{"id":1282,"date":"2022-05-03T12:06:35","date_gmt":"2022-05-03T12:06:35","guid":{"rendered":"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/?page_id=1282"},"modified":"2023-05-17T10:24:18","modified_gmt":"2023-05-17T10:24:18","slug":"virtual-field-trip-components","status":"publish","type":"page","link":"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/virtual-field-trip-components\/","title":{"rendered":"Virtual field trip components"},"content":{"rendered":"<h1>Virtual field trip components<\/h1>\n<h2>Introduction<\/h2>\n<p>For some, virtual fieldwork development may just be a matter of buying an item of equipment (e.g., a GoPro Max) and then going out into the field and hoping for the best. Here, we discuss the all-important planning stage, which in an ideal world precedes any equipment purchases. What equipment you need depends on what you are trying to achieve, although budgets and other resources (staffing, time) are clearly important factors too.<\/p>\n<h4>\n\t\t\t\tTable of Contents\t\t\t<\/h4>\n<h2>What are you trying to achieve?<\/h2>\n<p><strong>What do you want the virtual field trip to <em>look<\/em> like, and how will students use it?<\/strong><\/p>\n<p>The assumption here is that you want to produce an immersive virtual field trip that replicates, as far as possible, the field \u2018experience\u2019. In other words, students should be able to look all around at ground level, just as they would in the field. There is also a role for drone imagery and\/or flythroughs using virtual globes (e.g., Google Earth), because some features are more obvious when viewed from above. However, for the purposes of this project\u2014preparing students for the field experience\u2014they are viewed as valuable supplementary rather than core resources.<\/p>\n<p>Whether you decide to produce a guided (information-rich) or self-guided (\u2018bare bones\u2019) virtual field trip is entirely up to you, but the latter is easier and provides maximum flexibility \u2013 and is therefore recommended here.<\/p>\n<p>If you are mainly concerned with providing pre-fieldwork information, and have lots of text, photographs, and maps, you may find that ArcGIS StoryMaps or a Google Earth Tour is a more effective and easier option. You also have the option of including some 360\u00b0 imagery (which you may have taken yourself or sourced from elsewhere). We will return to how 360\u00b0 imagery can be embedded in such platforms later, although they are not the main emphasis of this project.<\/p>\n<h2>Virtual field trip components<\/h2>\n<p>An immersive virtual field trip is based around 360\u00b0 imagery, which may be obtained using photography (to create a photosphere) or video. In addition, 360\u00b0 imagery can be augmented with links to high-definition photographs, videos, 3D models (e.g., from Sketchfab), and audio.<\/p>\n<p>This page considers virtual field trip components and mostly steers clear of technical details \u2013 including equipment and workflows (which are instead discussed in a subsequent section).<\/p>\n<p>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"632\" height=\"759\" src=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/360photo_b_txt2@2x.png\" alt=\"\" loading=\"lazy\" srcset=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/360photo_b_txt2@2x.png 632w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/360photo_b_txt2@2x-250x300.png 250w\" sizes=\"auto, (max-width: 632px) 100vw, 632px\" \/><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"250\" height=\"300\" src=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/360vid_b_txt@2x-250x300.png\" alt=\"\" loading=\"lazy\" srcset=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/360vid_b_txt@2x-250x300.png 250w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/360vid_b_txt@2x.png 632w\" sizes=\"auto, (max-width: 250px) 100vw, 250px\" \/><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"245\" height=\"300\" src=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/360vid_b_txt_1@2x-245x300.png\" alt=\"\" loading=\"lazy\" srcset=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/360vid_b_txt_1@2x-245x300.png 245w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/360vid_b_txt_1@2x.png 633w\" sizes=\"auto, (max-width: 245px) 100vw, 245px\" \/><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"234\" height=\"300\" src=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/video_b_txt@2x-234x300.png\" alt=\"\" loading=\"lazy\" srcset=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/video_b_txt@2x-234x300.png 234w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/video_b_txt@2x.png 