Description: Dealing with topics concerning natural risk management in a volcanic environment, can greatly benefit from innovative techniques. In particular, Augmented Reality (AR) and Virtual Reality (VR) are well known by Native Digital and can be used by lower-level and university students to promote their understanding of natural risks. 3DTeLC is a three-year trans-European project funded by the Erasmus+ Key Action 2 programme: “Cooperation for Innovation and Exchange of Good Practices, a European scheme that fosters higher education partnerships” (https://www.erasmusplus.org.uk/key-action-2). The main goal of this project is to help young students to become highly-skilled professionals in the field of environment and geosciences, gaining knowledge in image and 3D-spatial analysis, data management and informatics, and strengthening their mathematical and numerical skills in Earth observation and data analysis. In the framework of this project INGV team has developed a “Talking poster”, using a custom AR tool to propose a user friendly approach aimed at the reduction of volcanic and seismic risks.

Description: Published

Description: online (for the Covid pandemic)

Description: 1TM. Formazione

Description: To ensure an efficient natural risk management, we need an in-depth understanding and assessment of risk as well as the adoption of effective prevention measures. Modern techniques such as Augmented Reality (AR) and Virtual Reality (VR) offer the opportunity to explore our environment for professional as well as educational purposes, conveying useful information not only to scientists, but also to at-risk populations. “Virtual navigation on volcanoes by Augmented Reality and 3D-headset” was a geoevent we organized in the framework of the 6th edition of the Italian “Settimana del Pianeta Terra” (Week of Planet Earth) in October 2018. The geoevent featured AR and Virtual Reality exhibits, highlighting the benefits of these tools in applications for Earth monitoring, also with positive contributions in mitigation actions to reduce the impact of natural hazards. We proposed virtual 3D models of volcanic regions in Iceland and Italy (at Etna volcano), which guided the visitors in a virtual survey through hazardous contexts like landslide prone areas and fault zones. The event was supported as part of the 3DTeLC project funded through the Erasmus+ Key Action 2 Strategic Partnerships for Higher Education scheme (Project Reference: 2017-1-UK01-KA203-036719).

Description: 3DTeLC project funded through the Erasmus+ Key Action 2 Strategic Partnerships for Higher Education scheme (Project Reference: 2017-1-UK01-KA203-036719)

Description: Published

Description: Vienna, Austria

Description: 1TM. Formazione

Description: Building resiliency to natural hazards like earthquakes requires worldwide engagement, starting from education and dissemination of good practice among the youths. Education of new professionals in the field of seismic risk takes nowadays advantage from the implementation of emergent technologies, such as Augmented Reality (AR) and Virtual Reality (VR), which can benefit from the huge amount of digital information available. We present a few case studies from two European projects promoting education and communication also throughout the application of AR and VR. Targeted audiences of the two projects were schools and universities. KnowRISK (Know your city, Reduce seISmic risK through non-structural elements; Grant agreement ECHO/SUB/2015/718655/PREV28) ended in 2018; it had a special focus on non-structural damage caused by earthquakes, exploring the causes of disruption and proposing preventive measures to reduce it. 3DTeLC is funded through the Erasmus+ Key Action 2 Strategic Partnerships for Higher Education scheme (Project Reference: 2017-1-UK01-KA203-036719) and will be completed in 2020. The project trains students to navigate 3D models of volcanic regions in Iceland, Greece, and Italy (at Mt. Etna volcano), allowing them to carry out virtual surveys also in hazardous contexts. Accordingly, the project aims at strengthening students’ skills in Earth observation and data analysis.

Description: Published

Description: San Francisco, CA, USA

Description: 2TM. Divulgazione Scientifica

Description: Recent advances in underwater and airborne robotic systems and ocean technologies have opened new perspectives in marine geology and its applications in the context of coastal and marine economic activities, whose sustainable development is increasingly acknowledged as a pillar for the new blue economy. BridgET (Bridging the gap between the land and the sea in a virtual Environment for innovative Teaching and community involvement in the science of climate change-induced marine and coastal geohazard) is an EU ERASMUS+ project designed to develop innovative and inclusive teaching methods to address a growing demand for strategic skills and scientific expertise in the field of 3D geological mapping of coastal environments. Seamless integration of the wide variety of multisource and multiscale onshore, nearshore and offshore geospatial data is indeed one of the main areas for improvement in the implementation of efficient management practices in coastal regions, where climate change, rising sea level, and geohazards are considerable environmental issues. BridgET involves a partnership consisting of six European universities with outstanding expertise in the study of geological hazards, and climate impacts in marine and coastal areas (i.e., University of Milano-Bicocca, Italy, Arctic University of Tromsø/CAGE - Norway, National and Kapodistrian University of Athens - Greece, Kiel University, Germany, University of Liege – Belgium, and the University of Malta), two Italian research institutes (INGV and INAF) and a German company (Orthodrone GmvH) specialized in UAS-based LiDAR and photogrammetry data acquisition services and analyses. Project implementation relies on delivering learning and teaching activities through dedicated summer schools for MSc students by efficiently combining the partner’s expertise. Schools focus on giving students a hands-on experience with the variety of methods and procedures adopted in geospatial data acquisition and processing, including the use of drones (Uncrewed Aerial System – UAS), acoustic remote sensing techniques and underwater robotic systems, together with the progress made by computer visions and digital image analysis by using Artificial Intelligence (AI). Students are also introduced to the opportunity to easily examine multiple viewing angles of the seabed and coastal 3D surfaces by using immersive and nonimmersive Virtual Reality (VR), to bring them closer to a more straightforward observation of geomorphological data and geological phenomena. The first Summer School was held in Santorini between the 3rd and 14th of October, 2022. It was attended by 26 students coming from 13 different countries. Teaching and learning activities included several classrooms, fieldwork, laboratory sessions, and seven seminars and cultural visits dealing with transversal topics, allowing students to approach an integrated understanding of human interaction with physical processes from social and economic perspectives. In this presentation, we give examples of course content used to allow students to develop a deeper understanding of theoretical and practical knowledge of climate-induced coastal and marine geohazards. Participants' opinions on the quality of the offered learning/training activities of the Erasmus+ BridgET Santorini Summer School (collected through a dedicated questionnaire) will also be presented. Erasmus+ BridgET Team: Varvara Antoniou, Fabio Luca Bonali, Clara Drummer, Theynushya Esalingam, Luca Fallati, Susanna Falsaperla, Felix Gross, Hans-Balder havenith, Juri Klusak, Sebastian Krastel, Iver Martens, Aaron Micallef, Paraskevi Nomikou, Giuliana Panieri, Danilo Reitano, Julian Teege, Alessandro Tibaldi, Andrea Giulia Varzi, Fabio Vitello, Othonas Vlasopoulos

Description: Published

Description: Vienna (Austria)

Description: OSA4: Ambiente marino, fascia costiera ed Oceanografia operativa