Virtual Field Trips
The value of 3D spatial technologies in the classroom with case studies of Australia and Asia.
ABSTRACT
With a range of 3D spatial technologies now available for free download, and others at cost, you can now explore
your world in a virtual environment. Virtual field trips allow for a wealth of understanding of places anywhere in
the world, whether for studying your local area, Asian studies or global investigations. This workshop will
demonstrate and allow hands on access to virtual 3D technologies such as GeoFlight, Google Earth, NASA World
Wind and Microsoft’s Flight Simulator, focusing on Australian and Asian studies and tours. Why Asia? The
National Statement for Engaging Young Australians with Asia in Australian Schools (DEST), addresses the need to
“prepare students to live, work and learn in their world” through developing Asia-engaged young Australians. As
such, studies of Asia and Australia’s engagement on Asia are being included in course content across the
curriculum. Bringing some of these studies into the realm of virtual reality through the engaging spatial technology
tools available will encourage students to understand ‘Asia’, know about contemporary and traditional Asia and
connect Australia and Asia. Discover your world or local area without leaving the classroom!
RATIONALE
Engaging students with real world investigations delivers relevance to their learning experiences.
Activities and experiences in the local community involve students as active citizens in their approach to
learning. These valuable opportunities have been limited to local studies which, although relevant,
narrow the focus and level of understanding achievable. Developing similar opportunities on a broader
scale or focus on specific case studies for comparison purposes, global understanding or cultural and
environmental awareness has historically had many limitations as cost of travel and resources available.
The expansion of the spatial industry and spatial technologies becoming more accessible to the wider
community has addressed some of these limitations, opening the world to exploration within the
classroom using computers, while enhancing spatial literacy for students. NASA World Wind, Google
Earth Pro, GIS, online tools and resources, as well as the educational program GeoFlight, powered by
Skyline Software Systems’ 3D Earth visualisation software TerraExplorer, provide a representation of the
earth’s surface in a virtual environment. Even some of the more sophisticated games technologies, such
as Microsoft’s Flight Simulator can provide an almost real experience in an enjoyable, engaging way,
while learning within a particular context.
WHY ASIA?
Australian students and teachers will undertake many relevant investigations and case studies within a
local, state and national context to better understand the situation in which they live and culture,
relationships, hazards and issues they must face that are of relevance to them as Australians. Virtual field
trips allow for the exploration at each of these levels. Understanding more global perspectives is also of
great significance to student life long learning. International studies allow for better cultural,
environmental and comparative understandings. Stewart (2004) acknowledges the value of “knowledge
of other cultures, respect for diversity, tolerance and greater interconnectedness between people”.
Investigating and understanding regions such as Asia through spatial technologies can therefore improve
civics and citizenship for students. It is suggested that an Asia-engaged young Australian is better
prepared to live, work and learn in their world (DEST, 2006).
The Dept. of Science, Education and Training (2006) acknowledges the global significance of the Asian
region, explaining that Asia includes: ‘
 60% of the world’s population and 30% of world land mass
 The world’s two most populous nations, China and India
 Some of the most dynamic civilizations of all time

A great diversity of belief systems including Islam, Buddhism, Hinduism and Christianity, and
Indonesia, the worlds’ largest Muslim country
 The world’s second largest economy, Japan, and the two fastest growing major economies, China
and India.’
As Australia’s closest neighbours and major trading partners, Asia is of critical importance for Australia’s
current and future citizens, therefore there is a national commitment to “knowledge, skills, values, and
understanding they need to fulfil themselves, to live in and contribute effectively to a global society and
to work in a global economy.” (DEST, 2006). A geographical understanding of Asia and its sub-regions
of North-east Asia, South-east Asia and South Asia, possibly extending to the Middle East or the broader
Asia-Pacific region can be developed through virtual field trips using spatial technologies.
RESOURCES
The Asia Education foundation works to promote and support the cross-curricular study of Asia in
Australian schools and develop relevant materials for students (AEF, 2004). Software, curriculum and
professional development resources are available to explore Australia, Asia and global contexts.
NASA World Wind
A 3D interactive programme, NASA World Wind is free to download and allows students to explore
locations around the world and discover information about landmarks of the world. Students can link
countries to facts about them through the flags of the world link to pages on the CIA World Factbook
website (http://www.cia.gov/cia/publications/factbook/index.html). This therefore does not limit
information to the location of places, or spatial information, but other statistical and cultural information
also. World Wind is no longer limited to the earth, as NASA Moon, included in the free download, was
released in 2005. Other add-ons and data sources are available at World Wind Central
http://www.worldwindcentral.com/wiki/Main_page.