629w\" sizes=\"auto, (max-width: 234px) 100vw, 234px\" \/><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"630\" height=\"806\" src=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/3d_b_txt@2x.png\" alt=\"\" loading=\"lazy\" srcset=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/3d_b_txt@2x.png 630w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/3d_b_txt@2x-234x300.png 234w\" sizes=\"auto, (max-width: 630px) 100vw, 630px\" \/><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"235\" height=\"300\" src=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/audio_b_txt@2x-235x300.png\" alt=\"\" loading=\"lazy\" srcset=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/audio_b_txt@2x-235x300.png 235w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/audio_b_txt@2x.png 633w\" sizes=\"auto, (max-width: 235px) 100vw, 235px\" \/><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"158\" height=\"145\" src=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/360photo_bl@0.5x.png\" alt=\"\" loading=\"lazy\" \/><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"158\" height=\"145\" src=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/360vid_bl@0.5x.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/p>\n<h2>360\u00b0 imagery (photos and video)<\/h2>\n<p>A truly immersive virtual field trip uses 360\u00b0 imagery, which allows the viewer to look all around. They may also be able to zoom into features of interest, subject to image resolution and virtual field trip technology.<\/p>\n<p>Compared to a static photograph, which is a curated view and captures only part of the wider landscape, 360\u00b0 imagery more closely captures the experience of standing in the field and provides the viewer with more autonomy. In turn, this provides the basis for meaningful learner activities that require students to take in the landscape as a whole and then identify and focus on particular features of interest.<\/p>\n<p>The value added by 360\u00b0 imagery will vary according to the venue and topic. For example, exploring a glacier \u2013 where there are features of interest all around \u2013 will benefit more from 360\u00b0 imagery than, say, a single exposure at the side of a busy road (although using it for the latter still has value in preparing students for the specifics of the field environment \u2013 which extend beyond disciplinary considerations).<\/p>\n<p>\t\t\t<iframe src=\"https:\/\/www.google.com\/maps\/embed?pb=!4v1651588631592!6m8!1m7!1sCAoSLEFGMVFpcE55NGtmVWg2cGRic0Q1M0hwNDFDUnpHWG94YlJqUllFdHI3eG9X!2m2!1d27.9025205!2d86.83312049999999!3f148!4f0!5f0.7820865974627469\" width=\"600\" height=\"450\" style=\"border:0;\" allowfullscreen=\"\" loading=\"lazy\" referrerpolicy=\"no-referrer-when-downgrade\"><\/iframe>\t\t<\/p>\n<p>This spectacular 360\u00b0 photograph from Prof Tim Barrows is best viewed in fullscreen mode (click the icon on the top right-hand corner of the image).<\/p>\n<p>It is hosted on Google Street View, an ideal solution if you do not want to pay for online storage. Such images can easily be embedded in your own pages. However, there is a limit to what else you can do to it. For example, adding clickable hotspots is not possible.<\/p>\n<p>Compared to a static photograph, which is a curated view and captures only part of the wider landscape, 360\u00b0 imagery more closely captures the experience of standing in the field and provides the viewer with more autonomy.<\/p>\n<p><img src='https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/ca_corrie_1\/preview.jpg' alt='' onclick='startPlayer_4_1282();' style='min-width:100%; max-width: 10000px; min-height: 100%; max-height: 10000px; position: absolute;'><br \/>\n<img src='\/wordpress\/wp-content\/plugins\/garden-gnome-package\/include\/play.png' alt='' onclick='startPlayer_4_1282();' style='width: 180px; height: 180px; z-index:10; display: block;'><\/p>\n<p>This is another example of a 360\u00b0, interactive image, and is best viewed in fullscreen mode. An otherwise non-immersive virtual field trip can have images like this embedded within them.<\/p>\n<p>This image is not hosted on Google Street View. Instead, it is stored on the same server as this website. This provides more flexibility (e.g., to add links to text, photos, videos), although it also involves more work.<\/p>\n<p>There are only a few situations where <strong>360\u00b0 video<\/strong> is likely to be a better option than 360\u00b0 still imagery. For example, placing the camera on a small island in the middle of a stream or river, where there is flowing water all around, could work well \u2013 especially if the focus of interest is on surface flow patterns, including how these change over space and time.