Learning Ecology Potential Of Google Earth


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Learning Ecology Potential Of Google Earth

  1. 1. The Learning Ecology potential of Google Earth A pedagogical framework for assessing the ecological niche of online learning environments and tools.
  2. 2. Gerard Brady MA ePedagogy Design – Visual Knowledge Building Aalto University – Department of Art Education May 2010
  3. 3. Primary Research Question What is the Learning Ecology potential of Google Earth?
  4. 4. Secondary Research Questions What is the pedagogical framework underpinning the learning ecology metaphor? What is the educational potential of Google Earth? Could a learning ecology framework be used to evaluate educational tools and environments?
  5. 5. Relevance of research Multimedia and Connective properties of the web Precipitating a paradigm shift Lack of attention to learning ecology
  6. 6. Relevance of research Geobrowsing of web info. Emergence of the geoweb Google Earth as a learning environment/tool
  7. 7. Learning Ecology
  8. 8. Ecology Study of the interactions between organisms and their environment.
  9. 9. Ecological perspectives
  10. 10. Ecological perspectives Systems science & Cybernetics Telematic culture Ecological Systems Theory
  11. 11. Other Ecology Metaphors Media Ecology Information/Knowledge Ecology
  12. 12. Learning Ecology Definition 1 Brown (2000) ”a collection of overlapping communities of interest, cross-pollinating with each other; constantly evolving; and largely self-organising.” • Learning as situated in context
  13. 13. Learning Ecology Definition 2 Siemens (2007) ”the space or context in which networks function.” • Learning as network formation
  14. 14. Learning Ecology Principles • Informal and decentralised • Adaptable and self-organising • Ubiquitous and evolving • Social and collaborative • Unrestrictive and experimentative
  15. 15. Pedagogical basis 1. Learning as situated (in Communities of Practice) 2. Learning as network formation (Connectivism)
  16. 16. Learning as situated (in Communities of Practice) • Community of practice - informal groups of shared interests, building, collaborating and sharing • Learning occurs through application of knowledge in communities of practice • Diverse interacting and evolving communities fundamental to health of the learning ecology
  17. 17. Learning as network formation (Connectivism) • Knowledge is dynamic and evolving and structured within a interdependent network of individuals and communities • Learning occurs through formation of network in the ’space’ of the ecology • Supported by environment of tools, resources and technology (media)
  18. 18. Theoretical implications 1. Toward a Pedagogical Ecology 2. Learning ecology as unifying learning theory
  19. 19. Towards a pedagogical ecology • Multi-dimensional pedagogical perspective • Based on learning settings and individual preferences of learner • Learner adapts to context and content
  20. 20. Learning ecology as a unifier of learning theories • Learning not bound by theoretical assumptions, but does not exclude them • Learning theory often depends on learning context or setting • As the context or setting changes the underlying learning theory should also
  21. 21. Learning ecology and the web • Technology as a conduit of learning in the network • Multiple forms of intelligence • Multimedia promotes stronger perception of knowledge realtionships in the network
  22. 22. Google Earth
  23. 23. Background • Rapid development in technology • Convergence and standardisation of geodata • Availability of satellite and aerial imagery • Digital Earth Initiative – Al Gore • Keyhole Inc. – EarthBrowser 3D
  24. 24. What is Google Earth Goodchild (2008) ”Google Earth provides a distinct perspective of Earth, allowing users to view its surface in varying amounts of detail and display assorted aspects of any location.”
  25. 25. Key elements • Client-side technology • 3D perspective • Transportabale and scalable data • Interactive and engaging • Extendable – via API
  26. 26. Key opportunities Geovisualization • Organising and communicating spatial knowledge • Issues of design, perspective and reliability NeoGeography, Mash-up and VGI • Informal network volunteering geoinformation • Integration of Google Earth with other apps
  27. 27. Education in Google Earth Lund & Macklin (2007) • Spatial literacy • Visualization • Engaging narrative • Critical reflection
  28. 28. State of Education • Various educational resources in Google Earth • Google Earth Outreach initiative – funding for NGO’s and community • Visualization of data in research
  29. 29. Crisis in Darfur, USHMM
  30. 30. Climate Change in Our World, Met Office UK
  31. 31. Glaciers and Climate Change, NSIDC
  32. 32. Voyages of Matthew Flinders, Stephen Nicholson
  33. 33. Assessment framework & criteria 1. Accessibility - Openness, technical, socio-cultural 2. Adaptability - Discretionary, modular, scalable 3. Social - Connective, collaborative, appraisal 4. Personal - Decentralised, expressive, identifiable
  34. 34. Assessment of Google Earth openness 4 Accessibility identifiable technical 3 Personal expressive 2 socio-cultural 1 decentralised 0 discretionary appraisal modular Adaptability collaborative scalable Social connective
  35. 35. Conclusions • Metaphor for wider shift with web as a platform • Challenges existing theory and pedagogy • Extends learning to include evolving network of interdependent individuals, communities and environmental setting.
  36. 36. Conclusions • Google Earth as a platform for visualization • State of education limited, but opportunities exist • Compatible with learning ecology, but requires further development of personal and social functionality