NASA World Wind Flags of the World and Landmarks features.
Google Earth
Representing the earth’s surface in 3D, Google Earth allows for exploration from a global to local scale.
Some regions of the world have more accurate data and features than others, but virtual field trips at a
regional scale can be successful and worthwhile. Google Earth combines satellite imagery, aerial
photography and other mapping based spatial data from across the globe, making this geographic
information accessible through a free downloadable interface and broadband internet access (Google,
n.d.). The application is free for personal use which limits educational use, hence the licensing of Google
Earth Pro free to Australian schools.
3D oblique perspective of Uluru, Australia using Google Earth Pro.
How is Google Earth Pro different to Google Earth? Google Earth Pro is for commercial use, hence the
cost involved for both the application and its extensions. This cost has been wavered for educational use
in schools in Australia, including access to ‘Data Importer’ and ‘Movie Maker’ extensions. These
extensions allow for you to save specific images, import spatial data (imagery and vector mapping data)
and GPS waypoints into the interface as well as create and capture a virtual field trip as a movie file for
students to access. Users can join the Google Earth Community to communicate and share resources, as
well as access discussion areas for students and teachers. The qualifications document created by Dennis
Reinhardt of Google inc. and Education Queensland position on both Google Earth Pro and NASA World
Wind are not yet published but will soon be available on the Spatial Technologies in Schools site
http://www.learningplace.com.au/deliver/content.asp?pid=19825 and the Curriculum Exchange. Further
information on both Google Earth and Google Earth Pro or to download the programmes, go to
http://earth.google.com.
Aerial perspective of Forbidden City, Beijing, China and Rashtrapati Bhavan, New Delhi, India.
Aerial perspective of Imperial Palace, Tokyo, Japan and 3D oblique perspective of Mount Everest, Nepal.
Geographic Information Systems (GIS)
A GIS links locations to information about them for purposes such as spatial analysis, investigation,
prediction and planning. GIS software used by Australian schools include ESRI’s ArcView, ArcGIS and
ArcExplorer, MapInfo’s MapInfo Professional, and Intergraph’s GeoMedia. Each company supports
schools through discounted and free software. Used in the spatial industry at all levels of government and
private industry, spatial data is accessible to Australian students. International data is also available to
download from a range of spatial data sites globally. Relevant, current real world data allows for in-depth
investigations and explorations of specific locations and an active citizenship approach to learning.
A case study from Australia using GIS as a virtual field trip is the Stumer’s Creek Water Quality
investigation undertaken by year 11 Geography students at Coolum State High School in Queensland.
Data provided by Maroochy Shire Council allowed students to explore both the site and situation of the
local creek, determine possible water quality issues from spatial analysis and explore the problems
associated with the riparian vegetation. The students followed this virtual field trip investigation with an
excursion to the creek to assess their hypotheses and make recommendations to the council through a
report submitted to council. ‘Using GIS, we report our findings to local council so that we can be a part
of the decision making in the local area… as students, we can affect what’s going on in our environment
and using GIS, we can make a difference.’ Danny Lees, year 11 students, Coolum SHS (Maguire, 2005).
The snapshots of the project illustrated below are the result of the collaboration between Maroochy Shire
Council and Education Queensland for the creation of the project by the teacher, Meegan Maguire.
With access to a GPS, GIS software and data, and a digital camera, international travel can lead to the
creation of virtual field trips. An example of a yet to be published Asian virtual field trip is the tour of
Sarawak, a state in Malaysian Borneo. Travel to and then around Sarawak during a break period, with a
handheld GPS and digital camera was all that needed to the capture of relevant information. At each
location of significance or value, a waypoint was marked on the GPS, a photo was taken of the relevant
cultural, historical or environmental view, and any further relevant information was recorded. The GPS
waypoints were finally downloaded into the computer on the GIS software and the image files containing
photos and information were ‘hotlinked’ to their relevant location. Other spatial data was added to the
project so that finally students could see a finished map product and explore spatial components as well as
take the journey of exploring each hotlink imagery and information as a virtual tour of Sarawak.
Travelling the world to capture this data would seem to be a daunting process but there are a number of
ways to capture the data and create these virtual field trips. The Asia Education Foundation (AEF) offers
unique professional development experiences through the Access Asia study tours (AEF, 2004) where the
first hand experience of the locations within Asia would provide the opportunity to capture the data for
the eventual creation of a virtual field trip. Using personal travel as an opportunity to capture data
extends the ability to create these resources also. Sharing resources and ideas through discussion lists
such as the Asia EdNet discussion group of over 1000 educators (DEST, 2006) or international networks
allows for teachers all over Australia, Asia and the world to capture relevant location data to assist others
in the creation of resources such as virtual field trips as well as the professional development needed
through online tutorials in broadening the scope of understanding for teachers.
