ABSTRACT
Recent events in conflict zones have emphasized that the successful detection and characterisation of buried clandestine complexes, bunkers and tunnels is vitally important for forensic investigators globally, to reduce or solve criminal activities, address national security threats and avoid potential terrorist attacks. However, this can often prove very difficult, particularly in urban areas, with potentially both below-ground non target items and above-ground infrastructures present, that can interfere with detecting target(s). Here we provide selected successful case studies where forensic geoscience techniques were used to detect and characterise buried clandestine complexes, bunkers and tunnels using different geophysical techniques. Generally, desktop studies assessing pre-existing information, including local geology, soils, historical/modern remote sensing, maps and photographs inform appropriate geophysical survey technique(s) selection. Subsequent near-surface geophysical techniques are then employed to produce accurate plans of sub-surface targets, with numerical modelling and correction for the interfering effects of above ground infrastructure, enabling the calibration of geophysical datasets to provide confidence in their respective interpretations. All forensic investigations are, of course, unique to every site, and thus require an individual approach to their respective ground conditions. Investigations should be both phased and iterative, with techniques tailored to local conditions: the selection of geophysical method(s) is crucial to improve successful detection rates of such important buried targets.
ABSTRACT
Online virtual learning resources have been available for learning and teaching in forensic science for some years now, but the recent global COVID-19 related periods of irregular lockdown have necessitated the rapid development of these for teaching, learning and CPD activities. However, these resources do need to be carefully constructed and grounded in pedagogic theory to be effective. This article details eXtended Reality (XR) learning and teaching environments to facilitate effective online teaching and learning for forensic geoscientists. The first two case studies discussed in this article make use of Thinglink software to produce virtual learning and teaching XR resources through an internet system, which was delivered to undergraduate students in 2021. Case one details a range of XR virtual laboratory-based equipment resources, providing a consistent, reliable and asynchronous learning and teaching experience, whilst the second case study presents an XR virtual learning applied geophysics resource developed for a 12-week CPD training programme. This programme involves recorded equipment video resources, accompanying datasets and worksheets for users to work through. Both case studies were positively received by learners, but there were issues encountered by learners with poor internet connections or computer skills, or who do not engage well with online learning. A third case study showcases an XR educational forensic geoscience eGame that was developed to take the user through a cold case search investigation, from desktop study through to field reconnaissance and multi-staged site investigations. Pedagogic research was undertaken with user questionnaires and interviews, providing evidence that the eGame was an effective learning and teaching tool. eGame users highly rated the eGame and reported that they raised awareness and understanding of the use of geophysics equipment and best practice of forensic geoscience search phased investigations. These types of XR virtual learning digital resources, whilst costly to produce in terms of development time and staff resource, provide a complementary virtual learning experience to in-situ practical sessions, and allow learners to asynchronously familiarise themselves with equipment, environments and techniques resulting in more efficient use of in situ time. The XR resources also allow learners to reinforce learning post in-situ sessions. Finally, XR resources can provide a more inclusive and authentic experience for learners who cannot attend or complete work synchronously.
