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15 pages, 4899 KiB

Open AccessArticle

WebGIS for Geography Education: Towards a GeoCapabilities Approach

by Mary Fargher

ISPRS Int. J. Geo-Inf. 2018, 7(3), 111; https://doi.org/10.3390/ijgi7030111 - 15 Mar 2018

Cited by 37 | Viewed by 8853

Recent developments in webGIS are transforming how geospatial information can be used in schools. Smart mapping, mobile applications, editable feature services (EFS), and web map services (WMS) are all now more freely available. These have made prior technological, cost and access challenges for [...] Read more.

Recent developments in webGIS are transforming how geospatial information can be used in schools. Smart mapping, mobile applications, editable feature services (EFS), and web map services (WMS) are all now more freely available. These have made prior technological, cost and access challenges for teachers largely redundant but are only part of ensuring that geospatial information is used to its full educational potential in geography education. This paper argues that drawing on a GeoCapabilities approach can enhance teacher’s use of webGIS in deepening their students’ abilities to think and reason with geographical knowledge and ideas. To illustrate this line of argument, a geography curriculum artefact constructed in ArcGIS Online is presented and analysed. The discussion identifies a range of specific educational benefits of geography teachers adopting a GeoCapabilities approach to using webGIS including how powerful disciplinary knowledge (PDK) can be constructed. The discussion also identifies a number of significant implications for teacher education of adopting such a methodology. The paper concludes with recommendations for the future use of webGIS in schools and geography teacher education. Full article

(This article belongs to the Special Issue Geospatial Applications, Tools and Location-Based Services for Education)

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5330 KiB

Open AccessArticle

Conceptual Design of a Mobile Application for Geography Fieldwork Learning

by Xiaoling Wang, Corné P. J. M. Van Elzakker and Menno-Jan Kraak

ISPRS Int. J. Geo-Inf. 2017, 6(11), 355; https://doi.org/10.3390/ijgi6110355 - 09 Nov 2017

Cited by 12 | Viewed by 5820

Abstract

The use of mobile applications on smartphones has a vast potential to support learning in the field. However, all learning technologies should be properly designed. To this end, we adopt User-Centered Design (UCD) to design a mobile application, called GeoFARA (Geography Fieldwork Augmented [...] Read more.

The use of mobile applications on smartphones has a vast potential to support learning in the field. However, all learning technologies should be properly designed. To this end, we adopt User-Centered Design (UCD) to design a mobile application, called GeoFARA (Geography Fieldwork Augmented Reality Application), for university geography fieldwork. This paper is about the conceptual design of GeoFARA based on its use and user requirements. The paper first establishes a review of selected existing mobile AR applications for outdoor use, in order to identify the innovative aspects and the improvements of GeoFARA. Thereafter, we present the results of use and user requirements derived from (1) an online survey of the current use of tools in undergraduate geography fieldwork, (2) a field experiment in which the use of paper maps and a mobile mapping tool were compared, (3) investigations during a human geography fieldwork, (4) post-fieldwork surveys among undergraduates from two universities, (5) our use case, and (6) a use scenario. Based on these requirements, a conceptual design of GeoFARA is provided in terms of technical specifications, main contents, functionalities, as well as user interactions and interfaces. This conceptual design will guide the future prototype development of GeoFARA. Full article

(This article belongs to the Special Issue Geospatial Applications, Tools and Location-Based Services for Education)

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2610 KiB

Open AccessArticle

WebGIS and Geospatial Technologies for Landscape Education on Personalized Learning Contexts

by María Luisa De Lázaro Torres, Rafael De Miguel González and Francisco José Morales Yago

ISPRS Int. J. Geo-Inf. 2017, 6(11), 350; https://doi.org/10.3390/ijgi6110350 - 08 Nov 2017

Cited by 19 | Viewed by 5396

Abstract

The value of landscape, as part of collective heritage, can be acquired by geographic information systems (GIS) due to the multilayer approach of the spatial configuration. Proficiency in geospatial technologies to collect, process, analyze, interpret, visualize, and communicate geographic information is being increased [...] Read more.

