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The limits of GIS implementation in education: A systematic review / Veronika Bernhäuserová in ISPRS International journal of geo-information, vol 11 n° 12 (December 2022)  

Public [article]  inISPRS International journal of geo-information > vol 11 n° 12 (December 2022) . - n° 592 Titre : The limits of GIS implementation in education: A systematic review Type de document : Article/Communication Auteurs : Veronika Bernhäuserová, Auteur ; Lenka Havelková, Auteur ; Kateřina Hátlová, Auteur ; et al., Auteur Année de publication : 2022 Article en page(s) : n° 592 Note générale : bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Systèmes d'information géographique [Termes IGN] apprentissage (cognition) [Termes IGN] formation [Termes IGN] géographie [Termes IGN] géomatique [Termes IGN] implémentation (informatique) [Termes IGN] système d'information géographique [Termes IGN] terminologie Résumé : (auteur) Despite the extensive discussion on the educational potential of GIS and the changes made in the curricula in many countries, the implementation of GIS in classrooms has still been relatively slow. This is because of variables limiting the process of GIS implementation in lessons. Although research into the limits of GIS implementation has been carried out quite extensively, there is a need for knowledge systematisation in the field. Therefore, the presented systematic review of 34 empirical studies addresses this need and pays attention to the methodological approaches used to research the limits, the identified limits of GIS implementation, their categorisation, and any temporal trends in their occurrence. Altogether, the analysed studies identified 68 limits of GIS implementation in education using mainly quantitative methodology (especially the questionnaire), with utmost attention paid to teachers as participants. These limits then formed complex categorisation that distinguishes elementarily between the limits related to humans and resources. The most frequent and variable category of limits was teachers followed by technology, while both kept their positions in all periods. The systematisation of the research enables the formulation of implications for educational and geoinformatics practice and recommendations for future research. Numéro de notice : A2022-875 Affiliation des auteurs : non IGN Thématique : GEOMATIQUE Nature : Article DOI : 10.3390/ijgi11120592 Date de publication en ligne : 26/11/2022 En ligne : https://doi.org/10.3390/ijgi11120592 Format de la ressource électronique : URL article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=102174 [article]

Spatial thinking in cartography teaching for schoolchildren / Sonia Maria Vanzella Castellar in International journal of cartography, vol 7 n° 3 (October 2021)  

Public [article]  inInternational journal of cartography > vol 7 n° 3 (October 2021) . - pp 304 - 316 Titre : Spatial thinking in cartography teaching for schoolchildren Type de document : Article/Communication Auteurs : Sonia Maria Vanzella Castellar, Auteur ; Barbara Gomes Flaire Jordão, Auteur Année de publication : 2021 Article en page(s) : pp 304 - 316 Note générale : bibliographie Langues : Anglais (eng) Descripteur : [Termes IGN] analyse spatiale [Termes IGN] apprentissage (cognition) [Termes IGN] formation [Termes IGN] information cartographique [Termes IGN] lecture de carte [Termes IGN] raisonnement spatial [Termes IGN] représentation cartographique [Termes IGN] représentation mentale spatiale [Termes IGN] représentation spatiale [Vedettes matières IGN] Cartologie Résumé : (auteur) We present data and analyses on school teaching practises that relate spatial thinking with the learning of maps from a cartographic education perspective. This study intends to support further research in the field of school cartography, given the increasing availability of digital cartographic resources in both the formal and the informal environments frequented by the individual. This increase in information demands a careful and critical reading of the cartographic data, although this requires a clear understanding of cartographic elements on the part of the individual. This reinforces the role of teachers in the classroom, given that they can contribute to the development of critical reasoning though the analysis of current geographic problems during learning activities in school cartography. The results presented here emphasize the importance of these contributions, but also demand substantial and consistent teacher training, in particular on the theories of spatial thinking. Numéro de notice : A2021-743 Affiliation des auteurs : non IGN Thématique : GEOMATIQUE Nature : Article nature-HAL : ArtAvecCL-RevueIntern DOI : 10.1080/23729333.2021.1969716 Date de publication en ligne : 01/09/2021 En ligne : https://doi.org/10.1080/23729333.2021.1969716 Format de la ressource électronique : URL article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=98670 [article]

Teacher Education / Ulas Kayapinar (2021)  

