walkways".

Images, UC QuakeStudies

Tents set up in the Fine Arts car park at the University of Canterbury, used for teaching while lecture theatres were closed for structural testing. The photographer comments, "The 'tent city' on the Arts car park".

Images, UC QuakeStudies

A woman sits reading beside the "University of Canterbury" sign on Clyde Road. In the background are the tents used while lecture theatres were closed for structural testing. The photographer comments, "From Clyde Rd, all seemed intact".

Images, UC QuakeStudies

A sign on a tent set up in the Arts car park at the University of Canterbury after the 22 February 2011 earthquake. The tents were used as temporary lecture rooms while the buildings were being checked for damage. The sign reads, "Clyde 4, ANTH 102 in E338 Drawing Room Mon 11Am, 155 Seat".

Audio, Radio New Zealand

On 31 May, Dr Ann Brower will deliver a lecture at the University of Canterbury, titled: A Little Guy's Guide to Making a Difference after receiving the Critic and Conscience of Society Award earlier this month. Dr Brower is probably best known for her advocacy for more stringent regulation of earthquake-prone buildings, a campaign informed by her experience of being on a bus crushed by falling masonry in Christchurch's 2011 earthquake. Twelve passengers died on or beside the bus. She's also been prominent in highlighting high country land being transferred from Crown to private ownership.

Audio, Radio New Zealand

After the magnitude 7.1 earthquake struck Canterbury on 4 September 2010, most media reports claimed that no lives had been lost. But In fact, this first earthquake killed at least 3000 chickens, eight cows, one dog, a lemur and 150 aquarium fish. University of Canterbury associate professor Annie Potts, along with co-author Donelle Gadenne, wrote Animals in Emergencies: Learning from the Christchurch Earthquakes, revealing what happened to the animals during and after the series of quakes. Annie Potts will give a public lecture, 'Animals and natural disasters: Learning from recent earthquakes', on Thursday 16 March, 7pm at UC Ilam campus, Christchurch. Register to attend free at: www.canterbury.ac.nz/ucconnect

Research papers, University of Canterbury Library

Field trips are one of the most critical pieces of learning for students in sciences like geology, biology, and geography. Virtual field trips (VFT) are being increasingly considered as sophisticated and effective forms of teaching, especially with the rise of new technologies and the growing demand for more inclusive classroom environments. This research developed a virtual field trip for Tertiary students in an introductory-level geology course (GEOL 113: Environmental Geohazards) at the University of Canterbury. This initiative was in partnership with LEARNZ – a highly esteemed virtual fieldtrip team run by CORE Education that creates successful VFTs for Primary and Secondary students in New Zealand. Key components of the Tertiary VFT include a student acting as the virtual field trip teacher interviewing experts and leading the field trip, web-based background material, online assessment, and photos. In two successive academic years, students participated in the VFT during lectures and as pre class assignments prior to a one-day earthquake hazards workshop. In 2016, the virtual field trip used the LEARNZ web platform and occurred synchronously with the class; in 2017 the virtual fieldtrip reused the video, images and word documents from the previous year with the addition of a Google Earth component and with no reliance on the LEARNZ web platform. The goals of the trip were designed to prepare students for the earthquake hazards workshop, in which students analysed earthquake impacts over varying timescales and then applied that knowledge to develop strategies for the recovery of three crucial industries (dairy, mining, or tourism) on the West Coast of New Zealand’s South Island. In both years, number of clicks data showed that students interacted with online material far more during this week of the course than any other. Following the synchronous version in 2016, the students who were surveyed reported (1) they enjoyed the trip, (2) they found background material useful for preparation for the trip and the workshop, and (3) the additional work was at the appropriate level. Despite predominantly positive responses from the students, we experienced some negative feedback from participating staff mainly associated with stress and technical difficulties in running the synchronous VFT. With the asynchronous trip in 2017, staff reported a highly positive overall experience, with a perceived enhanced interaction with class during lecture time, and an increased and enhanced engagement with course material outside of class. The student survey again showed that the majority of students surveyed enjoyed the virtual fieldtrip, and that it was useful preparation for the workshop. Additionally, they reported an improved link between earth processes and society, which was a key overarching aim for the course. We propose that the synchronous version poses more excitement and immersion in the field environment, whereas the reuse of the asynchronous version increases the utility (and hence value for money) of the trip, and minimises technical difficulties and lecturer stress. Additionally, re-using the material in the asynchronous version offered opportunities to improve and supplement the past content, such as the incorporation of following an annotated trip path in Google Earth. As recommendations for others interested in developing virtual fieldtrips, we report that the design of a virtual fieldtrip should include (1) Goal-aligned content and assessment for both practice and marks, (2) a student and instructor experience that is authentic and flexible to both the people and the place. We suggest that these aims can be achieved whatever the budget or timeframe and make our material freely available at https://serc.carleton.edu/index.html.