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Data usability aspects in children’s geospatial learning
Data usability aspects in children’s geospatial learning
Data usability aspects in children’s geospatial learning
Data usability aspects in children’s geospatial learning
Data usability aspects in children’s geospatial learning
Data usability aspects in children’s geospatial learning
Data usability aspects in children’s geospatial learning
Data usability aspects in children’s geospatial learning
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Data usability aspects in children’s geospatial learning

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Johannes Schlüter's presentation in the 2nd Workdshop on usability of geographic information, 23rd March 2010 at UCL, London. See details at …

Johannes Schlüter's presentation in the 2nd Workdshop on usability of geographic information, 23rd March 2010 at UCL, London. See details at http://www.virart.nottingham.ac.uk/GI%20Usability/index.html

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  • 1. Data Usability Aspects in Children’s Geospatial Learning Johannes Schlüter, 23. 03. 2010
  • 2. GeospatialLearning@PrimarySchool Motivation: • GI science and geographic information in general public • MIT One Laptop Per Child “It’s an education project, not a laptop project” - Nicholas Negroponte Johannes Schlüter, 23. 03. 2010
  • 3. GeospatialLearning@PrimarySchool • Application for the XO-Laptop to foster – Spatial Thinking – Spatial Orientation – and to improve the geography classes • Framework with plugins – Geocaching – Geotagging Johannes Schlüter, 23. 03. 2010
  • 4. Geocaching with the XO-Laptop Johannes Schlüter, 23. 03. 2010
  • 5. Challenge for the software – limited attention span of the children – limited experience with computers, especially laptops – no experience with geospatial applications – it should not be necessary to know GI concepts in order to use the application – cross-cultural use without specific localization of texts, symbols – restrictive design rules of the XO make it difficult to design a proper interaction Johannes Schlüter, 23. 03. 2010
  • 6. GI usability aspects • Player position – symbology – data accuracy (GPS, continious) • Treasure position – symbology – data accuracy (GPS, acquired once) • Base map (OSM) – symbology (predefined symboles) – data quality (VGI) Johannes Schlüter, 23. 03. 2010
  • 7. Test Results • most children had prior experience with GI • Level of detail • OSM data do not provide enough detail • symbology wasn`t always self-explanatory • children had orientation problems they assumed the north on the map is straight ahead • all children had fun!!! Johannes Schlüter, 23. 03. 2010
  • 8. Thanks for your attention! Question? Blog: http://52north.org/GeospatialLearning/

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