GIS curriculum resources are also available for global and Asian studies. An award winning example of
which is ‘Mapping Our World : GIS Lessons for Educators’. This resource book and CD Rom has
modules on a range of themes including volcanoes and earthquakes around the world and in East Asia, a
global perspective of ecosystems, climate and vegetation and a case study of South Asia as just two
examples (Malone, Palmer & Voigt, 2002).
Online tools and resources
There are a number of interactive tools or ready made resources available online. Within days of the
Asian Tsunami, images were available online to compare locations before and after the tsunami using
satellite imagery, as well as a 3D fly through of one of the affected areas. Hurricane Katrina saw a similar
resource available on the web. Online information GIS sites are also available. The Information
Queensland Online Atlas, a Queensland Government initiative, provides an interactive way to access
government information in a spatial format (Queensland Government, 2005). These are just three
examples of the many online tools available to explore spatial data and undertake a virtual field trip.
Other resources and information are available on the Education Queensland Curriculum Exchange under
“Spatial Technologies : GIS in the Classroom” including websites, resources, curriculum applications and
other general information (Education Queensland).
Before and After Tsunami images retrieved from http://homepage.mac.com/demark/tsunami
Images captured from http://www.information.qld.gov.au
GeoFlight
GeoFlight is a 3D educational product for purchase by schools that uses 3D visualization to provide an
interactive virtual environment of specific locations. Using the flight panel, students can control their
speed, direction and altitude as well as interact with photographs and other information provided
(McMullen Nolan & Partners, 2005). Powered by Skyline Software Systems, GeoFlight allows for a
truly virtual field trip exploring locations, statistics and the ability to learn to create cross sections and
graphs, as well as calculate terrain. Current Australian themes available include Perth, Melbourne,
Sydney, Brisbane, Adelaide, Collie and Albany, Northam and Margaret River as well as Harvey Waroona
and Bunbury. There are also international themes available. GeoFlight was awarded the Asia Pacific
Spatial Excellence Award for Community and the Environment in 2004. In 2005, it received the
Australian Geography Teachers association (AGTA) award for Best CD Rom.
Screen captures from GeoFlight software, Brisbane Theme.
Microsoft Flight Simulator
Microsoft Flight Simulator 2004 : A Century of Flight allows students to explore the history and physics
of flight while travelling between airports across the globe, experiencing the terrain of locations, and a
range of weather and other conditions. The joystick functionality allows for a kinaesthetic approach to
the learning experience adding another element to the virtual experience. The use of this flight simulator
programme supports the Education Queensland Aerospace Project, which is a partnership between
Education Queensland, Boeing Australia Ltd. and Aviation Australia. It is a valuable tool for the
Aviation Studies senior syllabus currently in trial as well as a number of other curriculum areas in the
middle and senior phases of learning, as illustrated by Maguire, Cooper and Garratty (2005) in the
following table.
Possible Curriculum Applications – Microsoft Flight Simulator 2004 : A Century of Flight
Physics
* theory of flight
* propulsion
Engineering
* Technology, Industry and Society (History of flight; Development of
Technology
aerospace materials & structures)
* Engineering Mechanics (Statics - force and equilibrium systems,
frameworks; Dynamics; Machines)
* Control Systems (Fundamentals of control systems; Components – input,
processor, outputs; Applying control systems)
Aerospace Studies
* Aeronautics and Astronautics
New OP subject
Basic aeronautical knowledge
(9 trial schools)
Aircraft systems
Meteorology
History of aviation and flight
Developments in aerospace and aeronautics
Language and terminology
* Aviation Operations
Airport and airline operations
Air traffic management
Environmental factors
Human factors
Geography
* Australian, international or global Geography, reasons for locations of
airports, topography, impact of aerospace on society (globalisation)
Modern History
* Historical Flight paths
Tourism
* Virtual Field Trips
SOSE
* Virtual Field Trips
Maths A, B, C
* Linear displacement, statics & dynamics, trigonometry, unit conversions
(imperial to metric)
Tech Studies
* Technical design and construction of aircraft
Graphics & Art
* Logo design and aircraft design
* Virtual Landscape art
Middle Schooling
* Integrated flight unit
Images from www.microsoft.com/games/flightsimulator illustrating virtual conditions.
