WebGIS Implementation and Effectiveness in Secondary Education Using the Digital Atlas for Schools

González, Rafael de Miguel; Torres, María Luisa de Lázaro y

doi:10.1080/00221341.2020.1726991

Cited by 32 publications

(21 citation statements)

References 73 publications

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“…Many of them, although they have been designed for domestic use, such as GPS, or even business or institutional use such as ArcGIS Online, are also used in teaching. The GITs have marked an important transformation in teaching (De Miguel & De Lázaro, 2020), especially at Secondary level, being fundamental tools at schools where pedagogical principles based on active methodologies such as project learning, student centred learning or personalized teaching prevail over other methods (Martínez-Hernández, 2014;Martínez-Hernández, Ibarra, Pérez & Figueres, 2016;De Lázaro, De Miguel & Morales, 2017).…”

Section: Theoretical Framework 1gis Story Map As a Teaching Toolmentioning

confidence: 99%

Teaching tourism: urban routes design using GIS Story Map

García

2021

Ingeo

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Los Grados en Turismo buscan formar expertos capaces de gestionar cambios e impulsar las mejoras necesarias que permitan mantener, potenciar el dinámico sector turístico. Este artículo propone el diseño de una actividad docente para estudiantes del Grado en Turismo. Con ella se pretende que los estudiantes, a través de una metodología de trabajo colaborativo y mediante el uso de las geotecnologías, especialmente de los GIS Story Map, adquieran habilidades esenciales en su formación y sean capaces de crear un producto turístico acorde a las características del destino. La experiencia didáctica consiste en crear una ruta turística original e innovadora en Madrid. Se obtiene así un mapa colaborativo y una serie de rutas presentadas de manera individual que son coevaluadas por los propios estudiantes. También se presentan los resultados de una encuesta de satisfacción con la actividad respondida por los participantes. Se desprende que la actividad es positiva, ya que los estudiantes afirman adquirir habilidades de gran interés en su formación como futuros profesionales, al tiempo que se sienten motivados. Concluimos señalando que es necesario incluir este tipo de iniciativas en la enseñanza universitaria y que esta metodología es extrapolable a otras materias y lugares.

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Section: Theoretical Framework 1gis Story Map As a Teaching Toolmentioning

confidence: 99%

Teaching tourism: urban routes design using GIS Story Map

García

2021

Ingeo

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“…DeMiguel-González and DeLázaro-Torres [12] Discusses the implications of implementing geospatial technologies to acquire spatial thinking and geographical knowledge…”

Section: Acquisition Of Geographical Knowledgementioning

confidence: 99%

“…This innovative technology enables learning through experiences based on spatial visualisation and analytical functionality [4], and it allows developing the key components of spatial thinking, geographical knowledge, and spatial citizenship [12].…”

Section: Introductionmentioning

confidence: 99%

“…GIS technology is potentially the basis of applying an active learning methodology, because it increases motivation and interest in classes, and stimulates students' curiosity in discovering the world around them [12,20]. To this end, GIS tools show how acquired knowledge can be applied in practice, and they establish connections with everyday applications and professions [18].…”

Section: Introductionmentioning

confidence: 99%

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Introducing innovative technologies in higher education: An experience in using geographic information systems for the teaching‐learning process

Pérez-delHoyo

Mora

Ciriquián

et al. 2020

Comp Applic In Engineering

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In today's world, new technologies are being used for the teaching‐learning process in the classroom. Their use to support learning can provide significant advantages for the teaching‐learning process and have potential benefits for students, as many of these technologies are a part of the work life of many current professions. The aim of this study is to analyse the use of innovative technologies for engineering and science education after examining the data obtained from students in their learning process and experiences. The study has been focused on computational geographic information systems, which allow access to and management of large volumes of information and data, and on the assessment of this tool as a basis for a suitable methodology to enhance the teaching‐learning process, taking into account the great social impact of big data. The results allow identifying the main advantages, opportunities, and drawbacks of using these technological tools for educational purposes. Finally, a set of initiatives has been proposed to complement the teaching activity and to improve user experience in the educational field.

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“…By gathering input and feedback from targeted users, UCD describes the process of ensuring interface success throughout the design and development of the interface [11]. The UCD approach can improve user interfaces design and provide user-friendly and effective tools for information access and manipulation [15], [16]. Since then, the application called InDITA (Indonesia Disaster Data) could play a role as a medium for disseminating geospatial information, particularly related to the hazards or disasters.…”

Section: Introductionmentioning

confidence: 99%

Design and Implementation of a User-Centered Web-App using Open Source Platform: Indonesia Disaster Data (InDITA)

Rudiastuti

Suryanegara

Wirawan

et al. 2020

JOIV : Int. J. Inform. Visualization

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The availability of updated and easy access to geospatial data and information is the main thing in disaster mitigation and sustainable spatial planning. This needs to be supported by the rapid development of technology in the aspect of spreading data and spatial information via the internet. The Spatial Data Infrastructure (SDI) is realized as an implementation of spatial data distribution. SDI is an integrated mechanism to make it easier for spatial data users to access, search, share, and use spatial data and information. Built upon the background statements, the research does intend to develop a web-app which is functioned as a data repository, viewer, and also simple processing (web GIS). To design and develop a disaster geospatial online application web-app that has an integrated function (repository-web GIS) following the directions and input from user feedback becomes the fold of the research. . The importance of putting the user needs in building a web-app to be used by anyone universally is more realistic and practical. The user interface is very essential in bridging communication between users and web mapping systems. User-centred design (UCD) implemented by gathering input and feedback from users. UCD describes the process of ensuring interface success throughout the design and development of the interface. GeoNode has chosen as the platform since it is open-sourced, and commonly used for managing and publishing geospatial data. Based on respondents' assessment of the quality of content/information that important to be developed in a disaster website, it is recognized that providing reliable and up-to-date data and information (69%) and the accuracy of data and information (74%) are the most important things to develop in the InDITA application. the most important features to respondents are the spatial data display feature/map viewer (89%). The design of InDITA was built interactive and user-friendly which designed as an application that accommodates simple viewer, data repository, and web GIS functions. The interactive design emerged as the demand for app users.

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WebGIS Implementation and Effectiveness in Secondary Education Using the Digital Atlas for Schools

Cited by 32 publications

References 73 publications

Teaching tourism: urban routes design using GIS Story Map

Teaching tourism: urban routes design using GIS Story Map

Introducing innovative technologies in higher education: An experience in using geographic information systems for the teaching‐learning process

Design and Implementation of a User-Centered Web-App using Open Source Platform: Indonesia Disaster Data (InDITA)

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