Public Titre : Teacher Education Type de document : Monographie Auteurs : Ulas Kayapinar, Éditeur scientifique Editeur : London [UK] : IntechOpen Année de publication : 2021 ISBN/ISSN/EAN : 978-1-83969-289-5 Note générale : Bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Formation [Termes IGN] apprentissage (cognition) [Termes IGN] enseignement assisté par ordinateur [Termes IGN] formation à distance [Termes IGN] plateforme collaborative [Termes IGN] réseau social Index. décimale : 16.40 Formation Résumé : (Editeur) Teacher education is an increasingly complex and challenging area of research and practice ultimately vital for generations. This book imparts insight and directions for both research and practice in teacher education. Chapters cover a variety of topics, such as collaborative teaching experiences, creativity education in curricula, innovations in science and technology in education, new techniques for learning and teaching subjects such as entrepreneurship, history, mathematics, science, technology, heritage, and early childhood education, and using online social platforms in education. Note de contenu : 1. Let’s Team Up! Measuring Student Teachers’ Perceptions of Team Teaching Experiences By Loan De Backer, Mathea Simons, Wouter Schelfhout and Ellen Vandervieren 2. Development of Creative Thinking Skills in the Teaching-Learning Process By Natalia Larraz-Rábanos 3. The Nature of Science and Technology in Teacher Education By Bodil Svendsen 4. Learning and Teaching Mathematics with Online Social Networks: The Case of Facebook By Yaniv Biton and Ruti Segal 5. Building Historical Narratives about Controversial Issues on Twitter: An Analysis of Digital Literacy Levels in Secondary School Students By Delfín Ortega-Sánchez and César Barba Alonso 6. Research Trends in the Measurement of Entrepreneurial Education: A Bibliographic Coupling Analysis By Vanessa Pertuz and Luis Francisco Miranda 7. Male Educator Recruitment in Early Childhood Centres: Implications for Teacher Education By Joyce Mathwasa and Lwazi Sibanda 8. Living Heritage Educational Experiences in a Pandemic Scenario. The Case Study of the Ethnomedicine Museum A. Scarpa By Anna Siri 9. Disrupting Certainties: History Education for Informed Lived Citizenships By Philippa A. Hunter Numéro de notice : 26709 Affiliation des auteurs : non IGN Nature : Recueil / ouvrage collectif DOI : 10.5772/intechopen.94952 Date de publication en ligne : 22/09/2021 En ligne : https://doi.org/10.5772/intechopen.94952 Format de la ressource électronique : URL Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=99473

Evaluating geovisualization for spatial learning analytics / Anthony C. Robinson in International journal of cartography, vol 6 n° 3 (October 2020)  

Public [article]  inInternational journal of cartography > vol 6 n° 3 (October 2020) . - pp 331 - 349 Titre : Evaluating geovisualization for spatial learning analytics Type de document : Article/Communication Auteurs : Anthony C. Robinson, Auteur ; Cary L. Anderson, Auteur ; Sterling Quinn, Auteur Année de publication : 2020 Article en page(s) : pp 331 - 349 Note générale : bibliographie Langues : Anglais (eng) Descripteur : [Termes IGN] analyse géovisuelle [Termes IGN] analyse spatiale [Termes IGN] apprentissage (cognition) [Termes IGN] convivialité [Termes IGN] formation [Termes IGN] formation à distance [Termes IGN] géographie [Termes IGN] pédagogie [Vedettes matières IGN] Géovisualisation Résumé : (auteur) Contemporary systems for supporting digital learning are capable of collecting a wide range of data on learner behaviours. The emerging science and technology of learning analytics seeks to use this information to improve learning outcomes and support institutional assessment. In this work we explore the potential for the spatial dimension in learning analytics, and we evaluate a prototype geovisualization system designed to support what we call spatial learning analytics. A user evaluation with geographers and educators was conducted to characterize the usability and utility of our prototype spatial learning analytics system. By helping us understand what our prototype system does and does not do well, we are able to suggest a variety of new ways in which future spatial learning analytics systems can be developed. Numéro de notice : A2020-651 Affiliation des auteurs : non IGN Thématique : GEOMATIQUE Nature : Article nature-HAL : ArtAvecCL-RevueIntern DOI : 10.1080/23729333.2020.1735034 Date de publication en ligne : 14/05/2020 En ligne : https://doi.org/10.1080/23729333.2020.1735034 Format de la ressource électronique : URL article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=96107 [article]

Enhancing knowledge, skills, and spatial reasoning through location-based mobile learning / Christian Sailer (2020)  

