摘要：This article describes a case study in which students of structural geology are empowered to learn by actively engaging not only with cutting-edge research, but also with the researchers who published it. Working in groups, the students re-engineer the knowledge and information in a journal publication and use it to develop an authored interactive multimedia research assignment. Part of the study involves engaging in a dialogue (by email) with the research author(s). The exercise has been used over many years and has helped to build up a significant database of digital assignments. It is hoped that other GEES practitioners might like to consider using a similar multi-media exercise in enhancing the teaching-research link.
