Jupyter Book as an open online teaching environment in the geosciences: Lessons learned from Geo-SfM and Geo-UAV

Together with our students, we co-created two open-access geoscientific course modules using the Jupyter Book environment that formed part of one undergraduate-level and one open-ended (undergraduate – professor) geology course that comprised both field and classroom teaching. The modules covered the acquisition of drone data and subsequent processing of 3D models and were iteratively revised over a four-year period. Each module implemented an in-line collection of videos, animations, code snippets, slides, and interactive material to complement the main text as a diverse open learning environment. Behind the scenes, Github was used to facilitate content version, co-creation and open publishing of the resources. We found that students were favourable to the framework and especially valued the framework’s accessibility, inclusivity, co-creation capabilities, and interactivity. Collaboration certainly helped cultivate an interest in revising the source materials and updating information where it was deemed outdated or unclear, regardless of the contributor’s background, affiliation or level of experience. However, effective co-creation relied on students to be able to use the tools at their disposal, plus be given the opportunity to contribute in their own ways. Through our combined efforts, we succeeded in providing lasting, up-to-date and open course materials to a campus with a small department that does not have significant experience nor capacity in developing and maintaining open educational resources. Work remains to establish optimal playtime durations for integrated animations and videos, as well as the translation of the modules into different languages. Finally, our efforts are an important step in the development of open educational geoscientific content co-created with input from technical experts, social scientists, and students alike.