Teaching Geospatial Competences by Digital Activities and E-Learning. Experiences in Geography, Journalism, and Outdoor Education

Delgado-Peña, José Jesús; Mancera, María Purificación Subires

doi:10.1007/978-3-030-17783-6_8

Cited by 4 publications

(3 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is important to note that our focus on urban heritage as a point of departure was a conscious one. Although other reported web-based GIS activities had other thematic focuses, such as tourism or landscape (De Lázaro-Torres et al, 2017), urban heritage has previously been also used in didactic studies of geography (Delgado-Peña et al, 2017), due to its structuring role in the configuration of people's socio-spatial identities and urban space (Graham et al, 2000). To contribute to a critical heritage conception, which requires critical thinking skills (Nowacki, 2021), the workshop included a theoretical introduction lecture about the critical study of heritage (Smith, 2006) and the creation of a story map in a well-known native city and in another foreign, unknown city.…”

Section: Discussionmentioning

confidence: 99%

Designing Online Workshops for Teacher Trainees: Heritage Mapping with Web GIS Story Maps

Hernández

Piskorski

Stoffelen

2023

EJG

View full text Add to dashboard Cite

In a context of online and blended-learning education, widely applied during the COVID-19 pandemic and retained after-wards, geography education found great support in Geographic Information Systems (GIS). Already long before the pandem-ic, GIS were one of the most used research tools by geographers. Since a few years, educative curricula have increasingly started to include GIS. However, people without a background in geography such as future teachers may struggle to manage these technologies, both technically and in terms of the required spatial reasoning. The purpose of this paper is to reflect on the design characteristics of online workshops with teacher trainees that should allow to deal with these struggles. The workshops used web GIS story maps and focused on local and foreign urban heritage in Madrid and Krakow, cities that both host a UNESCO World Heritage Site. The teacher trainees had to create digital didactic routes to allow prima-ry school pu-pils to become familiar with urban heritage processes. Fulfilling this task required the development of digital and didactic competencies, geographical reasoning, and critical thinking on familiar and unfamiliar urban heritage. In the Anthropocene epoch, accurate teaching projects like these workshops are needed to raise the spatial awareness of people, above all basic education teachers, who contribute to the making of future digital and global citizens. In conclusion, this paper could be-come a good-practice workshop design aimed at teacher trainees who at present show a lack of geographical and digital knowledge but will have to teach about this knowledge in the future.

show abstract

Section: Discussionmentioning

confidence: 99%

Designing Online Workshops for Teacher Trainees: Heritage Mapping with Web GIS Story Maps

Hernández

Piskorski

Stoffelen

2023

EJG

View full text Add to dashboard Cite

show abstract

“…In PBL for marketing education, e-learning can encompass a wide range of tools and activities, including online courses, webinars, interactive modules, and virtual collaboration spaces. Delgado-Peña and Subires-Mancera [17] indicate that elearning platforms provide students with access to multimedia content, discussion forums, and quizzes that reinforce learning. Therefore, students can use these platforms to work on marketing problems at their own pace and access resources such as case studies, tutorials, and industry reports [18,19].…”

Section: E-learningmentioning

confidence: 99%

Enhancing Marketing Education Through Problem-Based Learning: A Comprehensive Review

Rosário,

Dias

2024

Preprint

View full text Add to dashboard Cite

The marketing industry is rapidly evolving, necessitating educational programs to adapt and equip graduates with relevant skills and knowledge. This systematic literature review with bibliometric analysis (SLRBA) explores the integration of Problem-Based Learning (PBL) in marketing education. PBL is an instructional strategy that empowers students to solve real-life problems by integrating theory and practice, thus fostering critical thinking and decision-making skills. Our review synthesizes data from 71 sources, highlighting the definition of PBL, strategies to promote its implementation in marketing education, and the benefits and challenges associated with this approach. The findings indicate that PBL enhances student engagement, provides hands-on experience, and prepares students for real-world marketing challenges. Strategies such as using social media, serious games, e-learning, and feedback mechanisms are discussed for their effectiveness in promoting active learning and student participation. Despite its advantages, PBL faces challenges such as resource intensiveness, student resistance, and information integrity issues. This review underscores the importance of PBL in bridging the gap between theoretical knowledge and practical application, ultimately preparing marketing students to meet the demands of the industry. The paper concludes with recommendations for future research and best practices for implementing PBL in marketing education.

show abstract

“…(Global Landscapes Forum, 2015, para. 3) However, given its novelty, there appears to be little formal recognition of geojournalism in educational/academic contexts until very recently (Szews, 2018;Delgado-Peña & Subires-Mancera, 2019;Faleiros, 2020;Macleod, 2020;Sachsman & Valenti, 2020;Stephens & Yildirim, 2021). Day concurs, noting that because this research addresses issues not heavily researched or discussed in the academic scholarship: journalism and geographic information systems (GIS), the relationship between reporters and geographers and how GIS in news affects readers, the term "Geo-Journalism" has been created to help classify and describe this research (2018, p. 3).…”

Section: Thementioning

confidence: 99%

Geojournalism

Stephens,

Yildirim

2023

Int. j. Bahamian stud.

View full text Add to dashboard Cite

Geojournalism is a growing field within environmental journalism at the intersection of both eco- and data-journalism. It is a new way to combine maps and data with traditional reporting in online platforms to provide scientific evidence for stories and narrative context for data. However, given its novelty, there appears to be little formal recognition of geojournalism in educational and academic contexts. In this paper, we review tools, techniques, and platforms that can be applied by educators and learners to investigate and report on geographic and environmental issues. We also describe examples of geojournalism (blog, radio show, infographic, photostory, and virtual field trip) resulting from collaboration between Geography and Journalism faculty and students at University of The Bahamas. We propose that geojournalism include geography researchers, educators, students, and citizen scientists sharing their knowledge and data with journalists and as well as being trained in journalism themselves. This study furthers the recognition and formalization of geojournalism in environmental communication and higher education.

show abstract

Teaching Geospatial Competences by Digital Activities and E-Learning. Experiences in Geography, Journalism, and Outdoor Education

Cited by 4 publications

References 4 publications

Designing Online Workshops for Teacher Trainees: Heritage Mapping with Web GIS Story Maps

Designing Online Workshops for Teacher Trainees: Heritage Mapping with Web GIS Story Maps

Enhancing Marketing Education Through Problem-Based Learning: A Comprehensive Review

Geojournalism

Contact Info

Product

Resources

About