SEDucate: Sedimentary Log Exercises for an Active Learning Environment

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For students to get the best possible learning experience, it is generally agreed that there needs to be 22 'constructive alignment' between the material being taught (the 'learning outcomes'), how the material 23 is taught and how it is assessed (e.g., Biggs, 1996). In particular, if the teaching material is of a practical 24 nature, such as interpreting sedimentary logs, then both the teaching method and assessment should 25 be adapted to that. Thus, instead of teaching using traditional lectures, a teacher-centered approach, it is better to use active learning techniques in the classroom, i.e., a student-centered approach. Similarly, 27 the assessment should be closely related to the material used in class.

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Many studies on active learning, including active learning in the STEM disciplines at the university level, 29 have been conducted. These studies strongly suggest that active learning improves students' 30 acquisition of concepts (e.g., Freeman et al., 2014, Deslauriers et al., 2019. Therefore, in the context 31 of constructive alignment, active learning has been promoted for many years at many universities, 32 including the geosciences (e.g., Manduca et al., 2017). However, recent studies also suggest that 33 teaching centered techniques (e.g., lectures) still remains the most common method in many STEM

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In this paper, we present a method and framework to create student-centered sedimentary log exercises 58 for introductory sedimentology courses. We describe the method and show how sedimentary logs are 59 created for many different types of depositional environments and how to use this material in various 60 classroom settings and assessments.

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In the initial version of SEDucate, sedimentary log profiles are available for 10 different depositional 97 environments and sub-environments including: alluvial fan, channel belt, floodplain, eolian, lacustrine, 98 shallow marine, turbidite, deep marine, delta channel and delta mouth bar settings (Table 1). The

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SEDucate interface also allow for the creation of additional sedimentary log profiles that may be used 100 to increase the number of environments or profile detail by defining the parameters mentioned above.

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Further information on the creation of new sedimentary environments is available in the User Guide on 102 our GitHub page that is provided in the data availability section.

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The example provided in Figure 3 shows the Brahmaptura River which is characterized by braided river

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As an example, the first environment selected from a sedimentary environments map (e.g., Figure 3) is    If implemented in groups, the exercise provides an opportunity for students to discuss the logs amongst 198 their peers to reach a consensus on different scenarios and plausible interpretations. Successively 199 including additional sedimentary logs to the same exercise (e.g., 5 to 10 logs in Figure 3B) is a great

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The paleogeographic map to be reconstructed by the student can be based on a simple conceptualized 210 illustration, a previously interpreted paleogeography from the field or literature, or a modern depositional 211 environment (e.g., Figure 3A). If a sedimentary field excursion is planned in the course curriculum, this 212 is a good opportunity to design the exercise with similar depositional environments that will be defined 213 in the field for a constructive alignment approach (e.g., Biggs, 1996). We recommend separating the   3. Sketch the paleogeography of the interpreted depositional environments (e.g., Figure 3B).

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The assessment of student performance that provides a fair, timely and efficient evaluation and prevents