Almost all aspects of our economy and society are based on geoinformation and geotechnologies. People are tracking, mapping and communicating geographically on an unprecedented scale. Citizens can be empowered by geospatial technologies and open geodata. The sector is booming, however there has been a clear mismatch between workforce demand and supply. Study programmes focus more on informatics than on the scientific background of spatial thinking.
This presentation seeks to introduce a newly EU funded project titled, GI-Learner: Developing a learning line on GIScience in school education. This project aims to support the introduction of GI Science in secondary (high school) education, by addressing policy developments and deliver materials with the capacity and capability to raise awareness of the GI sector, create a geospatially literate workforce and citizens who can benefit from these developments.
Geocapabilities3: teaching social justice, EUROGEO 2021 conference 22-23 Apr...Luc Zwartjes
The intention of GeoCapabilities 3 is to support teachers in developing their curriculum making capacity and in so doing enable them to engage with important curriculum questions such as what kinds of geographical knowledge are taught in schools, who decides and why, and what kinds of pedagogies are needed to teach powerful disciplinary knowledge (PDK) to students.
Social Justice is the concept that will underpin the work of the project. Whilst it is a concept that has been much examined in education more generally (Unterhalter and Brighouse, 2015), work pertaining to a socially just geography curriculum is limited. Weeden (2012) reports on significant inequalities in young people’s access to geography education in inner city communities in England.
GeoCapabilities 3 seeks to answer 2 main questions:
1. Is there a social justice dimension to GeoCapabilities? and:
2. How can a GeoCapabilities approach benefit schools (teachers/ pupils) in challenging (socio-economic) circumstances towards the goal of ‘powerful knowledge for all?
Abstract
This paper will present interim reflections on an ongoing pilot educational project being undertaken with the 2013-2014 new undergraduate cohort of Planning students in the three existing programmes at the Bartlett School of Planning (BSP) in University College London (UCL): Urban Planning, Design and Management (UPDM), Planning and Real Estate (PRE) and Urban Studies (US). The main purpose of this project is to enhance the University-level agenda for key transferable skill development (academic; self-management; inter-personal, but most importantly, communication) via active production of design (e-)artefacts of paramount value for employability in the Built Environment – the (i-)portfolio. It also aims to contribute to wider pedagogical and theoretical debates on the nature and value of the use of technology in Built Environment higher education. The project is developed
in two stages, over the academic year. During terms 1 and 2 (October-December and January-March), the project will pilot the use of iPads as a dynamic learning tool in graphic communication, and will explore the potential of technology-enabled features and utilities to improve student engagement and foster individual learning. In terms 2 and 3 (April - June) the project will pilot the use of iBooks as a dynamic learning resource in phenomenological pedagogy, with the aim of building on the capacity for our graduates to become ‘reflective practitioners’. It will do so by promoting the co-development of i-portfolios as design (e-)artefacts that enable and reinforce the values of self-regulated and flexible learning and ongoing personal/career development.
Geocapabilities3: teaching social justice, EUROGEO 2021 conference 22-23 Apr...Luc Zwartjes
The intention of GeoCapabilities 3 is to support teachers in developing their curriculum making capacity and in so doing enable them to engage with important curriculum questions such as what kinds of geographical knowledge are taught in schools, who decides and why, and what kinds of pedagogies are needed to teach powerful disciplinary knowledge (PDK) to students.
Social Justice is the concept that will underpin the work of the project. Whilst it is a concept that has been much examined in education more generally (Unterhalter and Brighouse, 2015), work pertaining to a socially just geography curriculum is limited. Weeden (2012) reports on significant inequalities in young people’s access to geography education in inner city communities in England.
GeoCapabilities 3 seeks to answer 2 main questions:
1. Is there a social justice dimension to GeoCapabilities? and:
2. How can a GeoCapabilities approach benefit schools (teachers/ pupils) in challenging (socio-economic) circumstances towards the goal of ‘powerful knowledge for all?