<\/p>\n<p>Where movement occurs in a relatively <em>small<\/em> part of the frame, such as could be the case when standing on a riverbank, the disadvantages of using 360\u00b0 video could start to outweigh the advantages.<\/p>\n<p>The main disadvantage of 360\u00b0 video is that it can generate very large files. This is certainly true for higher-end devices (e.g., Insta Pro 2), which makes such footage more difficult to edit, distribute, and view. It is much less of an issue with the files generated by lower-end devices, such as the GoPro Max, but the downside here is video quality \u2013 which is rather low for 360\u00b0 viewing, and colours and details are often smudged in low light. The latter may not be apparent when viewing footage using a mobile phone or a laptop, but is readily visible on larger monitors.<\/p>\n<p>For most purposes, then, 360\u00b0 still imagery is the way to go in terms of quality and practicality. This can be supplemented with embedded (or separate) video clips, which will likely be much better quality than that achieved by most 360\u00b0 cameras.<\/p>\n<p>\t\t\t<iframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube-nocookie.com\/embed\/UiI_xyN9udY\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe>\t\t<\/p>\n<p>This 360\u00b0 video of the Fagradalsfjall volcano (Iceland) was uploaded to YouTube by <a href=\"https:\/\/www.youtube.com\/channel\/UC78q6EuiRSv7XZs_u3Je1rw\" target=\"_blank\" rel=\"noopener\">Arni Hrolfsson<\/a>.<\/p>\n<p>Unlike normal YouTube videos, you can look all around and zoom in on features. It is best viewed in fullscreen mode. You can also select the video resolution &#8211; anything up to 8K (by clicking on the cog icon on the bottom right-hand side). Not all devices and\/or internet connections will cope with streaming the 8K version.<\/p>\n<p>The footage was captured using a high-end camera, most likely an Insta Pro 2. Footage captured using a consumer-grade 360 camera, such as the GoPro Max, will look much worse on anything other than small screens &#8211; as shown in the example below. If used in a low light situation, such as the volcano example above, the GoPro Max would really struggle to deliver usable video quality.<\/p>\n<p>https:\/\/www.youtube.com\/watch?v=eMMixyzy4Es<br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"158\" height=\"149\" src=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/photo_bl@0.5x.png\" alt=\"\" loading=\"lazy\" \/><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"157\" height=\"157\" src=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/video_bl@0.5x.png\" alt=\"\" loading=\"lazy\" srcset=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/video_bl@0.5x.png 157w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/video_bl@0.5x-150x150.png 150w\" sizes=\"auto, (max-width: 157px) 100vw, 157px\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/p>\n<h2>Photographs and videos<\/h2>\n<p>It is not necessary to embed any additional content within your photosphere, but there may be situations in which this adds value. For example, ecologists may wish to include close-ups of plants, capturing detail not easily achieved via 360\u00b0 imagery alone. Whatever the reason, this approach is an easy and effective way to add value to 360\u00b0 imagery, especially those captured on lower-end devices.<\/p>\n<p>Videos can add value where there is movement within a scene \u2014such as flowing water or someone talking to camera\u2014and can be embedded into 360\u00b0 imagery, depending on the technology employed.<\/p>\n<p>Other ways in which video can be used include capturing the journey from one location to the next. For example, a GoPro can be added to a vehicle if travel to and from a field site is also an important part of the experience (and Google Street View is not available).<\/p>\n<p><img src='https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/river_single_embedded_content\/preview.jpg' alt='' onclick='startPlayer_5_1282();' style='min-width:100%; max-width: 10000px; min-height: 100%; max-height: 10000px; position: absolute;'><br \/>\n<img src='\/wordpress\/wp-content\/plugins\/garden-gnome-package\/include\/play.png' alt='' onclick='startPlayer_5_1282();' style='width: 180px; height: 180px; z-index:10; display: block;'><\/p>\n<p>This 360\u00b0 image is enhanced with more detailed photographs and video clips. These additional resources compensate for the otherwise so-so quality of this GoPro Max image.