Case studies on the value of Microsoft Flight Simulator 2004 in education, undertaken by Michael
Garratty, a middle school and senior physics and aviation teacher at Hendra Secondary College, Sally
Vellar, a middle school and geography teachers at Coolum State High School and Beau McBride, a year
10 student at Coolum State High School showed the benefits and limitations of using this software. Year
9 students at Hendra Secondary College were able to learn avionics, air traffic control procedures and
meteorology and the response was very favourable, according to Michael Garratty. (Garratty, Vellar and
McBride, 2005). The year 10 student, Beau McBride, held a student pilot’s license at the time of the case
study and found that the joystick technology was a ‘more realistic way to learn a concept as a simulation.’
(Garratty, Vellar and McBride, 2005). Both teachers found that the software engaged males more so than
females and that the single user licensing of the software and the cost of joysticks was limiting the
availability to use a in a broader context.
Professional Development
The resources explored provide an example of the broad range of spatial technologies available for the
creation of virtual field trips, so steps need to be taken to explore, select and access professional
development for the most suitable resources for specific learning experiences. Welch states that
professional development is ‘a key to any sustained change strategy given that teachers knowledge can be
a major barrier’, in reference to engaging and changing the attitudes of students. She also stresses that to
achieve success involves a whole school commitment (Welch, 2004). Most spatial resources have online
training available, as well as access to other forms of professional development for teachers. Education
Queensland’s Spatial Technologies in Schools Project, an initiative of the ICT Learning Innovation
Centre, includes provision of professional development opportunities for teachers. National and regional
teacher networks within Queensland have been established and linked to industry support networks from
the spatial industry for the access to support and sharing of resources. Asia EdNet not only includes the
previously mentioned discussion group, but also an online tutorial and online resources for assisting
teachers in integrating electronic resources of Asian Studies into the classroom.
Integrating virtual field trips into Australian and Asian studies allows for worthwhile learning experiences
and comparative studies between a local real world excursion and a virtual experience of a different part
of the world that cannot be reasonably accessed by students in real terms. For example, students can
compare land area, populations and population densities of Australia and some Asian countries, compare
change over time, or ask questions as suggested by Kiernan (2004), ‘How have land boundaries
influenced interaction between peoples and nations?’ or ‘What is it like to be a landlocked nation state?’
compared to Australia as an island nation. The possibilities are only limited by the resources and training
available, as well as the imagination of the teacher and students.
REFERENCES
Asia Education Foundation. (2004). About the Asia Education Foundation. Primary and Middle Years
Educator, 2(3). 3-5.
Department of Education, Science and Training. (2006) National Statement for Engaging Young
Australians with Asia in Australian Schools. Retrieved March 24, 2006, from the Asia Education
Foundation Web site: http://www.asiaeducation.edu.au
Garratty, M., Vellar, S. & McBride, B. (2005) Spatial Technologies in Schools Action Learning Project :
Microsoft Flight Simulator.
Google (n.d.) A 3D interface to the planet. Retrieved February 17, 2006, from http://earth.google.com
Kiernan, J. & Reeves, H. (2004). Just how big is big?... studies of Asia and Numeracy. Primary and
Middle Years Educator, 2(3). 24-26.
Maguire, M. (2005) Spatial Technologies in Schools. Fact sheet, ICT Learning Innovation Centre,
Queensland, Australia.
Maguire, M., Cooper, P. and Garratty, M. (2005) Flight Simulation in Education : Possible Curriculum
Applications. Microsoft Flight Simulator in Education. Submission to Australian Microsoft
Representatives.
Maguire, M. & Ramsay, P. (2005) Spatial Technologies: GIS in the Classroom. TIPS section of
Education Queensland’s Curriculum Exchange. Accessed on February 8, 2006 at
http://education.qld.gov.au/tal/tips/02410.html.
Malone, L., Palmer, A. and Voigt, C. (2002) Mapping Our World : GIS Lessons for Educators.
Redlands, California : ESRI Press.
McMullen Nolan & Partners (2005) GeoFlight. Western Australia. Company information brochure.
National Aeronautics and Space Administration (NASA) (2005) World Wind 1.3 downloaded from
http://worldwind.arc.nasa.gov/
Queensland Government (2005) Information Queensland : your interactive atlas. Pamphlet.
Queensland Government. Information Queensland. Accessed from http://www.information.qld.gov.au
on September 28, 2005.
Stewart, P. (2004). Reaching out regionally : Citizenship and the middle years of schooling. Primary and
Middle Years Educator, 2(3). 20-21.
Welch, M. (2004). What makes a difference – increasing students’ knowledge and understanding of Asia.
Primary and Middle Years Educator, 2(3). 27-29.