Abstract
This paper will present interim reflections on an ongoing pilot educational project being undertaken with the 2013-2014 new undergraduate cohort of Planning students in the three existing programmes at the Bartlett School of Planning (BSP) in University College London (UCL): Urban Planning, Design and Management (UPDM), Planning and Real Estate (PRE) and Urban Studies (US). The main purpose of this project is to enhance the University-level agenda for key transferable skill development (academic; self-management; inter-personal, but most importantly, communication) via active production of design (e-)artefacts of paramount value for employability in the Built Environment – the (i-)portfolio. It also aims to contribute to wider pedagogical and theoretical debates on the nature and value of the use of technology in Built Environment higher education. The project is developed
in two stages, over the academic year. During terms 1 and 2 (October-December and January-March), the project will pilot the use of iPads as a dynamic learning tool in graphic communication, and will explore the potential of technology-enabled features and utilities to improve student engagement and foster individual learning. In terms 2 and 3 (April - June) the project will pilot the use of iBooks as a dynamic learning resource in phenomenological pedagogy, with the aim of building on the capacity for our graduates to become ‘reflective practitioners’. It will do so by promoting the co-development of i-portfolios as design (e-)artefacts that enable and reinforce the values of self-regulated and flexible learning and ongoing personal/career development.
Python for Data Science - Python Brasil 11 (2015)Gabriel Moreira
This talk demonstrate a complete Data Science process, involving Obtaining, Scrubbing, Exploring, Modeling and Interpreting data using Python ecosystem tools, like IPython Notebook, Pandas, Matplotlib, NumPy, SciPy and Scikit-learn.
GI Learner: A project to develop geospatial thinking learning lines in second...Karl Donert
Almost all aspects of our economy and society are based on geoinformation and geotechnologies. People are tracking, mapping and communicating geographically on an unprecedented scale. Citizens can be empowered by geospatial technologies and open geodata. The sector is booming, however there has been a clear mismatch between workforce demand and supply. Study programmes focus more on informatics than on the scientific background of spatial thinking.
This presentation seeks to introduce a newly EU funded project titled, GI-Learner: Developing a learning line on GIScience in school education. This project aims to support the introduction of GI Science in secondary (high school) education, by addressing policy developments and deliver materials with the capacity and capability to raise awareness of the GI sector, create a geospatially literate workforce and citizens who can benefit from these developments.
Integrating Geotechnologies in European EducationKarl Donert
This presentation for GIS Day 2020 organised by the GeoTech Centre, USA. It explores some of the different projects that Karl Donert representing EUROGEO is involved in and examines the integration of GIS and geo-tools into different sectors of education.
The presentation includes the following school projects - GI-Learner and GI-Pedagosy, D3 - Developing Digital Data literacy, GeoCapabilities and EValue - European Values Atlas, MYGEO and HUM@N projects for universities and SEED for vocational training. In all cases geo-technology has been integrated in curriculum developments.
GI-Learner: developing progression in spatial thinkingKarl Donert
Gi Learner workshop presentation at Sheffield Hallam University demonstrating Gi Learner resources, activities and the work of pupils. The project examines the integration of spatial thinking into the curriculum through the establishment of learning lines based on spatial thinking competences.
The workshop provides links to resources and materials developed by the project
Digital Earth: GI-Learner: creating a learning line for GI Science in education Karl Donert
Gi Learner presentation at the Scientix 2018 conference held in Brussels on May 4-6 2018. The presentation introduces the project and presents learning lines, Gi Learner resources, activities and the work of pupils. The project examines the integration of spatial thinking into the curriculum through the establishment of learning lines based on spatial thinking competences and GI Science.
The workshop provides links to resources and materials developed by the project
Invited presentation at CZEDUCON2022, International Conference on Strategy and Policy in Higher Education, November 2022 Prague. An official event of the Czech Presidency of the Council of the European Union. https://czeducon.cz/
Teaching and Learning beyond the pandemic RNKizito 30092022.pptxRita Ndagire Kizito
Post - pandemic, the existing higher education practice is going to require re-organisation if we are to build lasting practices for future generations
Python for Data Science - Python Brasil 11 (2015)Gabriel Moreira
This talk demonstrate a complete Data Science process, involving Obtaining, Scrubbing, Exploring, Modeling and Interpreting data using Python ecosystem tools, like IPython Notebook, Pandas, Matplotlib, NumPy, SciPy and Scikit-learn.
GI Learner: A project to develop geospatial thinking learning lines in second...Karl Donert
Almost all aspects of our economy and society are based on geoinformation and geotechnologies. People are tracking, mapping and communicating geographically on an unprecedented scale. Citizens can be empowered by geospatial technologies and open geodata. The sector is booming, however there has been a clear mismatch between workforce demand and supply. Study programmes focus more on informatics than on the scientific background of spatial thinking.
