Using the Geographies of Learning. An Exploratory Categorization for Spatially Enabled Learning (original) (raw)
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Towards a Concept of “Spatially Enabled Learning”
2012
Communication and information exchange is increasingly web2.0 mediated, networked and complex. The use and integration of a spatial reference to information, i.e. geomedia, has been gaining importance. As a consequence, these changes and the potential of spatial representations to contextualize learning content account for an increasing relevance of geomedia in education. Based on these devlopments a concept of Spatially Enabled Learning makes use of web-based mapping to support interaction and communication in educational contexts via social geocommunication. It links social media with individual spatial representations. The purpose is to make learners capable to be 'produsers' (producer-users) of information with a spatial reference. This is supposed to be helpful in education and everyday life with regard to spatial citizenship, i.e. reflective and participatory practice. The idea of spatially enabled learning focuses on the vision to enhance both learning and teaching processes, as well as to contribute to a more global understanding through linking learning processes with spatial representations. This contribution discusses two main topics: a) the role of space & spatial representations in everyday life and in learning processes, and b) conceptual tools needed for that. The concept of social geocommunication mirrors the shift from stand-alone web mapping applications to collaborative web mapping applications and finally towards social web mapping applications. In this context there is a variety of recent tools that already cover the prerequisites of spatially enabled learning. This paper provides a rudimentary conceptual framework to integrate existing tools and learning.
Maps4Learning: Enacting Geo-Education to Enhance Student Achievement
IEEE Access, 2020
During the last few years, increasing emphasis has been given to geo-education in middle and high school curricula, transforming the way certain subjects are now taught to provide students with comprehensive knowledge about dynamics and interconnections in the world, which also rely on relevant geographic information. This is the case for history, geography, the earth sciences, and other subjects. However, so far, little has been done to provide adequate learning tools that can support such an important transformation. This paper proposes the integration of advanced geospatial technology in traditional interactive learning tools as a way to describe experiences that help students understand phenomena and improve their competencies. The system is the result of a usability engineering process aimed at providing users with an effective learning experience, iteratively analysing their expectations and needs with respect to georeferenced content. The resulting learning environment, Maps4Learning, allows users to manage content in terms of learning objects named geoLO+, which are extended with spatial and temporal components and built according to standardized metadata. The system was tested in the context of a middle school programme. A usability study was carried out to analyse the impact of geoLO+ resources in terms of perceived quality, engagement, and student learning performance, and the outcomes of the resources were compared to the outcomes of traditional teaching methods. The results were encouraging and showed that learning improvement can indeed be achieved using Maps4Learning.
Re-centring Geoinformation in Secondary Education: Toward a Spatial Citizenship Approach
Cartographica: The International Journal for Geographic Information and Geovisualization, 2012
This article explores starting points for spatial citizenship education and discusses fields of competence needed for active spatial citizenship. The use of geoinformation (GI) systems at the secondary-school level has been considered mainly as preparation to join the geospatial workforce and as a support tool to encourage spatial thinking. While this approach definitely has benefits in arguing for a wider set of competencies acquired by GI-based learning, it has frequently been linked to instrumental knowledge, and misses out on the societal consequences of GI use. The concept of spatial citizenship attempts to address these shortcomings. Originating from the individual and collective appropriation of social space, it supports learners in acquiring competencies that will enable them to participate more actively in society through the critical use of GI. Spatial citizenship adds an explicitly spatial domain to citizenship education.
Re-centering Geoinformation in Secondary Education: Toward a Spatial Citizenship Approach
… : The International Journal for Geographic Information …, 2012
This article explores starting points for spatial citizenship education and discusses fields of competence needed for active spatial citizenship. The use of geoinformation systems at the secondary-school level has been considered mainly as preparation to join the geospatial workforce and as a support tool to encourage spatial thinking. While this approach definitely has benefits in arguing for a wider set of competencies acquired by geoinformation-based learning, it has frequently been linked to instrumental knowledge, and misses out on the societal consequences of geoinformation use. The concept of spatial citizenship attempts to address these shortcomings. Originating from the individual and collective appropriation of social space, it supports learners in acquiring competencies that will enable them to participate more actively in society through the critical use of geoinformation. Spatial citizenship adds an explicitly spatial domain to citizenship education.
