Digital Exhibition of Outcomes and Findings

Case studies using innovative pedagogical approaches to teach with GIS, including an evaluation of their effectiveness (IO4)

Introduction

The rapid growth of geographic information and open geolocated data has driven the use of cloud-based Geographic Information Systems or Web GIS platforms such us ArcGIS Online (ESRI), not only in research and transfer, but also in geographic education.

To integrate Sustainable Developing Goals (SDGs) is a new challenge to face, and it is possible to do using the geoinformation in teaching and learning processes using Web GIS.

Based in Puertas et al. (2021), Abbott (2001), Favier (2013) and Sterling (2004)

Rosenshine's Principles for teachers' use (2012)

It is possible reformulate like this:

A. Explain: direct instruction

  1. (Daily) review

  2. New materials in small steps

  3. Ask questions

B. Modelling: show how it is done

  4. Provide models

C. Explore: make students to look into geoinformation

  5. Guide student practice

D. Check to give feedback avoiding misunderstandings

  6. Check student understanding

  7.  Obtain high success rate

  8. Scaffolds for difficult tasks

E. Solving problems

 9. Independent practice

F. Assessment

 10.  (Weekly and monthly) review

Author: Brendan Conway

Concept cube. Brendan Conway


Case studies

Scroll below to see case studies


GI-Pedagogy Passport for Geography

  • Target group: K7 (11-12 years old)
  •  Link   to the complete case study explaining how to use maps online applications

GI-Pedagogy Curriculum Hub. Author: Sophie Wilson.


Sequencing GIS in curriculum

  • Target group: K7 - K10 (11-16 years old)
  •   Link  to the complete case study explaining how to use GIS

Migration. Hub AGOL. GI-Pedagogy. Compiled by Sophie Wilson


Physical Geography

  • Target group: K7 - K12 (11-17 years old)
  •  Link  to the complete case study explaining how to use the web mapping

Web map to introduce how Web GIS works (active learning). Case study author: Sophie Wilson


Locational Knowledge (Digi Maps)

  • Target group: K7 - K10 (11-16 years old)
  •   Link  to the complete case study explaining how to use Digi Maps

Tectonic Plate Margins

  • Target group: K9 - K10 (14-16 years old)
  •  Link  to the complete case study explaining how to use the web mapping

Tectonic plate motion (Web App) (indagatory learning). Author: Brendan Conway

To interact more on tectonics plates. Map done by Luc Zwartjes using the sources cited.


Water Security

  • Target group: K7 - K9 (11-14 years old)
  •  Link  to the complete case study explaining how to use the web mapping

Map web (indagatory learning). Case study author: Alan Parkinson.


Sea Level Rise

  • Target group: K11 (16-17years old)
  •  Link  to the complete case study explaining how to use the web mapping

Web map on sea level raise. Case study author: Luc Zwartjes


Biodiversity

  • Target group: K9 - K12 (14-17 years old)
  •  Link  to the complete case study explaining how to use the web mapping

Web map on biodiversity (indagatory learning). Case study author: Diana Prodam


Economic Inequalities in the World

  • Target group: K11 - K12 (16-18 years old).
  •  Link  to the complete case study sequencing and explaining how to use the web mapping.

Economic Inequalities in the world App. Case study author: María Luisa de Lázaro


Migration

  • Target group: K9 - K11 (14-16 years old)
  •  Link  to the complete case study explaining how to use the web mapping

Web map about migrations. Case study author: Michaela Linder-Fally


Globalization

  • Target group: K9 - K10 (14-16 years old)
  •  Link  to the complete case study explaining how to use the web mapping

Web map about world trade pattern made by Luc Zwartjes. Case study author: María Luisa de Lázaro.


Wind Energy

  • Target group: K11 - K12 (16 - 18 years old)
  •  Link  to the complete case study explaining how to use the web mapping.

Wind Energy in Flandes web map. Case study author: Luc Zwartjes


Economic Sectors and the Clark Fisher Model

  • Target group: K7 - K9 (13-16 years old)
  •  Link  to the complete case study explaining how to use the web mapping

Journey of a Product: A loaf of bread App. Case study author: Brendan Conway


Agricultural Landscapes: the Example of the Wine Landscape

  • Target group: K12 (17-18 years old).
  •  Link  to the complete case study sequencing and explaining how to use the web mapping.

Case study author: Julio Fernández Portela. Available on:  https://arcg.is/1SXHvK0 


Demographic Transition Model (DTM). Geographical Distribution of DTM Stages

  • Target group: K7 - K9 (11-14 years old)
  •  Link  to the complete case study explaining how to use the web mapping

Demographic Transition Model (DTM) App. Case study author: Brendan Conway


Geopolitics in Today's World

  • Target group: K10 (15-16 years old)
  •  Link  to the complete case study explaining how to use the web mapping

Results from students contributions. Case study author: Miguel Ángel Puertas Aguilar


The Effectiveness in Learning

UNED experience

  • Academic results in the subject of Complements for Disciplinary Training in Geography

The students, future teachers, obtained more satisfactory results in the year in which the coursework was a learning scenario integrating geoinformation using Web GIS and/or interactive maps and the Sustainable Developong Goals (SDGs) (academic year 2021-2022), instead of the traditional didactic unit (academic year 2020-2021).

The teachers in training who have approached these materials and have developed new ones, have experienced the potential of cloud mapping and web maps or Web GIS to learn about the territory and its sustainability issues in a reasoned way, so they have valued very positively the activities carried out. territory and its sustainability problems in a reasoned way, so they have valued very positively the activities carried out.