This presentation seeks to introduce a newly EU funded project titled, GI-Learner: Developing a learning line on GIScience in school education. This project aims to support the introduction of GI Science in secondary (high school) education, by addressing policy developments and deliver materials with the capacity and capability to raise awareness of the GI sector, create a geospatially literate workforce and citizens who can benefit from these developments.
Integrating Geotechnologies in European EducationKarl Donert
This presentation for GIS Day 2020 organised by the GeoTech Centre, USA. It explores some of the different projects that Karl Donert representing EUROGEO is involved in and examines the integration of GIS and geo-tools into different sectors of education.
The presentation includes the following school projects - GI-Learner and GI-Pedagosy, D3 - Developing Digital Data literacy, GeoCapabilities and EValue - European Values Atlas, MYGEO and HUM@N projects for universities and SEED for vocational training. In all cases geo-technology has been integrated in curriculum developments.
GI-Learner: developing progression in spatial thinkingKarl Donert
Gi Learner workshop presentation at Sheffield Hallam University demonstrating Gi Learner resources, activities and the work of pupils. The project examines the integration of spatial thinking into the curriculum through the establishment of learning lines based on spatial thinking competences.
The workshop provides links to resources and materials developed by the project
Digital Earth: GI-Learner: creating a learning line for GI Science in education Karl Donert
Gi Learner presentation at the Scientix 2018 conference held in Brussels on May 4-6 2018. The presentation introduces the project and presents learning lines, Gi Learner resources, activities and the work of pupils. The project examines the integration of spatial thinking into the curriculum through the establishment of learning lines based on spatial thinking competences and GI Science.
The workshop provides links to resources and materials developed by the project
Invited presentation at CZEDUCON2022, International Conference on Strategy and Policy in Higher Education, November 2022 Prague. An official event of the Czech Presidency of the Council of the European Union. https://czeducon.cz/
Teaching and Learning beyond the pandemic RNKizito 30092022.pptxRita Ndagire Kizito
Post - pandemic, the existing higher education practice is going to require re-organisation if we are to build lasting practices for future generations
Online Assessment through Moodle Platform in Higher EducationNiroj Dahal
This presentation was done at ICT in Education Conference organized by TU, KUSOED and OSLOMET as a part of NORHED project on 19-21 September 2019 at Hotel Yellow Pagoda, Kathmandu.
A presentation reporting on a writing and research collaborative project between engineering graduates in Gaza and prospective science, engineering and technology students at the University of Glasgow piloted in August 2015. More information about the project can be found on the project website: https://easttelecollaboration.wordpress.com/
The presentation was delivered at the LLAS Centre for languages, linguistics and area studies at the University of Southampton on 21 January 2016.
Hum@n Project: Digital Storytelling module: Using StroyMapsKarl Donert
A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
Cultural heritage is a basic component of each country, as it includes all values from past to future. In other words is treasure through the years. Science, Technology, Engineering and Mathematics (STEM) included in many subjects in curriculum. In the digital era the Europeana DSI-4 project (http://fcl.eun.org/europeana-dsi4 ), implemented and supported by the European School Network (www.eun.org ) offered many opportunities for the integration the use of digital cultural heritage in teaching in STEM learning environments. Presentation of how STEM teachers could use Europeana collections for educational purposes in STEM classroom. Mostly it analyses the case study of teaching and learning geometrical concepts based on objects of collections of digital cultural heritage of Europeana (https://www.europeana.eu/en/collections).
Making connections through multimodal tasks in virtual exchanges- IAEI Interc...Susana Galante
Workshop given at International Association of Intercultural Education (IAIE) 2021 conference hosted by Kibbutzim College of Education in Israel
See page 271 for the abstract here: https://drive.google.com/file/d/1t3F4m0sNPUIJRnptdbtcxOYvECtiE3I7/view
The role of Geography in climate education: science and active citizenshipKarl Donert
“Climate change concerns all of us, and everyone can take action for the climate” (European Commission, 2020). Our planet is experiencing significant and accelerated change caused by greenhouse gases emitted by human activities. We are gathering significant scientific data looking to understand and then seek solutions to the issue. The effects of climate are being felt on all continents and are predicted to become more and more intense, with severe consequences for our economies and societies.
To stop climate change from getting worse, the European Commission confirmed we must take urgent climate action so that we can adapt to the changes happening now, and in the future, to limit the damage. The European Commission has established an “Education for Climate” initiative which promotes education for and about climate change as a flagship initiative of the European Education Area. Developing relevant, high-quality teaching in schools will be fundamental for the future.
