1. مریم نظری دکترای علوم اطلاع رسانی آموزشی [email_address] طراحی آموزشی و آموزش GIS با رویکرد سواد اطلاعاتی 7 اردیبهشت 1389 دانشکده زمین شناسی، دانشگاه شهید چمران اهواز

10. سواد اطلاعاتی بومی ـ کاربردی مدلهای عام سواد اطلاعاتی ساخت کتابداران در بافتهای غیربومی طراحی مدلهای بومی سواد اطلاعاتی برای بافتها و نیازهای مشخص

12. پژوهش سواد اطلاعاتی در بافت یک برنامه تحصیلی GIS

13. سواد اطلاعاتی برای رشته تحصیلی GIS مفهوم سواد اطلاعاتی و الزامات آن برای آموزش و یادگیری ماندگار و قابل انتقال GIS شناسایی دامنه و گستره نیاز اطلاعاتی و مهارتی، و توانمندیهای موردنیاز برای حل مسئله GIS ماهیت و ویژگیهای اطلاعات، موضوع، حل مسئله و آموزش در بافت موردنظر پژوهش مفهوم و ویژگیهای اطلاعات، موضوع و حل مسئله در یک برنامه آموزشی GIS در محیط یادگیری از راه دور

17. Eisenhardt’s process

19. Originality

21. Some initiatives The Body of Knowledge Using current models of IL Pedagogical approaches The BoK- providing learners with multiple pathways to select their destination from ten areas of knowledge Jablonski (2004) uses the Big6: problem-solving process to develop GIS learning objectives that increase independent task accomplishment in undergraduate learners Xgrain, e-MapScholar, and EDINA use learning materials and resources to enable IL and research skills in undergraduate and graduate students, adopting the SCONUL model (Massey 2002) To engage learners in some IL activities in some GIS introductory courses (DiBiase 1996; Rahn and Zygo 2004)

25. Flexible and opportunistic approach

27. یافته ها : مدل سواد اطلاعاتی ساخته شده در / برای بافت برنامه آموزشی GIS موردمطالعه

29. Observation and document study

30. مفهوم و ویژگیهای اطلاعات / Geospatial information و الزامات آن برای آموزش GIS با هدف تربیت افراد باسواد اطلاعاتی

31. Conceptions of Geospatial information (GI) Geo/spatial Temporal Geo/spatially Technology-mediated Geo/spatially contextualised Geospatial information

32. Conceptions of GI - 1 Geo/spatial Location Attributes Locational (e.g. name of streets, postal codes) Non-locational (e.g. diseases, pollution, sand, water etc) Represents the earth feature Information about the location Information about the target phenomenon in the location Defines in the corresponding application or subject area

33. Conceptions of GI - 2 Temporal It represents features of the earth in certain point(s) of time It is about a dynamic-temporal phenomenon i.e. the earth It has a life span e.g. census data

34. Conceptions of GI - 3 Geo/spatially contextualised needs to be spatially conceptualised and contextualised socially and geographically constructed phenomenon

35. Conceptions of GI - 4 Geo/spatially technology-mediated GI is readable and usable by GIS It needs to be formed and transformed - x,y,z coordinates; - latitude-longitude; - spatial identifier GI is originally in any format - Text ; e.g. names of streets, lakes etc - Number ; e.g. table of census data, columns of spreadsheet etc - Visual formats ; e.g. maps, graphs, digital maps and images, scanned aerial photographs etc.

36. Nature and characteristics of GI Characteristics of GI It needs wide range of operations It needs various types of user input Geo/spatial perception, operations, contextualisation e.g. manipulation, analysing, evaluation, …, using wide range of GIS and non-GIS technologies

37. Forms of user input and needed competencies

39. مفهوم و ویژگیهای GIS و الزامات آن برای آموزش GIS با هدف تربیت افراد باسواد اطلاعاتی

41. 1- GIS as an evolving, multidimensional discipline GIS as a multi-dimensioanl and evolving discipline Multi-dimensional Evolving Combination of science and technology Applicable in any discipline and context Technology-oriented

42. 1- GIS as a way of thinking GIS as a way of thinking A way that influences people’s understanding of the world and problems A way that influences problem-solving and decision making A way produces by GIS helps dealing with problems e.g. perceiving and processing GI

43. 3- GIS as a tool to solve problems Tool for geo/spatially preparation Making sense of, and use of, information geo/spatially geo/spatially operation geo/spatially communication geo/spatially maintaining

44. Characteristics of GIS

46. Competencies emerged from the GIS conceptions 1 Awareness of the evolving and multi-dimensional nature of GIS understanding ways in which the GIS discipline is influenced by the dynamic context of the technology world; understanding GIS and GIS problems within the context of other disciplines or application areas where GIS is applied 2 Understanding how GIS works when it receives a problem or operates to solve problems 3 To understand GIS capabilities and limitations in making sense of, and using GI To select appropriate tools and functions to perform certain operations on the GI an GIS To rationalise the selected tools and operations used for different purposes throughout the process of problem-solving; To use GIS and non-GIS tools and technologies to perform various operations on the GI

48. ماهیت و فرایند حل مسئله GIS و الزامات آن برای آموزش GIS با هدف تربیت افراد باسواد اطلاعاتی

51. Needed knowledge and competencies

53. ماهیت آموزش GIS در محیطهای یادگیری از راه دور و الزامات آن برای آموزش GIS با هدف تربیت افراد باسواد اطلاعاتی

54. ویژگیهای آموزش GIS GIS education Diversity in the GIS learners’ backgrounds, abilities, and ambitions Wide application areas Technology-oriented nature of GIS Tight schedule, instruction-led Involves using wide range of tools, techniques, and operations Self-contained modules and tasks to deliver wide range of instructions and skill-sets Need for application and subject-relevant principles, knowledge and terminology, etc Wide range of knowledge-base and value systems

55. Fixed GIS curricula Year 1 Year 2 Year 3 Maryam Nazari, University of Sheffield

56. ... به سوی آموزش ماندگار Maryam Nazari, University of Sheffield Year 1 Year 2 Year 3 Year 1 Year 2 Year 3

57. مفهوم و کاربرد سواد اطلاعاتی