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Evaluating maps in a massive open online course [mooc] / Anthony C. Robinson in Cartographic perspectives, n° 80 (2015)  

Public [article]  inCartographic perspectives > n° 80 (2015) . - pp 6 - 17 Titre : Evaluating maps in a massive open online course [mooc] Type de document : Article/Communication Auteurs : Anthony C. Robinson, Auteur ; Jonathan K. Nelson, Auteur Année de publication : 2015 Article en page(s) : pp 6 - 17 Note générale : bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Formation [Termes IGN] apprentissage en ligne [Termes IGN] cartographie [Termes IGN] cours en ligne ouverts à tous [Termes IGN] évaluation par les pairs Résumé : (auteur) New forms of cartographic education are becoming possible with the synthesis of easy to use web GIS tools and learning platforms that support online education at a massive scale. The internet classroom can now support tens of thousands of learners at a time, and while some common types of assessments scale very easily, others face significant hurdles. A particular concern for the cartographic educator is the extent to which original map designs can be evaluated in a massive open online course (MOOC). Based on our experiences in teaching one of the first MOOCs on cartography, we explore the ways in which very large collections of original map designs can be assessed. Our methods include analysis of peer grades and qualitative feedback, visual techniques to explore design methods, and quantitative comparison between expert ratings and peer grades. The results of our work suggest key challenges for teaching cartography at scale where instructors cannot provide individual feedback for every student. Numéro de notice : A2015--076 Affiliation des auteurs : non IGN Thématique : GEOMATIQUE Nature : Article DOI : 10.14714/CP80.1299 En ligne : http://dx.doi.org/10.14714/CP80.1299 Format de la ressource électronique : URL article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=83984 [article]

Learning by solving problems: Cognitive load theory and the re-design of an introductory GIS course / Jeff Howarth in Cartographic perspectives, n° 80 (2015)  

Public [article]  inCartographic perspectives > n° 80 (2015) . - pp 18 - 34 Titre : Learning by solving problems: Cognitive load theory and the re-design of an introductory GIS course Type de document : Article/Communication Auteurs : Jeff Howarth, Auteur Année de publication : 2015 Article en page(s) : pp 18 - 34 Note générale : bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Formation [Termes IGN] apprentissage par projets [Termes IGN] système d'information géographique Résumé : (auteur) This article presents a teaching model to support learning by solving problems with geographic information technology. Using the case study of a re-designed introductory course in geographic information systems, I present research from studies of expertise and Cognitive Load Theory that identify learning objectives and methods for problem-based instruction. I illustrate a general template for learning geographic technology by solving a problem based on a process of understanding the problem, developing a plan, and implementing the plan. This template also reinforces learning during practice and exam problems. The article aims to encourage future research on problem-based instruction of geographic information technologies that integrate cognitive studies of learning, spatial thinking, and problem solving. Numéro de notice : A2015--080 Affiliation des auteurs : non IGN Thématique : GEOMATIQUE Nature : Article DOI : 10.14714/CP80.1320 En ligne : http://dx.doi.org/10.14714/CP80.1320 Format de la ressource électronique : URL article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=83985 [article]