"Communication and information exchange is increasingly web2.0 mediated, networked and complex. The use and integration of a spatial reference to information, i.e. geomedia, has been gaining importance. As a consequence, these changes and the potential of spatial representations to contextualize learning content account for an increasing relevance of geomedia in education. Based on these developments a concept of Spatially Enabled Learning makes use of web-based mapping to support interaction and communication in educational contexts via social geocommunication. It links social media with individual spatial representations. The purpose is to make learners capable to be ‘produsers’ (producer-users) of information with a spatial reference. This is supposed to be helpful in education and everyday life with regard to spatial citizenship, i.e. reflective and participatory practice. The idea of spatially enabled learning focuses on the vision to enhance both learning and teaching processes, as well as to contribute to a more global understanding through linking learning processes with spatial representations. This contribution discusses two main topics: a) the role of space and spatial representations in everyday life and in learning processes, and b) conceptual tools needed for that. The concept of social geocommunication mirrors the shift from stand-alone web mapping applications to collaborative web mapping applications and finally towards social web mapping applications. In this context there is a variety of recent tools that already cover the prerequisites of spatially enabled learning. This paper provides a rudimentary conceptual framework to integrate existing tools and learning."
Area, 2020
In 2019 the Higher Education Research Group (HERG) formally became the Geography and Education Research Group (GeogEd). What may appear as a simple change in name masks a renewed understanding of the synergies between geography education (at all levels) and the geographies of education. In this paper we contextualise that change through the relationships between the two inter-related fields. We suggest that these fields are integrally linked, iteratively and reciprocally, and that research across both is vital for a truly holistic understanding of each. We reflect on the discussions and process of forming the new Geography and Education Research Group, which we trust is sensitive to the historic remit of HERG while being inclusive to those working in geography and education beyond HE. We conclude by looking ahead to a renewed, inclusive and progressive Research Group, aspiring to be more diverse and enabling fruitful discussions across the geography and education nexus.
Matching Geospatial Concepts with Geographic Educational Needs
Geographical Research, 2008
In this paper, we assume that learning to comprehend the geospatial environment would be significantly facilitated by developing a multi-level task ontology that identifies various levels and complexities of geospatial concepts. We suggest that, apart from four spatial ‘primitives’– identity, location, magnitude, and space-time – all geospatial concepts involve ‘inheritance’ characteristics. The more complex and abstract the concept, the larger the inheritance links that need to be appreciated to enhance concept understanding. For example, many basic geospatial concepts – such as direction and distance – are first-order derivatives from the ‘location’ primitive, whereas concepts such as spatial association, map projection or interpolation are high-order concepts that require several layers of geospatial concepts in their derivation. Having offered a five-level ontology for concept organisation, we suggest sets of tasks that could establish an understanding of concepts, thus directly making the environment more legible in a spatial sense. We develop this framework in the context of the teaching of geography in grades from kindergarten to the final years of high school (grade 12 in the United States system). Our conceptualisation is grounded in the US school system – in which geography is usually absent in the curriculum.
2018
This special issue contains six papers on the development of students’ knowledge, skills, and practice of geospatial thinking in a variety of educational contexts. Each of the papers addresses an aspect of the research gap that deserves timely attention in the field, focusing on curriculum design, pedagogical approaches, exemplary resources or tools, and strategies to move forward for the promotion of geospatial teaching and learning. We encourage continued research efforts to accumulate knowledge about curriculum, instruction, and assessment, as well as teachers’ professional development that can help students become 21st-century citizens equipped with geospatial literacy. Further research is recommended on the theories that can help explain and guide the development of students’ geospatial knowledge and skills in both formal and informal education, and effective ways to incorporate geospatial thinking into teacher preparation programs.
1 Using Geovisualizations in the Curriculum: Do Multimedia Tools Enhance Geography Education?
2015
Abstract: The field of geography has been transformed in recent years through the use of spatial tools such as geographic information systems (GIS) satellite and acoustic remote sensing, the global positioning system (GPS), Internet mapping and more. Studying geography and earth science in the digital age now requires a sophisticated and complex integration of concepts that include spatial and temporal aspects (Harrower, et al., 2000). Using the same tools and data sets as earth scientists, students can explore spatial patterns, linkages, trends and processes on a local, regional or global scale. Despite our capabilities and advances, many questions remain about how to use these new geospatial tools and apply representational techniques to problem solving and knowledge construction. Particularly in educational settings, the potential of applying tools and techniques in problem-solving exercises remains largely under utilized. This paper examines the application of multimedia technol...