The value of landscape, as part of collective heritage, can be acquired by geographic information systems (GIS) due to the multilayer approach of the spatial configuration. Proficiency in geospatial technologies to collect, process, analyze, interpret, visualize, and communicate geographic information is being increased by undergraduate and graduate students but, in particular, by those who are training to become geography teachers at the secondary education level. Some teaching experiences, using personalized learning, distance learning methodology, and GIS, focused on education aims to integrate students and enhance their understanding of the landscape are shown. Opportunities offered by WebGIS will be described, through quantitative tools and techniques that will allow this modality of learning and improve its effectiveness. Results of this research show that students, through geospatial technologies, learn the landscape as a diversity of elements, but also the complexity of physical and human factors involved. Several conclusions will be highlighted: (i) the contribution of geospatial training to education on the landscape and for sustainable development; (ii) spatial analysis as a means of skills acquisition regarding measures for landscape conservation; and (iii) expanding and applying acquired knowledge to other geographic spaces. Full article

(This article belongs to the Special Issue Geospatial Applications, Tools and Location-Based Services for Education)

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2157 KiB

Open AccessArticle

Mapping the Far Right: Geomedia in an Educational Response to Right-Wing Extremism

by Thomas Jekel, Michael Lehner and Robert Vogler

ISPRS Int. J. Geo-Inf. 2017, 6(10), 294; https://doi.org/10.3390/ijgi6100294 - 22 Sep 2017

Cited by 4 | Viewed by 5814

Abstract

Across Europe, and probably the world, messages of the extreme right surface with increasing and alarming regularity in both public and virtual space. Within the virtual space, geomedia are increasingly used in nationalist propaganda, a trend which is embedded in a wider development [...] Read more.

Across Europe, and probably the world, messages of the extreme right surface with increasing and alarming regularity in both public and virtual space. Within the virtual space, geomedia are increasingly used in nationalist propaganda, a trend which is embedded in a wider development in public discourse, election results, and policies. In Austria and Germany, particular sensibilities due to the responsibility for the Holocaust have developed, leading to various specific education initiatives that address this part of history. This paper presents an activist learning environment using geomedia to deconstruct right-wing extremist discourses, and has been tested used in university settings in Salzburg and Vienna. Using a combination of Instagram and geospatial technologies not visible to learners, results of reflection and learning processes are analyzed qualitatively across two slightly different enactments of the learning environment. Experiences suggest an encouraging potential of geomedia use in critical learning processes, as long as the technology is hidden from learners, forming an incentive, support, and contextualization of the learning process. Full article

(This article belongs to the Special Issue Geospatial Applications, Tools and Location-Based Services for Education)

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739 KiB

Open AccessArticle

Geospatial Google Street View with Virtual Reality: A Motivational Approach for Spatial Training Education

by Carlos Carbonell-Carrera and Jose Luis Saorín

ISPRS Int. J. Geo-Inf. 2017, 6(9), 261; https://doi.org/10.3390/ijgi6090261 - 23 Aug 2017

Cited by 27 | Viewed by 5650

Abstract

Motivation is a determining factor in the learning process, and encourages the student to participate in activities that increase their performance. Learning strategies supplemented by computer technology in a scenario-based learning environment can improve students′ motivation for spatial knowledge acquisition. In this sense, [...] Read more.

Motivation is a determining factor in the learning process, and encourages the student to participate in activities that increase their performance. Learning strategies supplemented by computer technology in a scenario-based learning environment can improve students′ motivation for spatial knowledge acquisition. In this sense, a workshop carried out with 43-second year engineering students supported by Google Street View mobile geospatial application for location-based tasks is presented, in which participants work in an immersive wayfinding 3D urban environment on virtual reality. Students use their own smartphones with Google Street View application integrated in virtual reality (VR) 3D glasses with a joystick as locomotion interface. The tool to analyse the motivational factor of this pedagogical approach is the multidimensional measurement device Intrinsic Motivation Inventory with six subscales: interest, perceived competence, perceived choice, effort, tension, and value, measured on a seven point Likert scale. Scores in all subscales considered are above 4 on a scale of 7. A usability study conducted at the end of the experiment provides values above 3 on a scale of 5 in efficacy, efficiency and satisfaction. The results of the experiment carried out indicate that geospatial Google Street View application in Virtual Reality is a motivating educational purpose in the field of spatial training. Full article

(This article belongs to the Special Issue Geospatial Applications, Tools and Location-Based Services for Education)

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1374 KiB

Open AccessArticle

FOSS Tools and Applications for Education in Geospatial Sciences

by Marco Ciolli, Bianca Federici, Ilaria Ferrando, Roberto Marzocchi, Domenico Sguerso, Clara Tattoni, Alfonso Vitti and Paolo Zatelli

ISPRS Int. J. Geo-Inf. 2017, 6(7), 225; https://doi.org/10.3390/ijgi6070225 - 21 Jul 2017

Cited by 19 | Viewed by 5281

Abstract

While the theory and implementation of geographic information systems (GIS) have a history of more than 50 years, the development of dedicated educational tools and applications in this field is more recent. This paper presents a free and open source software (FOSS) approach [...] Read more.

