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Digital outcrop models (DOMs) have facilitated quantitative and qualitative studies in digital and virtual environments of source and reservoir rock analogs important to the oil industry. The use of immersive virtual reality (iVR) to extend field experiences has motivated several research groups to develop software integrating iVR techniques with tools to interpret and derive geological information from DOMs. This virtual approach can also contribute to the development of geological and spatial thinking skills taught in the classroom and during field trips. The immersive virtual field trips (iVFTs) can provide students access to outcrops and additional data restricted to field learning activities while allowing additional interactions impossible in the field. iVFTs have been developed recently; however, the structuring of iVFTs for geology classes has not been presented in a way that inexperienced iVR users can make use of such systems. In this scenario, our work proposes a method to structure an iVFT using georeferenced data containers and the virtual reality software Mosis LAB while evaluating users' perceptions during an iVFT study case. The evaluation using technology acceptance model questionnaires showed that users were positively impacted by the observational iVFT experience, effectively supporting e-learning, and class field learning activities and preparations. This approach allows field trip experiences in less accessible study sites, especially in less favorable conditions like the ones during the Coronavirus 2019 pandemic where many geoscience departments had their field trips hampered.

The high Arctic is a remote place, where geoscientific research and teaching require expensive and logistically demanding expeditions to make use of the short field seasons. The absence of vegetation facilitates the use of modern photogrammetric techniques for the cost-effective generation of high-resolution digital outcrop models (DOMs). These georeferenced models can be used in pre-fieldwork activities to help prepare for traditional geological fieldwork, during fieldwork to record observations, and post-fieldwork to conduct quantitative geological analyses. Analyses of DOMs range in scale from mm-cm (e.g., size and spacing of dinosaur footprints), to hundreds of meters (e.g., seismic modeling of outcrops and outcrop-well-seismic correlations) and can advance research objectives. This integration is strengthened if key geoscientific data, like geological and topographical maps, subsurface profiles, borehole data, remote sensing data, geophysical data and DOMs can be integrated through a common database, such as the Svalbox database that we present in this commentary. Svalbox geographically targets the Svalbard archipelago, where fieldwork is challenging due to the harsh polar environment, risk of polar bear encounters and demanding transport to the field area. The University Centre in Svalbard nonetheless relies on utilizing the natural Svalbard environment for its field-based education, and now makes use of Svalbox to make geological fieldwork more efficient and post-fieldwork analyses more quantitative. Experience and usage of such tools in geoscientific education, particularly in the polar regions, is not well documented. Therefore, we share experiences on both developing and optimizing Svalbox, and on student and lecturer usage. Svalbox includes a web-based interface through which DOMs are shared and displayed together with relevant public-domain geoscientific data sets. Svalbox also serves as a platform to share student and teacher experiences on the entire DOM workflow, from acquisition to data distribution. For the Svalbox users questioned by the project group, DOMs were found to provide many benefits, including quantitative analyses, extended field season, appreciation of scale and data sharing that significantly outweigh present-day challenges, such as the need for expensive hardware and lack of easily accessible interpretation software, the latter being surmountable within the near-term.

The emergence of digital tools, including tablets with a multitude of built-in sensors, allows gathering many geological observations digitally and in a geo-referenced context. This is particularly important in the polar environments where (1) limited time is available at each outcrop due to harsh weather conditions, and (2) outcrops are rarely re-visited due to the high economic and environmental cost of accessing the localities and the short field season. In an educational development project, we explored the use of digital field notebooks in student groups of 3-4 persons during five geological field campaigns in the Arctic archipelago of Svalbard. The field campaigns formed part of the Bachelor and Master/PhD courses at the University Centre in Svalbard in Longyearbyen at 78°N. The digital field notebooks comprise field-proofed tablets with relevant applications, notably FieldMove. Questionnaires and analyses of students' FieldMove projects provided data on student experience of using digital field notebooks, and insight into what students used the digital notebooks for, the notebooks' functionality and best practices. We found that electronic and geo-referenced note- and photo-taking was by far the dominant function of the digital field notebooks. In addition, some student groups collected significant amounts of structural data using the built-in sensors. Graduate students found the ability to conduct large-scale field mapping and directly display it within the digital field notebook particularly useful. Our study suggests that the digital field notebooks add value to field-based education in polar environments.

