No abstract

Open‐source software and open data are becoming increasingly popular in the teaching and learning of geographic information science. The cost savings that are derived from using free software over proprietary software are one driving factor, yet the move from “closed” to “open” represents much more than financial austerity—it signifies a broader shift in educational philosophy. This article documents the gradual transition of an introductory undergraduate course in geographic information systems from an entirely closed course to one that has become increasingly open. Having completely adopted the first three layers of open—software, data, and educational resources—the course is now turning toward the next layer: embracing the philosophy of open pedagogy.