While the theory and implementation of geographic information systems (GIS) have a history of more than 50 years, the development of dedicated educational tools and applications in this field is more recent. This paper presents a free and open source software (FOSS) approach for education in the geospatial disciplines, which has been used over the last 20 years at two Italian universities. The motivations behind the choice of FOSS are discussed with respect to software availability and development, as well as educational material licensing. Following this philosophy, a wide range of educational tools have been developed, covering topics from numerical cartography and GIS principles to the specifics regarding different systems for the management and analysis of spatial data. Various courses have been implemented for diverse recipients, ranging from professional training workshops to PhD courses. Feedback from the students of those courses provides an invaluable assessment of the effectiveness of the approach, supplying at the same time directions for further improvement. Finally, lessons learned after 20 years are discussed, highlighting how the management of educational materials can be difficult even with a very open approach to licensing. Overall, the use of free and open source software for geospatial (FOSS4G) science provides a clear advantage over other approaches, not only simplifying software and data management, but also ensuring that all of the information related to system design and implementation is available. Full article

(This article belongs to the Special Issue Geospatial Applications, Tools and Location-Based Services for Education)

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4109 KiB

Open AccessArticle

Applications of Location-Based Services and Mobile Technologies in K-12 Classrooms

by Robert Kolvoord, Kathryn Keranen and Paul Rittenhouse

ISPRS Int. J. Geo-Inf. 2017, 6(7), 209; https://doi.org/10.3390/ijgi6070209 - 08 Jul 2017

Cited by 11 | Viewed by 5938

Abstract

The use of location-based services and mobile technologies is increasing in K-12 classrooms. In this article, we describe the history and the current use of these tools in the innovative Geospatial Semester project in Virginia. We share a number of examples where students [...] Read more.

The use of location-based services and mobile technologies is increasing in K-12 classrooms. In this article, we describe the history and the current use of these tools in the innovative Geospatial Semester project in Virginia. We share a number of examples where students are creating projects of their own interest that use editable feature services, mobile data collection and other cutting-edge technologies. These projects help students build their spatial thinking and problem-solving skills, and help teachers build conceptual understanding in a variety of domains. Full article

(This article belongs to the Special Issue Geospatial Applications, Tools and Location-Based Services for Education)

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Review

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327 KiB

Open AccessReview

Spatial Orientation Skill Improvement with Geospatial Applications: Report of a Multi-Year Study

by Carlos Carbonell-Carrera and Stephany Hess Medler

ISPRS Int. J. Geo-Inf. 2017, 6(9), 278; https://doi.org/10.3390/ijgi6090278 - 03 Sep 2017

Cited by 10 | Viewed by 4282

Abstract

There are several competences and spatial skills to be acquired by the student related to the treatment of geo-information in Science, Technology, Engineering, and Mathematics (STEM) disciplines. Spatial orientation is the spatial skill related to the use of georeferenced information, and geospatial applications [...] Read more.

There are several competences and spatial skills to be acquired by the student related to the treatment of geo-information in Science, Technology, Engineering, and Mathematics (STEM) disciplines. Spatial orientation is the spatial skill related to the use of georeferenced information, and geospatial applications (on-line map interfaces) such as the spatial data infrastructure offer a great opportunity for development of this skill. In this report we present several experiments, carried out over five academic years with 559 university students, to improve the spatial orientation skill of the students. Survey learning and wayfinding activities were conducted. First- and second-year university students performed the experiments on a PC and also used digital tablet support. The statistical analysis showed that the students improved their spatial orientation skill with a range from 12.90 (minimum) to 19.21 (maximum) measured with the Perspective Taking Spatial Orientation Test, regardless of the academic year, the hardware (PC or Tablet-PC), or the orientation strategy (survey learning or wayfinding). The second year students improved more than those in their first year. The methodologies employed could be developed by teachers or researchers, and the results presented could be taken as a reference for comparisons in future research in the field of strategy planning with geospatial applications and location-based tools for spatial orientation skill improvement in education. Full article

(This article belongs to the Special Issue Geospatial Applications, Tools and Location-Based Services for Education)

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