<\/p>\n<p>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"158\" height=\"158\" src=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/3d_bl@0.5x.png\" alt=\"\" loading=\"lazy\" srcset=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/3d_bl@0.5x.png 158w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/3d_bl@0.5x-150x150.png 150w\" sizes=\"auto, (max-width: 158px) 100vw, 158px\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/p>\n<h2>3D models<\/h2>\n<p>You can link to any webpage from within a photosphere, including ones hosting 3D models that can be rotated and inspected at different zoom levels. An example of a site hosting 3D models is <a href=\"https:\/\/sketchfab.com\/\" target=\"_blank\" rel=\"noopener\">Sketchfab<\/a>, but other solutions are available.<\/p>\n<p>Within a virtual field trip, 3D models can supplement what is visible in the 360\u00b0 imagery. This approach can be employed at a range of scales of interest, from landscape down to individual stones. If the purpose of the virtual field trip is primarily to prepare for an in-person visit, you may decide that 3D models are not necessary because this will be done in the field anyway.<\/p>\n<p>A number of geologists use &#8216;virtual outcrops&#8217;, which are detailed models of sites of interest. These sometimes have additional functionality, including the ability to take measurements and interrogate the data in different ways.\u00a0<\/p>\n<p>ADD content here.<\/p>\n<p>\t\t\t <iframe loading=\"lazy\" title=\"Norber erratic\" frameborder=\"0\" allowfullscreen mozallowfullscreen=\"true\" webkitallowfullscreen=\"true\" allow=\"autoplay; fullscreen; xr-spatial-tracking\" xr-spatial-tracking execution-while-out-of-viewport execution-while-not-rendered web-share width=\"640\" height=\"480\" src=\"https:\/\/sketchfab.com\/models\/57fde548a225429584d2d3db20cceea9\/embed?dnt=1\"> <\/iframe> <\/p>\n<p style=\"font-size: 13px; font-weight: normal; margin: 5px; color: #4A4A4A;\"> <a href=\"https:\/\/sketchfab.com\/3d-models\/norber-erratic-57fde548a225429584d2d3db20cceea9?utm_medium=embed&#038;utm_campaign=share-popup&#038;utm_content=57fde548a225429584d2d3db20cceea9\" target=\"_blank\" style=\"font-weight: bold; color: #1CAAD9;\" rel=\"noopener\"> Norber erratic <\/a> by <a href=\"https:\/\/sketchfab.com\/tb276?utm_medium=embed&#038;utm_campaign=share-popup&#038;utm_content=57fde548a225429584d2d3db20cceea9\" target=\"_blank\" style=\"font-weight: bold; color: #1CAAD9;\" rel=\"noopener\"> Prof Tim Barrows <\/a> on <a href=\"https:\/\/sketchfab.com?utm_medium=embed&#038;utm_campaign=share-popup&#038;utm_content=57fde548a225429584d2d3db20cceea9\" target=\"_blank\" style=\"font-weight: bold; color: #1CAAD9;\" rel=\"noopener\">Sketchfab<\/a><\/p>\n<p>This Sketchfab model of the Norber erratic in Yorkshire was created by Prof Tim Barrows. When loaded (click the play button), you can examine it from any direction. It is best viewed in fullscreen mode.<\/p>\n<p>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"158\" height=\"158\" src=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/audio_bl@0.5x.png\" alt=\"\" loading=\"lazy\" srcset=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/audio_bl@0.5x.png 158w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/audio_bl@0.5x-150x150.png 150w\" sizes=\"auto, (max-width: 158px) 100vw, 158px\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/p>\n<h2>Audio<\/h2>\n<p>Providing environmental audio can add to the immersive experience, at least where there is something to hear. The sounds of bedload being moved by a mountain stream, birdsong in a forest, and lava degassing are examples of environmental audio that could add real value to a photosphere. 360\u00b0 videos will capture this audio, although not necessarily with the level of detail you require. For (still) photospheres, audio can be recorded using a mobile phone or, better still, a dedicated recorder. We will return to technical considerations in a later section.<\/p>\n<p>\t\t\t<a role=\"button\"><br \/>\n\t\t\t\t\t\t< Back\n\t\t\t\t\t<\/a><br \/>\n\t\t\t<a role=\"button\"><br \/>\n\t\t\t\t\t\tNext ><br \/>\n\t\t\t\t\t<\/a><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"800\" height=\"307\" src=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/Asset-13-1-1024x393.png\" alt=\"More Inclusive fieldwork logo\" loading=\"lazy\" srcset=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/Asset-13-1-1024x393.png 1024w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/Asset-13-1-300x115.png 300w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/Asset-13-1-768x295.png 768w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/05\/Asset-13-1.png 1057w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/p>\n<ul>\n<li>\n\t\t\t\t\t\t\t\t\t\tIntroduction to VFTs\n\t\t\t\t\t\t\t\t\t<\/li>\n<li>\n\t\t\t\t\t\t\t\t\t\tWhat is a VFT?