In this paper, we use a new workflow to substantiate the characterization of a prominent, deep sediment conductor in the hyperextended Bjørnøya Basin (SW Barents Sea) previously identified in smooth resistivity models from 3-D deterministic inversion of magnetotelluric data. In low-dimensionality environments like layered sedimentary basin, 1-D Bayesian inversion can be advantageous for a thorough exploration of the solution space, but the violation of the 1-D assumption has to be efficiently handled. The primary geological objectives of this work is therefore preceded by a secondary task: the application of a new machine learning approach for handling the 1-D violation assumption for 21 MT field stations in the Barents Sea. We find that a decision tree can adequately learn the relationship between MT dimensionality parameters and the 1-D–3-D residual response for a training set of synthetic models, mimicking typical resistivity structures of the SW Barents Sea. The machine learning model is then used to predict the dimensionality compensation error for MT signal periods ranging of 1–3000 s for 21 receivers located over the Bjørnøya Basin and Veslemøy High. After running 1-D Bayesian inversion, we generated a posterior resistivity distribution for an ensemble of 6000 1-D models fitting the compensated MT data for each 21 field stations. The proportion of 1-D models showing ρ < 1 Ω·m is consistently beyond 80 per cent and systemically reaches a maximum of 100 per cent in the Early Aptian–Albian interval in the Bjørnøya Basin. In hyperextended basins of the SW Barents Sea, the dimensionality compensation workflow has permitted to refine the characterization of the deep basin conductor by leveraging the increased vertical resolution and optimal used of MT data. In comparison, the smooth 3-D deterministic models only poorly constrained depth and lateral extent of the basin anomaly. The highest probability of finding ρ < 1 Ω·m is robustly assigned to the syn-tectonic Early Aptian–Albian marine shales, now buried at 6–8 km depth. Based on a theoretical two phase fluid-rock model, we show that the pore fluid of these marine shales must have a higher salinity than seawater to explain the anomaly ρ < 1 Ω·m. Therefore, the primary pore fluid underwent mixing with a secondary brine during rifting. Using analogue rift systems in palaeomargins, we argue that two possible secondary brine reservoir may contribute to deep saline fluid circulation in the hyperextended basin: (1) Permian salt-derived fluid and, (2) mantle-reacted fluid from serpentinization. [ABSTRACT FROM AUTHOR]

The transition from syn‐rift to post‐rift sedimentation in rift basins is difficult to characterize in terms of stratigraphic architecture and dominating control on sedimentation, due to decreasing tectonic activity interplaying with regional subsidence, eustatic sea level changes, and differential compaction of underlying syn‐rift sediments. Our case study of the Late Palaeozoic Inner Hornsund Fault Zone targets late syn‐rift strata recorded in the (?Pennsylvanian – ?lower Permian) Treskelodden Formation in Hornsund, southern Spitsbergen, representing a mixed siliciclastic‐carbonate succession, with siliciclastics primarily sourced from the adjacent Sørkapp‐Hornsund High. We document local scale (<10 km) facies variability, sequence stratigraphy, and evolution of a succession deposited along a flank of the structural high during the late syn‐rift stage. We observe that during the transition towards rift termination (glacio‐)eustatic sea level changes and overall regional flooding became a more prominent forcing factor controlling sedimentation. Our dataset includes sedimentary logs, microfacies analysis, and high‐resolution digital outcrop models. We identify four progressively backstepping stratigraphic sequences, reflecting an evolution from (1) terrestrial siliciclastics through (2–3) nearshore mixed siliciclastic–carbonates, to (4) carbonate ramp deposits. On the small scale (<5 m) the internal sediment cyclicity of the succession was formed by autogenic processes, particularly the changing rate of sediment input from the southwestern source area (the uplifted Sørkapp‐Hornsund basement high). On the larger scale (10s of m), the importance of glacio‐eustatic sea‐level changes, driven by waxing and waning of ice caps in the southern hemisphere (Gondwana), increased as the rift‐related tectonics decreased. The interdisciplinary methods used in this study provide new knowledge of the Middle Pennsylvanian to Permian depositional evolution in southern Spitsbergen, besides a novel framework for comparison to adjacent basins in the region and similar basins elsewhere. [ABSTRACT FROM AUTHOR]

Geologically, the Arctic is one of the least explored regions of Earth. Its significance, in terms of indigenous populations, resource extraction, tourism, shipping and a rapidly changing climate, is increasing. The Arctic offers geological diversity encompassing onshore and offshore environments, include active subduction zones in Alaska, deep sedimentary basins on the Siberian and Barents Sea shelves, widespread ancient Arctic volcanism and magmatism, the world's slowest spreading mid-ocean ridge (Gakkel Ridge in the Eurasia Basin), as well as world-class examples of extensional and compressional basins exposed onshore Svalbard. Obtaining data is logistically, economically and environmentally expensive in the high Arctic, but the township of Longyearbyen at 78° N represents a relatively easily accessible gateway to Arctic geology. The year-round settlement on Spitsbergen, the main island of the Svalbard archipelago is home to The University Centre in Svalbard (UNIS). Reached by a year-round airport with regular connections to mainland Norway, Svalbard provides a foundation from which to teach and explore Arctic geology via the classroom, the laboratory, and the field. In this contribution, we present a new graduate course (Masters and PhD level) on Arctic Tectonics and Volcanism that we have established and taught annually at UNIS since 2018. We outline the course itself, before presenting student perspectives based on both an anonymous questionnaire (n = 27) and in-depth perceptions of four selected students. The course, with an intake of up to 20 MSc and PhD international students, is held over a 6-week period, typically in Spring or Autumn. The course comprises modules on field and polar safety, Svalbard/Barents Sea geology, wider Arctic geology, plate tectonics, mantle dynamics, geo- and thermochronology, and geochemistry of igneous systems. All modules include individual and group-based exercises in addition to introductory lectures. A field component, which in some years included an overnight expedition, provides an opportunity to appreciate Arctic geology and gather own field observations and data. Digital outcrop models and photospheres viewed with state-of-the-art visualization in the classroom facilitate efficient fieldwork through pre-fieldwork preparation and post-field work quantitative analyses. The course assessment is centered on an individual research project that is presented orally and in a short and impactful Geology journal-style article. Apart from the course at UNIS we have jointly initiated several one-off research and education-based events at partner institutions, and briefly outline these. [ABSTRACT FROM AUTHOR]