EUROGEO responded by sharing its experience and expertise in developing and promoting a series of innovative educational projects to help empower teachers and educators to establish active citizenship approaches, embracing scientific studies through geographical education.
This presentation establishes the framework of the EC “Education for Climate” initiative and share the tools and resources generated, including data dashboards and training materials (Teaching the Future project), an e-Book and application (MyEcoTrack), a teacher MOOC using GIS in teaching about climate (GIS-T) a teaching resource gallery (GeoDem), training resources of GEA (Growing into Eco-conscious adults) and an initial teacher education climate curriculum (TECCHED).
GEOLAND Landscape Policy Case Study: FlandersKarl Donert
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Flanders (Belgium)
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a ;policy briefing on Europe, the Paliament, European Commission and Council of Europe
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Spain
GEOLAND Landscape Policy Case Study: BulgariaKarl Donert
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Bulgaria
GEOLAND Landscape Policy Case Study: Greece Karl Donert
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Greece
EAT is an Erasmus Plus KA2 Project which seeks to address enhancing Equity, Agency, and Transparency in Assessment practices in higher education.
EAT aims to support educators in developing and implementing high quality, innovative assessment practices by use of a research-informed participatory assessment framework (EAT; Evans, 2016).
The project produces a suite of practical resources to support academic staff in developing a student-centred approach to assessment, and to share good practice.
This presentation is part of the training course for higher education teachers, supporting development of learner self regulatory skills through development of a self-regulatory competency framework.
An presentation at EUROGEO 2023 of the results and outcomes of the GeoDem project: Geography democracy, European citizenship in a digital age. The work of EUROGEO is established and the products from the project are described. GeoDem will continue until August 2023.
A presentation of aims and outcomes of the GeoDem project: Geography democracy, European citizenship in a digital age. The work of EUROGEO is established and the products from the project are described. GeoDem will continue until August 2023.
GeoDem: Geography democracy, European citizenship in a digital age - benchmarkKarl Donert
A presentation introducing the aims of the session on GeoDem, Geograpjhy Democracy and Citizenship in a digital age, held at the EUROGEO conference in Krakow, 27-28 April 2023.
of aims and goals of the GeoDem project: Geography democracy, European citizenship in a digital age. The context of the project is set and the ideas behind the topic and theme continues until October 2023.
This presentation presents a workshop on establishing a benchmark statement about what should be taught about Europe
A presentation about the Balance: green and stable project. The project seeks to create an environment within which Small and Medium Enterprises are able to develop sustainably and thereby increase their efficiency and profitability.
The presentation introduces why SMEs are an important target group. It then explore sustainability policy in the EU and the Green Deal and Green Jobs. It concludes by exploring sustainability management .
This is a presentation introducing the Erasmus Plus ONLIFE Project, prepared as part of first module of the training course developed for teachers and educators.
Since Covid-19 emerged as a pandemic in 2020 many governments around Europe were compelled to take extreme measures of lock down.
As a result, millions of Europeans were forced to stay home for an extended period of time. Unexpectedly all teachers had to teach from home, students continued learning from home and parents had to support their kids becoming in some ways home teachers.
This new reality found most teachers, unprepared to adapt their teaching.
In order to help address this, the ONLIFE project aims to develop a methodology which will support the life adaptability of teachers in the online teaching process in School Education so they can have hybrid competences as teachers.
ONLIFE aims at supporting the European Union priority Digital Educational Action Plan
ONLIFE stands for Empower hybrid Competences for Onlife Adaptable Teaching in School Education in times of pandemic.
The project aims at empowering teachers and school leaders to face the digital transformation of the educational system in time of crisis. Indeed, the goal is to reinforce the schools to provide high quality and inclusive digital education to their students through the development of:
1. A Guidebook “Pattern for enhancing digital technologies in School education
2. A Training course for teaching in School education
3. ONLIFE Learning Paradigm (OLP): Teacher Competences, Methods & Approaches in School education
4. Recommendation and guidelines for School System bodies in providing useful framework instruments to improve teaching quality.
A presentation introducing the concept of Onlife, prepared as part of the Erasmus Plus ONLIFE project examining online education and training.
The information era, along with the technologization process, makes it difficult to avoid the use of technological devices and the hyperconnectivity that they entail. In recent years, advances in technology have generated a considerable and extensive wave of changes and transformations in all areas of life, including the self. In the case of young people, the effects of this hyperconnectivity are being experienced with greater intensity since they are in the middle of their identity development. Hence, digital devices may be influencing the identity definition of our younger generations.
