Mapping Meaning, the Journal (Issue No. 1)

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Field Play Magdalena S. Donahue Dr. Magdalena Sandoval Donahue is interested in increasing science accessibility and applicability. She combines her background in geoscience, mobile technology, and art to create data visualization tools and science outreach and education efforts. She co-founded Think Ubiquitous, LLC, an environmental reporting software development company. Her work specializes in report automation, interactive data visualizations, and (geo)science education. Dr. Donahue also utilizes her art background to create visualizations from actual Earth datasets which she prints on fabric and then creates apparel. Dr. Donahue is a consulting geologist, part-time lecturer at the University of New Mexico, and is authoring books on the geology of Colorado and New Mexico. She is also a 2-time Olympic Marathon Trials Qualifier and personal running coach. A native of northern New Mexico, Dr. Donahue spent her youth in Truchas and Los Alamos, NM. Growing up in these rugged landscapes was the basis for much of her curiosity about and appreciation of Earth processes; her family ties also ground her interest in increasing science usability for rural and diverse populations. think-ubiquitous.com 108 Mapping Meaning, the Journal
Field Play Magdalena S. Donahue Introduction The original idea for Field Play – or a digitally immersive field trip – grew out of the desire to avoid carsickness I often experienced on geologic field trips. When perusing an array of materials, often driving on small or dirt roads, it is difficult to integrate information from a variety of sources and in different mediums to grow a comprehensive view of a location. My original thought was to assimilate maps, data, and photos/sketches into a digital booklet; the idea grew to be much more complex and interesting. I have always been interested in the integration of technology into field sciences. Geoscientists must think in a complex, 4-dimensional space-time framework, working with timescales ranging to billions of years – much beyond the human timescale, and spaces and environments that are no longer in existence, or took place on different parts of the globe. Much of this complexity can be teased out and displayed using interactive digital tools, allowing for a personal, curiosity-driven exploration of a topic, location, or time period. explore a way to allow users, regardless of background, drive their own educational experiences because I believed that by placing education in a personal context, a user would then be more likely to learn relevant material. I feel that it is critical to place education – particularly science education – in a context that is familiar to the learner, thus reducing potential points for alienation or intimidation, and increasing the relevance and application of science. I grew up in rural northern New Mexico, a place of enormous inherited and cultural knowledge, but one that is also poor and traditionally skeptical of science education. The people of these educationally underserved regions are excellent learners, teachers, and scientists – but are rarely given any choice or control over the direction or application of their educations. I believe that by allowing users to drive their educational experiences (formal and informal), they are more likely to learn relevant material, expand upon that base, and create a selfdriven, efficient education that allows for the powerful application of relevant knowledge to real-life problems. Field Play began in the year following the birth of my elder daughter. I took leave from graduate study as I had a newborn and was working through postpartum depression. This was a time of great creative energy, as I permitted myself to fully take leave from graduate work and focus on the parts of geoscience that really drew me: education, data visualization, and technology integration. During this year, I wanted to Background Digital technologies – web-based, mobile and wearable – are becoming increasingly used in geoscience education. Increased access to technology and computing power are paired with a growing recognition of the need to diversify methods of teaching, research, data collection and management, and scientific communication both within Issue N o 1 109
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