Public Titre : Enhancing knowledge, skills, and spatial reasoning through location-based mobile learning Type de document : Thèse/HDR Auteurs : Christian Sailer, Auteur Editeur : Zurich : Eidgenossische Technische Hochschule ETH - Ecole Polytechnique Fédérale de Zurich EPFZ Année de publication : 2020 Collection : Dissertationen ETH num. 26817 Importance : 289 p. Format : 21 x 30 cm Note générale : bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Géomatique web [Termes IGN] analyse géovisuelle [Termes IGN] apprentissage (cognition) [Termes IGN] enseignement secondaire [Termes IGN] plateforme logicielle [Termes IGN] programme interactif [Termes IGN] raisonnement spatial Résumé : (auteur) Location-based mobile learning (LBML) involves learning in and about locations in order to explore, analyze, describe, and evaluate phenomena in authentic learning experiences and incorporate them into the real world. Learners gain an understanding of boththe immediate environment using all the senses and the spatial perception to create a holistic impression of the environmental phenomena. Mobile mapping technologies and location-based services are utilized to link learning contents to specific locations as stories, tasks, or assignments. A large number of research projects on mobile learning have investigated LBML systems and LBML approaches with regard to learner satisfaction, usability and efficiency. The projects achieved predominantly positive results regarding motivation and engagement but only fragmented results regarding the cognitive learning outcomes.This dissertation describes how an LBML system utilizing GIS technology enhances the educational learning outcomes with a special focus on the spatial thinking process. Furthermore, this dissertation describes novel approaches of visual analytics with 2D and 3D map web components to produce new teaching strategies during the activities and new metacognitive strategies to evaluate and reflect the activity. The study presented in this dissertation covers case studies in universities, vocational schools, and informal education environments using design-based research to develop a mobile-friendly interactive mapping platform. Furthermore, the platform includes multimedia capabilities and interfaces to connect external services and content. The main study was conducted in a secondary school under real conditions and evaluated the technology regarding the learning performance and the teaching activities before, during, and after the activity. The results reveal a better cognitive learning outcome in classroom exams when a teaching sequence of several weeks includes an outdoor activity of a double lesson. Moreover, there is potential for enhancing learning beyond the outdoor part to improve spatial reasoning. Long-term self-assessment of the learners, however, resulted in no impact, whether cognitively or affectively. The workload for outdoor teaching compared to classroom teaching is higher mainly due to the profound inspections of the location. The findings and their implications for research and teacher education were discussed in order to corroborate the educational value of LBML to motivate educators using LBML strategies for teaching. Numéro de notice : 17657 Affiliation des auteurs : non IGN Thématique : GEOMATIQUE Nature : Thèse étrangère Note de thèse : doctoral thesis : Geomatics : ETH Zurich : 2020 En ligne : http://dx.doi.org/10.3929/ethz-b-000458558 Format de la ressource électronique : URL Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=97924

Initiatives for Providing Data and Tools for Research and Education: EuroSDR survey / Bénédicte Bucher (2020)  

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Suivi de l’engagement des apprenants lors de laconstruction de cartes mentales à partir detraces d’interaction / Rubiela Carrillo Rozo (2019)  

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The future of Geographic Information Displays from GIScience, cartographic, and cognitive science perspectives / Tyler Thrash (2019)  

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Evaluating online and traditional learning environments using cartographic generalization techniques / Jared L. Ware in Cartographica, vol 53 n° 2 (summer 2018)  

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MEMORAe : un système d'information support d'un éco-système apprenant / Marie-Hélène Abel in Ingénierie des systèmes d'information, ISI : Revue des sciences et technologies de l'information, RSTI, vol 22 n° 6 (novembre - décembre 2017)  

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Sparsity, redundancy and robustness in artificial neural networks for learning and memory / Philippe Tigréat (2017)  

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Comment les utilisateurs reconnaissent-ils un style topographique ? / Jérémie Ory in Cartes & Géomatique, n° 226 (décembre 2015)  

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Un apprentissage ludique et pratique, sinon rien ? / Fanny Perrin d'Arloz in SIGmag, n° 6 (octobre 2015)

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How do map readers recognize a topographic mapping style? / Jérémie Ory in Cartographic journal (the), Vol 52 n° 2 (May 2015)  

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Automatic spatial–spectral feature selection for hyperspectral image via discriminative sparse multimodal learning / Qian Zhang in IEEE Transactions on geoscience and remote sensing, vol 53 n° 1 (January 2015)  

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