Gi Learner workshop presentation at Sheffield Hallam University demonstrating Gi Learner resources, activities and the work of pupils. The project examines the integration of spatial thinking into the curriculum through the establishment of learning lines based on spatial thinking competences.
The workshop provides links to resources and materials developed by the project
4. http://www.gilearner.eu
Project Aim
help teachers implement learning progression lines for
spatial thinking in secondary schools, using GIScience
https://cnr.ncsu.edu/geospatial/wp-content/uploads/sites/12/2015/08/DukeTIPCollage.png
5. http://www.gilearner.eu
Action steps
1. Summarize research literature report
2. define geospatial thinking competencies
3. develop an evaluative tool to analyze the
impact
4. create learning lines translating them into
learning objectives, teaching and learning
materials for the whole curriculum (K7 to K12)
6. http://www.gilearner.eu
GI Science Spatial Thinking
Spatial Thinking dimensions and related terms
(Michel & Hof, 2013)
Michel, E. & Hof, A., 2013, Promoting Spatial Thinking and Learning with Mobile Field Trips and eGeo-Riddles, Jekel, T.,
Car, A., Strobl, J., Griesebner, G. (eds.), GI_Forum 2013: Creating the GISociety, 378-387. Berlin, Wichmann Verlag
Key Literature
Literature Review
7. http://www.gilearner.eu
The situation
•Schools have better ICT equipment
• Cloud-based developments
•Students bring their own devices
• More openly available data
• Web-based platforms reduced / no costs
•Networking and communities are available
Literature Review
8. http://www.gilearner.eu
Content already exists …
• iGuess www.iguess.eu
• I-Use www.i-use.eu
• EduGIS www.edugis.nl, www.edugis.pl
• PaikkaOppi learning environment
http://www.paikkaoppi.fi/
…but materials are not structured or coordinated by the
age or ability of the pupil …
Literature Review
The situation
9. http://www.gilearner.eu
Bednarz and van der Schee (2006)
•GIS not compulsory in teacher training
•Subject is taught by non-specialists
•Curriculum does not include GIS
•Non-availability of data and easy-to-use
software.
•Attitudes of teachers difficult to persuade
What is still blocking it?
Literature Review
10. http://www.gilearner.eu
Bednarz and van der Schee (2006)
•GIS not compulsory in teacher training
•Subject is taught by non-specialists
•Curriculum does not include GIS
•Non-availability of data and easy-to-use
software.
•Attitudes of teachers difficult to persuade
What is still blocking it?
Literature Review
11. http://www.gilearner.eu
Recommendations
Bednarz and van der Schee (2006)
• address key issues related to GIS
implementation:
• teacher training,
• availability of user friendly software,
• ICT equipment in schools.
• use a community of learners approach
• institutionalize GIScience into curricula
Literature Review
15. http://www.gilearner.eu
GI Science Spatial Thinking
Michel, E. & Hof, A., 2013, Promoting Spatial Thinking and Learning with Mobile Field Trips and eGeo-Riddles, Jekel, T.,
Car, A., Strobl, J., Griesebner, G. (eds.), GI_Forum 2013: Creating the GISociety, 378-387. Berlin, Wichmann Verlag
Key Literature
Literature Review
Spatial Thinking dimensions and related terms (Michel & Hof, 2013)
17. http://www.gilearner.eu
Geospatial thinking
Based on a review, ten geospatial thinking
competences are proposed for GI-Learner:
1. Critically read, interpret cartographic and other
visualisations in different media
2. Be aware of geographic information and its
representation through GI and GIS.
3. Visually communicate geographic information
4. Describe and use examples of GI applications in
daily life and in society
5. Use (freely available) GI interfaces
18. http://www.gilearner.eu
Geospatial thinking
Based on this review, ten geospatial thinking
competences are proposed for GI-Learner:
6. Carry out own (primary) data capture
7. Be able to identify and evaluate (secondary)
data
8. Examine interrelationships
9. Synthesise meaning from analysis
10.Reflect and act with knowledge
22. http://www.gilearner.eu
Translate competences into
curriculum learning materials
• K7: local area
• K8: tourism
• K9: economic disparities
• K10: refugees, migration
• K11: plate tectonics, tsunami risk
• K12: globalisation
+ for each year extra
exercises to come
29. http://www.gilearner.eu
Pupils at work during mobility
week Madrid, March 2018
• Creating city tour for younger group (K12)
• Evaluating the project (K9, K12)
• Evaluation Test C (K12)
• Presenting Madrid (K9)
35. http://www.gilearner.eu
Price: 50 EUR - Including all materials, coffee breaks & lunch
International grants available:
20 grants of 150 EUR (first come – first serve)
Interest: info on our website of mail
luc.zwartjes@ugent.be
Friday 15 June - 1 day conference:
- Background of the project
- Outcomes of the project:
- Literature review
- Learning line competencies
- Curriculum opportunities
- with the developed materials
- Material using the comptencies & curriculum
- Hands-on working
- developing own materials
enables knowing about
- Space – e.g. different ways of calculating distance, coordinate system
- Representation – e.g. effect of projections, principles of graphic design (semiology)
- Reasoning – e.g. different ways of thinking about shortest distances, estimate the slope of a hill fom a map of contour lines
enables knowing about
- Space – e.g. different ways of calculating distance, coordinate system
- Representation – e.g. effect of projections, principles of graphic design (semiology)
- Reasoning – e.g. different ways of thinking about shortest distances, estimate the slope of a hill fom a map of contour lines