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Valuable components of CyberGIS : Expert viewpoints through Q‐method interviews / Forrest J. Bowlick in Transactions in GIS, vol 22 n° 5 (October 2018)  

Public [article]  inTransactions in GIS > vol 22 n° 5 (October 2018) . - pp 1105 - 1129 Titre : Valuable components of CyberGIS : Expert viewpoints through Q‐method interviews Type de document : Article/Communication Auteurs : Forrest J. Bowlick, Auteur ; Daniel W. Goldberg, Auteur ; Sarah W. Bednarz, Auteur Année de publication : 2018 Article en page(s) : pp 1105 - 1129 Note générale : Bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Géomatique web [Termes IGN] analyse spatiale [Termes IGN] entretien d'enquête [Termes IGN] résolution de problème [Termes IGN] WebSIG Résumé : (Auteur) CyberGIS is an interdisciplinary field that merges components of cyber‐infrastructure, geographic information science, and spatial analysis. This fusion combines the technical capabilities of advanced cyber‐infrastructure with the spatial analysis capabilities of GIS. How expert GIS practitioners perceive, use, and value the various components of CyberGIS is unknown, making student preparation for CyberGIS competency difficult. To address this gap, we reviewed the CyberGIS literature to develop a set of 37 key CyberGIS concepts. Then, we used Q‐methodology to interview 20 expert GIS users to understand the components of CyberGIS they viewed as most applicable to their GIS practice. Three distinct conceptions of CyberGIS expertise emerged: the spatial analyst, the domain‐specific problem solver, and the CyberGIS‐enabled computer scientist. The CyberGIS‐enabled computer scientist emphasized the underlying technologies which allow spatial analysts to discover and implement advanced methods and processes in GIS, which are then utilized by problem solvers to address domain‐focused issues. These three contrasting perceptions of CyberGIS expertise raise questions about the nature of curriculum and instruction appropriate to develop competent CyberGIS practitioners. With the identified variety of expert practices concerning CyberGIS, confusing practices and contrasting visions of the nature of CyberGIS reveal a need for instructional organization. Numéro de notice : A2018-571 Affiliation des auteurs : non IGN Thématique : GEOMATIQUE Nature : Article nature-HAL : ArtAvecCL-RevueIntern DOI : 10.1111/tgis.12446 Date de publication en ligne : 11/10/2018 En ligne : https://doi.org/10.1111/tgis.12446 Format de la ressource électronique : URL article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=92291 [article]

Student learning in an introductory GIS course: Using a project-based approach / Forrest J. Bowlick in Transactions in GIS, vol 20 n° 2 (April 2016)  

Public [article]  inTransactions in GIS > vol 20 n° 2 (April 2016) . - pp 182 – 202 Titre : Student learning in an introductory GIS course: Using a project-based approach Type de document : Article/Communication Auteurs : Forrest J. Bowlick, Auteur ; Sarah W. Bednarz, Auteur ; Daniel W. Goldberg, Auteur Année de publication : 2016 Article en page(s) : pp 182 – 202 Note générale : bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Géomatique [Termes IGN] formation initiale [Termes IGN] pédagogie Résumé : (auteur) Introductory courses in Geographic Information Science (GIS) expose students to the concepts and practices necessary for future academic and professional use of GIS tools. Traditional GIS courses balance lectures in the theories of GIS with pre-built and pre-packaged lab activities to learn the practices of GIS. This article presents a case study of an experimental introductory course in which students conducted novel, independent project-based group research under the supervision of graduate or advanced undergraduate students enrolled in the course, culminating in a class presentation and publication quality paper. Surveys and interviews indicated that students reacted more positively to project-based group research than to traditional activities. Students felt the projects better prepared them for ‘real world’ applications of GIS, and recommend project-based group research in other GIS coursework. Additionally, our findings indicate that students appreciate interactions with peers of varying skill levels and experiences, as these broaden their capabilities to work with other GIS users. Numéro de notice : A2016-449 Affiliation des auteurs : non IGN Thématique : GEOMATIQUE Nature : Article nature-HAL : ArtAvecCL-RevueIntern DOI : 10.1111/tgis.12146 En ligne : http://dx.doi.org/10.1111/tgis.12146 Format de la ressource électronique : URL article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=81358 [article]