Transcript The importance of GIS - Geographical Association

E-learning
More than motivation?
Techniques with ICT
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interactive whiteboards http://www.geographypages.co.uk/iwb.htm
internet research leading to written/ presentational output
images (e.g. with PowerPoint style manipulation)
http://www.sln.org.uk/geography/Images.htm
webcams http://www.geography.org.uk/projects/webcams/
music
video clips (watching) http://www.geographyatthemovies.co.uk/
video making (editing and filming)
animations of processes http://www.schoolportal.co.uk/GroupHomepage.asp?GroupID=12426
virtual fieldwork (e.g. using/making an interactive map)
gis http://www.geography.org.uk/projects/spatiallyspeaking
data gathering (using a data logger)
data handling and/or modeling (e.g. with excel spreadsheet)
drafting writing
using a department website/ intranet
http://www.geography.org.uk/projects/adepartmentwebsite/
blogging http://www.geographypages.co.uk/blogpages.htm
• Pupil Task: Use GI to investigate the
pressures upon an AONB. Surrey CC GIS
• Example of pupils work:
The Surrey Hills AONB may
be under threat, and there
may be landuse conflict in the
Godalming & Guildford area,
where the AONB appears to
be ‘squeezed’ by urban
development
Area of Outstanding
Natural Beauty
key
This area shows
high population
density, adjacent
to the AONB
Zooming in to this area, it is clear
that there is a sprawling residential
area here, the road pattern looks
recent, and there is probably
pressure to develop more housing in
the area.
These roads may be very busy, being close
to a high population density, threatening the
air, noise, visual pollution and safety for
locals
This area may be at
greatest risk of
development, as it is
not designated
AONB, but perhaps
being a floodplain
prevents
development?
B
Weekday
average
678 vehicles
A
Weekday
average
11,135
vehicles
I have added the traffic survey layer and
investigated the information at two points. This
shows that this road is quite busy for a minor
road, averaging a vehicle every two minutes,
but point B shows that the main road is much
more significant, averaging 8 cars a minute.
I have marked on the
AONB boundary
myself in blue
The contrast with the
suburban area’s
ecology is clear
Getting rid of the layers (except the
aerial photo) I can see that the
AONB has mixed landuse with
plenty of deciduous woodland,
hedgerows, and small fields with a
mix of crops, suggesting it is well
managed for ecological diversity
Evaluating GIS (& ICT)…
what does it bring to learning
Evaluating GIS, & other ICT…
what (may) it bring to learning
•(Motivation)
•(Organisation)
•Spatial thinking
•Other geographical thinking
Evaluating GIS: What does it add to SPATIAL
& other GEOGRAPHICAL learning?
Unique to GIS…?
• Understand SCALE - by zooming
• VIEW OF PLACE– fly through, 3 D and aerial
photography (worldwide)
• Your LOCALITY- data made available
• INTERCONNECTION – layering, transparency
& linking (as you like)
• VOCATIONAL GEOGRAPHY – use case
studies of spatial problem solving (that have
only succeeded by using GIS)
Evaluating GIS: What does it add to SPATIAL &
other GEOGRAPHICAL learning?
Enhanced by GIS…?
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rigour and accuracy – measuring tools, availability of local maps
& OS data for mapping fieldwork for precise spatial analysis
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locational knowledge
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‘just in time’ information – spontaneity of teaching and learning,
resources from the internet, or school network in the field, in the
classroom, and data (can be) up to date
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cartography & map skills – use and make symbols & keys, use
grid references & coordinates
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develop spatial literacy (e.g. boundary, border, region, area,
location, direction, distance)
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understanding interdependence and inter-connections –
correlate and connect places through producing the map you
need – (ESD/ global citizenship)
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Geographical enquiry – questions posed by pupils and a
structured process of finding answers using the GIS
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Geographical enquiry – Transience & flexibilty of ICT with the
permanence of paper – e.g. textbook, atlas, globe, photograph,
combined with GIS to make better sense of that resource
E-learning
More than motivation?