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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] éducation [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 : [Termes IGN] apprentissage (cognition) [Termes IGN] plateforme logicielle 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 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

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

Public Titre : EuroSDR Survey: Initiatives for Providing Data and Tools for Research and Education Type de document : Rapport Auteurs : Bénédicte Bucher , Auteur ; Markéta Potůčková, Auteur ; Joep Crompvoets, Auteur Editeur : Dublin : European Spatial Data Research EuroSDR Année de publication : 2020 Collection : Survey Report Importance : 22 p. Format : 21 x 30 cm Note générale : bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Géomatique [Termes IGN] accès aux données localisées [Termes IGN] apprentissage (cognition) [Termes IGN] données localisées [Termes IGN] éducation [Termes IGN] enquête [Termes IGN] enseignement secondaire [Termes IGN] Europe (géographie politique) [Termes IGN] geoportail [Termes IGN] géosciences [Termes IGN] gestion de la qualité [Termes IGN] qualité des données [Termes IGN] urbanisme Résumé : (auteur) Geographical data and analysis are a key asset in different domains of education, from primary school to high education and life-long learning, and of research like geography, history, urbanism or environmental science, among others. Engaging with these user communities is part of the mission of many EuroSDR members. It is also a precious investment to improve data value and reusability. Firstly, the education community can give relevant feedback on the data usability from their pedagogical perspectives, scientific users can comment on quality documentation as they need to adopt a critical perspective on results obtained with data and students learn to use such complex data before they go into the work force where they may promote their usage. Second, all these users can help data providers investigate the design of new products to answer emerging needs. Three commission chairs of EuroSDR (Commission 4 Information usage, Commission 5 Business models and operations and Commission 6 Knowledge transfer) launched a survey on the provision of data and tools for research and education purposes on 13th May 2019. The objective of the survey was to study existing initiatives in terms of practices and projects at EuroSDR organizations to provide data and tools to pupils, students, teachers, and scientists for research and/or education purposes. A questionnaire was sent to all the delegates of EuroSDR who represent national mapping and cadastral agencies (NMCAs). The respondents were asked to describe their potential initiatives by using a standardized template format, which is in the Annexe 1 of this report. The respondents could describe as many initiatives as relevant for the provision of their data and tools. The deadline was set for 1st July 2019. The answers were compiled and reported in a first draft. As the answer rate was rather low, the draft report was circulated in Spring 2020 again. The first section of this report presents an overview of the results obtained from this survey and the next section presents them more in details using the same structure as the questions of the template. Note de contenu : 1- Introduction 2- Overview of the results obtained to the survey 3- Detailed presentation of results obtained to the survey Numéro de notice : 25996 Affiliation des auteurs : UGE-LaSTIG+Ext (2020- ) Thématique : GEOMATIQUE Nature : Rapport d'étude technique nature-HAL : Rapport DOI : sans En ligne : http://www.eurosdr.net/publications/survey-report-initiatives-providing-data-and [...] Format de la ressource électronique : URL Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=96878

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

Public contenu dans COSIT 2019, 14th International Conference on Spatial Information Theory, September 9-13, 2019, Regensburg, Germany / Sabine Timpf (2019)   Titre : The future of Geographic Information Displays from GIScience, cartographic, and cognitive science perspectives Type de document : Article/Communication Auteurs : Tyler Thrash, Auteur ; Sara Irina Fabrikant, Auteur ; et al., Auteur Editeur : Leibniz [Allemagne] : Schloss Dagstuhl – Leibniz-Zentrum für Informatik Année de publication : 2019 Collection : LIPIcs Leibniz International Proceedings in Informatics, ISSN 1868-8969 num. Vol. 142 Conférence : COSIT 2019, 14th International Conference on Spatial Information Theory 09/09/2019 13/09/2019 Regensburg Allemagne Open Access Proceedings Note générale : bibliographie Langues : Anglais (eng) Descripteur : [Termes IGN] apprentissage (cognition) [Termes IGN] cognition [Termes IGN] représentation spatiale [Vedettes matières IGN] Géovisualisation Résumé : (auteur) With the development of modern geovisual analytics tools, several researchers have emphasized the importance of understanding users' cognitive, perceptual, and affective tendencies for supporting spatial decisions with geographic information displays (GIDs). However, most recent technological developments have focused on support for navigation in terms of efficiency and effectiveness while neglecting the importance of spatial learning. In the present paper, we will envision the future of GIDs that also support spatial learning in the context of large-scale navigation. Specifically, we will illustrate the manner in which GIDs have been (in the past) and might be (in the future) designed to be context-responsive, personalized, and supportive for active spatial learning from three different perspectives (i.e., GIScience, cartography, and cognitive science). We will also explain why this approach is essential for preventing the technological infantilizing of society (i.e., the reduction of our capacity to make decisions without technological assistance). Although these issues are common to nearly all emerging digital technologies, we argue that these issues become especially relevant in consideration of a person's current and future locations. Numéro de notice : A2019-647 Affiliation des auteurs : non IGN Thématique : GEOMATIQUE Nature : Communication DOI : 10.4230/LIPIcs.COSIT.2019.19 En ligne : https://doi.org/10.4230/LIPIcs.COSIT.2019.19 Format de la ressource électronique : URL article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=96910

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

Public [article]  inCartographica > vol 53 n° 2 (summer 2018) . - pp 107 - 114 Titre : Evaluating online and traditional learning environments using cartographic generalization techniques Type de document : Article/Communication Auteurs : Jared L. Ware, Auteur Année de publication : 2018 Article en page(s) : pp 107 - 114 Note générale : Bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Formation [Termes IGN] analyse comparative [Termes IGN] apprentissage (cognition) [Termes IGN] apprentissage en ligne [Termes IGN] formation initiale [Termes IGN] généralisation cartographique Résumé : (Auteur) The contemporary educational environment raises questions about the effectiveness of online courses, particularly as compared with traditional classroom learning and in relation to individual student needs, perceptions, and learning outcomes. This study is designed to determine if an online or traditional environment is better for learning cartographic generalization techniques. A prevailing thought is that it is often through conversation, discourse, discussion, and debate among students and between instructors and students that a new concept is clarified. I researched learning effectiveness, with the objectives of determining which methods are best for specific generalization techniques and also if students learn the techniques better from an online or in-class lecture. The goal is to assess student feedback, lab scores, and test scores to determine if these techniques enhance learning, as well as retention of the subject matter. Numéro de notice : A2018-363 Affiliation des auteurs : non IGN Thématique : GEOMATIQUE Nature : Article nature-HAL : ArtAvecCL-RevueIntern DOI : 10.3138/cart.53.2.2017-0015 date de publication en ligne : 25/07/2018 En ligne : https://doi.org/10.3138/cart.53.2.2017-0015 Format de la ressource électronique : URL article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=90725 [article]

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