The Role of Geospatial Thinking and Geographic Skills in Effective Problem Solving with GIS: K-16 Education

Effective use of a Geographic Information System (GIS) is hampered by the limited geospatial reasoning abilities of students. The ability to reason with spatial relations, more specifically apply geospatial concepts, including the identification of spatial patterns and spatial associations, is important to geographic problem solving in a GIS context. This dissertation examines the broad influence of three factors on GIS problem solving: 1) affection towards computers, geography, and mathematics, 2) geospatial thinking, as well as 3) geographic skills. The research was conducted with 104 students in Waterloo, Ontario, Canada. Students were drawn from four educational levels: grade 9 students, 13 to 14 years of age; 1st year undergraduate university students, 3rd and 4th year undergraduate geography majors; and geography students at the graduate level ranging from 22 to 32 years of age. The level of affection is measured with modified scales borrowed from psychology. Results show that students in general exhibit positive sentiments toward computers and geography but less so towards mathematics. Spatial thinking and knowledge of geospatial concepts are measured by a 30-item scale differentiating among spatial thinkers along a novice-expert continuum. Scores on the scale showed an increase in spatial reasoning ability with age, grade, and level of education, such that grade 9 students averaged 7.5 out of 30 while the mean score of graduate students was 20.6. The final exercise assessed pertinent skills to geography namely inquiry, data collection, and analysis. In general, there was a positive correlation in the scores such that the skill proficiency increased with grade. Related analysis found three factors that affect problem-solving performance with a GIS. These include age, geographic skills (inquiry and analysis), and geospatial thinking (subscales analysis, representation, comprehension, and application). As well, the relationship(s) between performance on the geospatial scale and the observed problem-solving sequences and strategies applied on a GIS was examined. In general, students with lower scores were more apt to use basic visualization (zoom/measure tools) or buffer operations, while those with higher scores used a combination of buffers, intersection, and spatial queries. There were, however, exceptions as some advanced students used strategies that overly complicated the problem while others used visualization tools alone. The study concludes with a discussion on future research directions, followed by a series of pencil and paper games aimed to develop spatial thinking within a geographic setting

Bridging the Geospatial Education-Workforce Divide: A Case Study on How Higher Education Can Address the Emerging Geospatial Drivers and Trends of the Intelligent Web Mapping Era

The purpose of this exploratory collective case study is to discover how geospatial education can meet the geospatial workforce needs of the Commonwealth of Virginia, in the emerging intelligent web mapping era. Geospatial education uses geographic information systems (GIS) to enable student learning by increasing in-depth spatial analysis and meaning using geotechnology tools (Baker & White, 2003). Bandura’s (1977) self-efficacy theory and geography concept of spatial thinking form an integrated theoretical framework of spatial cognition for this study. Data collection included in-depth interviews of twelve geospatial stakeholders, documentation collection, and supporting Q methodology to determine the viewpoints of a total of 41 geospatial stakeholders. Q methodology is a type of data collection that when used as a qualitative method utilizes sorting by the participant to determine their preferences. Data analysis strategies included cross-case synthesis, direct interpretation, generalizations, and a correlation matrix to show similarities in participants\u27 preferences. The results revealed four collaborative perceptions of the stakeholders, forming four themes of social education, technology early adoption, data collaboration, and urban fundamentals. Four strategies were identified for higher education to prepare students for the emerging geospatial workforce trends. These strategies are to teach fundamentals, develop agile faculty and curriculum, use an interdisciplinary approach, and collaborate. These strategies reflect the perceptions of stakeholders in this study on how higher education can meet the emerging drivers and trends of the geospatial workforce

Teaching, Learning, and Exploring the Geography of North America with Virtual Globes and Geovisual Narratives

Amid the shift to virtual learning during the COVID-19 pandemic, educators across disciplines were faced with developing new strategies for active learning. This article discusses findings from a case study of using Google Earth for virtual field trips and projects in an undergraduate Geography of North America course, assessing the process of incorporating Google Earth and student perspectives on their engagement with this technology. With broader applications to secondary and post-secondary education contexts, findings suggest increased student engagement and an appreciation for the opportunity to work with a geospatial technology mapping platform without needing prior coding, software, or mapping experience

Digital Learning in the Wild: Re-Imagining New Ruralism, Digital Equity, and Deficit Discourses through the Thirdspace

abstract: Digital media is becoming increasingly important to learning in today’s changing times. At the same time, digital technologies and related digital skills are unevenly distributed. Further, deficit-based notions of this digital divide define the public’s educational paradigm. Against this backdrop, I forayed into the social reality of one rural Americana to examine digital learning in the wild. The larger purpose of this dissertation was to spatialize understandings of rural life and pervasive social ills therein, in order to rethink digital equity, such that we dismantle deficit thinking, problematize new ruralism, and re-imagine more just rural geographies. Under a Thirdspace understanding of space as dynamic, relational, and agentive (Soja, 1996), I examined how digital learning is caught up spatially to position the rural struggle over geography amid the ‘Right to the City’ rhetoric (Lefebvre, 1968). In response to this limiting and urban-centric rhetoric, I contest digital inequity as a spatial issue of justice in rural areas. After exploring how digital learning opportunities are distributed at state and local levels, I geo-ethnographically explored digital use to story how families across socio-economic spaces were utilizing digital tools. Last, because ineffective and deficit-based models of understanding erupt from blaming the oppressed for their own self-made oppression, or framing problems (e.g., digital inequity) as solely human-centered, I drew in posthumanist Latourian (2005) social cartographies of Thirdspace. From this, I re-imagined educational equity within rural space to recast digital equity not in terms of the “haves and have nots” but as an account of mutually transformative socio-technical agency. Last, I pay the price of criticism by suggesting possible actions and solutions to the social ills denounced throughout this dissertation.Dissertation/ThesisDoctoral Dissertation Learning, Literacies and Technologies 201