\n\t\t\t\t\t\t\t\t\t<\/li>\n<li>\n\t\t\t\t\t\t\t\t\t\tMore inclusive fieldwork using VFTs\n\t\t\t\t\t\t\t\t\t<\/li>\n<\/ul>\n<ul>\n<li>\n\t\t\t\t\t\t\t\t\t\tCreating VFTs\n\t\t\t\t\t\t\t\t\t<\/li>\n<li>\n\t\t\t\t\t\t\t\t\t\tPlanning your VFT\n\t\t\t\t\t\t\t\t\t<\/li>\n<li>\n\t\t\t\t\t\t\t\t\t\tEquipment\n\t\t\t\t\t\t\t\t\t<\/li>\n<li>\n\t\t\t\t\t\t\t\t\t\tSoftware and online services\n\t\t\t\t\t\t\t\t\t<\/li>\n<\/ul>\n<ul>\n<li>\n\t\t\t\t\t\t\t\t\t\tFREE VFTs\n\t\t\t\t\t\t\t\t\t<\/li>\n<li>\n\t\t\t\t\t\t\t\t\t\tGlen Roy VFT\n\t\t\t\t\t\t\t\t\t<\/li>\n<li>\n\t\t\t\t\t\t\t\t\t\tCoire Ardair VFT\n\t\t\t\t\t\t\t\t\t<\/li>\n<li>\n\t\t\t\t\t\t\t\t\t\tSlapton VFT\n\t\t\t\t\t\t\t\t\t<\/li>\n<li>\n\t\t\t\t\t\t\t\t\t\tPrawle Point VFT\n\t\t\t\t\t\t\t\t\t<\/li>\n<li>\n\t\t\t\t\t\t\t\t\t\tSeatown VFT\n\t\t\t\t\t\t\t\t\t<\/li>\n<li>\n\t\t\t\t\t\t\t\t\t\tHow we made our VFTs\n\t\t\t\t\t\t\t\t\t<\/li>\n<\/ul>\n<p>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.ukri.org\/councils\/nerc\/\" target=\"_blank\" rel=\"noopener\"><br \/>\n\t\t\t\t\t\t\t<img decoding=\"async\" width=\"300\" height=\"76\" src=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/04\/Nerc-white-300x76.png\" alt=\"\" loading=\"lazy\" srcset=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/04\/Nerc-white-300x76.png 300w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/04\/Nerc-white.png 735w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/>\t\t\t\t\t\t\t\t<\/a><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.worcester.ac.uk\/\" target=\"_blank\" rel=\"noopener\"><br \/>\n\t\t\t\t\t\t\t<img decoding=\"async\" width=\"300\" height=\"90\" src=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/04\/Asset-4@4x-300x90.png\" alt=\"\" loading=\"lazy\" srcset=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/04\/Asset-4@4x-300x90.png 300w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/04\/Asset-4@4x-1024x307.png 1024w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/04\/Asset-4@4x-768x230.png 768w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/04\/Asset-4@4x-1536x461.png 1536w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/04\/Asset-4@4x.png 1891w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/>\t\t\t\t\t\t\t\t<\/a><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.bangor.ac.uk\/\" target=\"_blank\" rel=\"noopener\"><br \/>\n\t\t\t\t\t\t\t<img decoding=\"async\" src=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/elementor\/thumbs\/Asset-3@2x-pny59ipjryi5mp1649owdg1731f7t1wy014s15vbqy.png\" title=\"Asset 3@2x\" alt=\"Asset 3@2x\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.salford.ac.uk\/\" target=\"_blank\" rel=\"noopener\"><br \/>\n\t\t\t\t\t\t\t<img decoding=\"async\" width=\"300\" height=\"143\" src=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/04\/Salford-white@4x-300x143.png\" alt=\"\" loading=\"lazy\" srcset=\"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/04\/Salford-white@4x-300x143.png 300w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/04\/Salford-white@4x-768x366.png 768w, https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-content\/uploads\/2022\/04\/Salford-white@4x.png 866w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/>\t\t\t\t\t\t\t\t<\/a><\/p>\n<p>This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Virtual field trip components Introduction For some, virtual fieldwork development may just be a matter of buying an item of equipment (e.g., a GoPro Max) and then going out into the field and hoping for the best. Here, we discuss the all-important planning stage, which in an ideal world precedes any equipment purchases. What equipment [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"elementor_canvas","meta":{"footnotes":""},"class_list":["post-1282","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-json\/wp\/v2\/pages\/1282","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-json\/wp\/v2\/comments?post=1282"}],"version-history":[{"count":379,"href":"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-json\/wp\/v2\/pages\/1282\/revisions"}],"predecessor-version":[{"id":5574,"href":"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-json\/wp\/v2\/pages\/1282\/revisions\/5574"}],"wp:attachment":[{"href":"https:\/\/fieldwork.wp.worc.ac.uk\/wordpress\/wp-json\/wp\/v2\/media?parent=1282"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}