GIS w polskiej edukacji wyższej – dyskusja

Norvay Grants FSS/2014/HEI/W/0114/U/001

Blended-learning educational concept for earth observation at university level

The field of Earth observation has been undergoing a tremendous transformation for several years. From commercial data that used to be processed only by a circle of specialists, we are now in an era where numerous high-quality satellite data can be made available for free and used by diverse user groups in many applications. It is therefore of fundamental importance for new users to understand and use these data in an application-specific way, and teaching concepts need to be adapted accordingly. Specifically for the field of radar remote sensing, several activities already exist that intend to adjust educational offers with needs of the market place and to provide hands-on material for self-paced learning in many fields of application. At university level however, many courses still happen in a traditional classroom way, the lecturer being the principal source of information. We present here a blended-learning approach aiming the integration of high-quality eLearning material in traditional face-to-face courses to enhance the teaching and learning experience. The approach can be resumed in two main goals: 1) the specific integration of eLearning elements on a learning platform for a better preparation and follow-up of the course content by the students; 2) the creation of new eLearning content by the students in a peer-to-peer approach. For the first goal, existing content from Massive Open Online Courses (MOOC) are broken down into learning modules and supplemented with external digital learning content in order to best match the needs of the face-to-face course week by week. This prevents students from being overwhelmed by the enormous volume of online educational resources of the MOOCs and allows a better preparation of students for the current content of the lecture. For the second goal, a further deepening of what has been learned takes place through active co-creation of new digital content. This is based on the principle of the pyramid of learning that the best way to remember something is to explain it yourself. In this way, students who create new content from what they have learned should be able to remember it much longer as if they just listen to it. This blended learning educational model is conducted successfully since two years at university level with bachelor and master students and is being enriched regularly with new material, both from the open educational resources and students contribution

Evaluating the development of wearable devices, personal data assistants and the use of other mobile devices in further and higher education institutions

This report presents technical evaluation and case studies of the use of wearable and mobile computing mobile devices in further and higher education. The first section provides technical evaluation of the current state of the art in wearable and mobile technologies and reviews several innovative wearable products that have been developed in recent years. The second section examines three scenarios for further and higher education where wearable and mobile devices are currently being used. The three scenarios include: (i) the delivery of lectures over mobile devices, (ii) the augmentation of the physical campus with a virtual and mobile component, and (iii) the use of PDAs and mobile devices in field studies. The first scenario explores the use of web lectures including an evaluation of IBM's Web Lecture Services and 3Com's learning assistant. The second scenario explores models for a campus without walls evaluating the Handsprings to Learning projects at East Carolina University and ActiveCampus at the University of California San Diego . The third scenario explores the use of wearable and mobile devices for field trips examining San Francisco Exploratorium's tool for capturing museum visits and the Cybertracker field computer. The third section of the report explores the uses and purposes for wearable and mobile devices in tertiary education, identifying key trends and issues to be considered when piloting the use of these devices in educational contexts

The example of Cape Verde and Mozambique

Painho, M., Baptista, A., Atumane, A., & Simões, E. (2017). Blended learning education on precision farming in developing countries: The example of Cape Verde and Mozambique. In International Multidisciplinary Scientific GeoConference Surveying Geology and Mining Ecology Management, SGEM (Vol. 17, pp. 9-16) https://doi.org/10.5593/sgem2017/54/S22.002The continuous development of techniques related to agriculture information management and GIS, with a close connection to sustainable development, are factors which contribute to the dissemination of precision farming. Cape Verde and Mozambique have a strong dependence on agriculture, a lack of skilled professionals and extreme poverty rates in rural areas. There has been an increased acknowledgement of the need to develop new educational programs in developing countries focused on innovative crop and land management concepts. To overcome this issue, the NOVA Information Management School created a consortium with the Catholic University of Mozambique, the University of Cape Verde. The consortium developed the AgIM (Agriculture Information Management and Precision Farming) master course. Working in a blended learning format, the students learn to work with GIS, remote sensing, variable rate technologies, GPS and applications for the analysis of geo-referenced data. Currently both countries have skilled technicians with a strong interaction with local communities and farmers aiming at multiplying the benefits of precision farming, allowing to contribute to the decrease of poverty due to an improvement of the fields’ management and production.publishersversionpublishe

Development of a web-enabled learning platform for geospatial laboratories: improving the undergraduate learning experience

This paper describes a web-enabled learning platform providing remote access to geospatial software that extends the learning experience outside of the laboratory setting. The platform was piloted in two undergraduate courses, and includes a software server, a data server, and remote student users. The platform was designed to improve the quality of the learning experience and to increase student confidence and proficiency with software-based geospatial skills. Laboratory grades of students using the platform were significantly higher than those of students who did not use the platform, and survey responses reported that students overwhelmingly liked the convenience of the platform, which allowed them to work from any location

Faculty Of Education UNHI

Faculty Of Education UNH