Privacy and Geospatial Technologies

This research examines the role of geospatial and ancillary technologies in the erosion of privacy in contemporary society. The development of Remote Sensing, GIS, and GPS technologies are explored as a means of understanding both their current and predicted uses and capabilities. Examination is also made of the legal basis and current status of privacy rights in the United States. Finally, current and predicted uses and capabilities of geospatial and ancillary technologies are critically examined in light of existing privacy protections as a means of determining the ways in which these technologies are impacting privacy currently and what their effects may be in the future

Mapping for Impact: Actionable Spatial Literacy through Counter-Mapping

Counter-mapping is a technique that young people can use to take informed action on community issues through the mapping process. This mixed-methods study examined how ninth-graders in a large urban district in Iowa developed spatial thinking skills while engaging in counter-mapping in their community and the extent to which they used those maps to take informed action. A nine-week learning progression for counter-mapping scaffolded progress variables across three different spatial thinking standards and one inquiry standard. Findings indicated that students improved throughout the learning progression, but some needed teacher support to conduct spatial inquiries. Chances of reaching the upper anchor on a learning goal were positively associated with prior opportunities to grapple with complex spatial reasoning tasks. Students shifted over the learning progression from viewing maps as navigational tools to using them as communication tools. The extent to which students could use counter-maps to take informed action depended on their level of spatial literacy. Student reflections demonstrated that the hypothesized upper anchor of the inquiry standard and the lower anchor of the mental maps standard needed revision. Ninth-graders in the study could not take community-level informed action, but they could take personal action and propose potential solutions to spatial problems. Some significant results showed female students performed better than male students early in the learning progression. Latino students outperformed White students on two tasks. Counter-mapping is a place-based and assetbased pedagogical tool that can build critical spatial thinking skills while affirming students’ identities

Geography 2017 APR Self-Study & Documents

UNM Geography APR self-study report, review team report, response to review report, and initial action plan for Spring 2017, fulfilling requirements of the Higher Learning Commission

Geospasial Indonesia: The Utilization of Spatial Data Through Geographic Information Systems Across Indonesia in Various Environmental Contexts

Spatial planning and mapping in Indonesia have had a precarious history for the past several decades. Laws controlling the creation of maps for land use planning have fluctuated greatly between executive administrations and the country is still struggling to create a single, unified national map. With the One Map Policy the future of mapping is optimistic, but in the meantime spatial data analyses are lacking. Geographic information systems (GIS) is a computerized system for the capture, storage, querying, analysis, and display of spatial data, and is used predominately by the government, private companies, and nongovernmental organizations (NGOs) across Indonesia. Community mapping, the process of sketching out and digitizing community land claims, is also quite common around the archipelago and fills an important gap of information: the local field-based perspective that is often lost when conducting GIS with remote data. This balance of perspective and relation of power are important critiques of GIS and need to be considered with every GIS-related project. Spatial planning is especially important with the onset of climate change and the worsening of Indonesia’s numerous environmental problems. Most environmentally-focused NGOs use GIS routinely because protecting the environment often means proper land use planning. The environmental NGO community in Indonesia – particularly in Bali – is tight-knit, and they often partner with each other on projects. The scope of this project was to explore the way environmental NGOs utilize GIS in their work and to characterize the network between stakeholders

Bringing Geodesign to the world in a massive, open, online engagement: ‘Geodesign: change your world’

A MOOC titled “Geodesign: Change your world” demonstrated a unique approach to scaling up awareness about geodesign to a global audience. Massive Open Online Courses (MOOCs) are gaining visibility as a wide-reaching educational trend to provide exposure on topics, theories and techniques in any field. The first MOOC on the subject of geodesign was offered in Autumn 2014. Over 17,000 people registered from 167 countries. The results yielded a unique worldwide conversation about geodesign. This paper discusses how this MOOC engaged a global audience of thousands, including the challenges and opportunities experienced with the development and delivery of the MOOC. The outcomes illustrate how participants gained appreciation for the role geodesign can play in land planning and design issues in their location. The Geodesign MOOC course’s dynamic structure breaks from the typical format of MOOCs. Examined here are the innovative course design and delivery mechanisms deployed in this MOOC. Drawing on recent research about online learning, pedagogical and technological issues important to consider in MOOC development are reviewed

FOSS4G 2016 Proceedings: Academic Program - selected papers and posters

This Conference Proceedings is a collection of selected papers and posters submitted to the Academic Program of the International Conference for Free and Open Source Software for Geospatial (FOSS4G 2016), 24th to 26th August 2016 in Bonn, Germany. Like in previous FOSS4G conferences on national and international level the academic papers and posters cover an extensive wide range of topics reflecting the contribution of the academia to this field by the development of open source software components, in the design of open standards, in the proliferation of web-based solutions, in the dissemination of the open principles important in science and education, or in the collection and the hosting of freely available geo-data