Students results. Table by María Luisa de Lázaro

Project Conference

It has been recordered and published on Canal UNED:  https://canal.uned.es/series/magic/718t8cgoqeww4c4kwo00kg4ckc88c08  

Results of the conference: learning situations done in 2 hours by the attendants

Follow the stream, how plastic moves from land to the oceans

To have an idea about it you can see the video or download the text from  here .

Plastic in the sea by Jessi

Hot deserts

To have an idea about it you can see the video or download the text from  here. 

Hot Desert by Agnes and Nelli

Evolution and distribution of world population

To have an idea about it you can see the video or download the text from  here .

World Population by Ruben and Paula

Environmental problems and sustainable cities

To have an idea about it you can see the video or download the text from   here  .



Environmental problems and sustainable cities by Antonella Clara

Sustainable agriculture

To have an idea about it you can download the text from  here. 





To Find Out More...

Final Toolkit

GI-Pedagogy partners. (2022). Toolkit of Innovative Pedagogical Approaches for Teaching with GIS, including the GI Pedagogy Framework and Model (IO2).  https://www.gilearner.ugent.be/wp-content/uploads/GI-Pedagogy-Toolkit.pdf 

Print publications

Puertas Aguilar, M.A., Conway, B., De Lázaro Torres, M.L., De Miguel González, R., Donert, K., Linder-Fally, M., Parkinson, A., Prodan, D., Wilson, S. & Zwartjes, L. (2022). A teaching model to raise awareness of sustainability using geoinformation. Espacio, Tiempo y Forma. Serie VI. Geografía 15, 23-42.  http://doi.org/10.5944/etfvi.15.2022.33687 

Puertas-Aguilar, M.Á., Álvarez-Otero, J., y de Lázaro-Torres, M.L. (2021). The Challenge of Teacher Training in the 2030 Agenda Framework Using Geotechnologies. Education Sciences, 11(8), 381. http://dx.doi.org/10.3390/educsci11080381

Spanish learning scenarios (case studies) on a book for training teachers:

De Lázaro Torres, M.L. and Puertas-Aguilar, M.A. (Eds). "La geoinformación en la educación para la sostenibilidad integrando los principios de Rosenshine. Situaciones de aprendizaje." [Geoinformation in education for sustainability integrating Rosenshine principles. Learning scenarios]. UNED. Available as an ePub format here (Adobe Digital Editions is needed to be possible to read the book)

Zwartjes, L., Puertas-Aguilar, M. Á., Conway, B., de Lázaro-Torres, M. L., de Miguel González, R., Donert, K., ... & Wilson10, S. GI PEDAGOGY: BRUIKBARE PEDAGOGIE VOOR HET LESGEVEN MET GIS.

References

Abbott, T. D. (2001). An Evaluation of Geographic Information System Software and its Utility in Promo-ting the Use of Integrated Process Skills in Secondary Students.  [Tesis doctoral, University of Connecticut].

Buzo-Sánchez, I.J, Mínguez, C. & De Lázaro-Torres, M.L. (2022). Expert perspectives on GIS use in Spanish geographic education, International Journal of Digital Earth, 15(1), 1205-1219.  https://doi.org/10.1080/17538947.2022.2096131 

De Lázaro Torres, ML.; Puertas-Águilar, M.A; y Álvarez-Otero, J. (2022). La educación para la sostenibilidad desde las aulas universitarias empleando los Sistemas de Información Geográfica en la nube.  https://arcg.is/0inuz1 

De Miguel González, R.: De Lázaro Torres; M.L. (2020). WebGIS Implementation and Effectiveness in Secondary Education Using the Digital Atlas for Schools. Journal of Geography, 119 (2), pp. 74 - 85. https://doi.org/10.1080/00221341.2020.1726991

EUROGEO and project partners. (2020). An Innovative Pedagogical Model for Teaching with GIS  https://www.gilearner.ugent.be/wp-content/uploads/GI-Pedagogy-IO1-final.pdf 

Favier, T. (2013). Geo-informatietechnologie in het voortgezet aardrijkskundeonderwijs: Een brochure voor docenten. [Tesis doctoral, Vrije Universiteit Amsterdam].

Gómez-Ruiz, M. L., Morales-Yago, F. J., & de Lázaro-Torres, M. L. (2021). Outdoor Education, the Enhancement and Sustainability of Cultural Heritage: Medieval Madrid. Sustainability13(3), 1-21. 1106.  https://doi.org/10.3390/su13031106 

Rosenshine, B. (2012) Principles of Instruction Research-Based Strategies That All Teachers Should Know. American Educator, 36(1), 12–39.  https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf  

Sterling, S. (2004). Higher Education, Sustainability and the Role of Systemic Learning. En Higher Education and the Challenge of Sustainability: Problematics, Promise and Practice; (pp. 49–70). Springer.

UN. (2022). Global Indicators framework for the Sustainable Development Goals and targets of the 2030 Agenda for Sustainable Development.  https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20after%202022%20refinement_Eng.pdf 

Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes. Publications Office of the European Union.  http://dx.doi.org/10.2760/115376   

Partners project logo

Innovative Pedagogies for Teaching with Geoinformation (GI-Pedagogy) (2019‐1‐UK01‐KA203‐061576).

This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission can not be held responsible for any use which may be made of the information contained there in.

Based in Puertas et al. (2021), Abbott (2001), Favier (2013) and Sterling (2004)

Concept cube. Brendan Conway

Students results. Table by María Luisa de Lázaro

Partners project logo