The GEOLAND Project was presented at the United Nations as part of the twelfth session of the United Nations Committee of Experts on Global Geospatial Information Management (UN-GGIM). The meeting was held from 3 – 5 August 2022.
GEOLAND deals with the concepts, data, tools and technologies concerning the monitoring of landscapes based on the rules of the European Landscape Convention (ELC). As a result the project aims to inform and advise students and their professors concerning the policy implications of undertaking landscape monitoring and assessment. GEOLAND will help students and professors to comprehend the problems that arise from heterogeneous applications of ELC and suggest possible solutions to these issues.
The GEOLAND project also seeks to reinforce European Policy in landscape conservation as well as national and local actions regarding the implementation of the European Landscape Convention.
It will seek to provide essential recommendations for policy makers and maintain a dialogue with relevant stakeholders, open for future development. The methodology employed is eventually expected to constitute a road map for relevant studies not only in Europe but also worldwide.
UN-GGIM is the relevant inter-governmental body on geospatial information in the United Nations, UN-GGIM reports on all matters relating to geography, geospatial information and related topics to the United Nations Economic and Social Council (ECOSOC).
GeoDem: Geography democracy, European citizenship in a digital ageKarl Donert
A presentation introducing the aims of the session on GeoDem, Geograpjhy Democracy and Citizenship in a digital age, held at the IGU centenial conference in Paris, July 18th 2022.
of aims and goals of the GeoDem project: Geography democracy, European citizenship in a digital age. The context of the project is set and the ideas behind the topic and theme continues until October 2023.
MyEcoTrack Use Your Voice - Protect the Climate Karl Donert
Despite being a recently more discussed topic, climate protection is still overwhelmingly unclear for most people. Citizens need to actively change their behaviour towards a greener future, so they need to become more aware of the environmental challenges, measures to be taken and lifestyle changes.
This is especially the case for climate education. The My Ecotrack Project aims to provide basic knowledge on climate and environment supporting youth workers who work with young people without any proper climate education.
This presentation is part of a climate Factbook for youth workers which will be published online at https://myecotrack.eu/.
It addresses lifestyle changes we can make to support the drive to net zero.
Climate friendly lifestyle from the My Ecotrack projectKarl Donert
Despite being a recently more discussed topic, climate protection is still overwhelmingly unclear for most people. Citizens need to actively change their behaviour towards a greener future, so they need to become more aware of the environmental challenges, measures to be taken and lifestyle changes.
This is especially the case for climate education. The My Ecotrack Project aims to provide basic knowledge on climate and environment supporting youth workers who work with young people without any proper climate education.
This presentation is part of a climate Factbook for youth workers which will be published online at https://myecotrack.eu/.
It addresses lifestyle changes we can make to support the drive to net zero.
Synopsis Project: training - Guide to specific fundraising tools for cultural...Karl Donert
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation deals with a range of specific tools necessary for fundraising for cultural heritage organisations
Synopsis Project: training - Fundraising Tools - Part 2Karl Donert
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation provides information about the generic tools necessary for developing a fundraising campaign for cultural heritage
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Normal Labour/ Stages of Labour/ Mechanism of Labour
Learning lines for geoSpatial thinking: GI Learner Project
1. http://www.gilearner.eu
A project to develop
geospatial thinking learning
lines in secondary schools
Professor Karl Donert
President, European Association of Geographers, EUROGEO
Director: European Centre of Excellence digital-earth.eu
GI-Learner
2. http://www.gilearner.eu
GI-Learner in figures
•Seven partners
•Five high schools (including coordinating
organisation)
•Five countries: Belgium, Austria, Romania,
Spain, UK
•Three year, EU funded Erasmus+ project
•Two universities
•One international association, EUROGEO
5. http://www.gilearner.eu
GI Learner Context
• To help meet mismatch between workforce
demand and labour supply in GI occupation
sector.
• Due to students leaving high school or
university without necessary skills and
knowledge.
• Big problem for companies, also for society
where students finish their studies but don’t
find a job.
6. http://www.gilearner.eu
GI Learner Project Goals
• Aim to increase education activities in the field
for future workforce needs.
• To be achieved by integrating spatial literacy,
spatial thinking and GIScience into schools
• Help teachers implement learning lines for
spatial thinking in secondary schools, using
GIScience
7. http://www.gilearner.eu
GI Learner Action Plan
1. Summarize most important literature on learning
lines and spatial thinking - project foundation.
2. Scan school curricula to identify opportunities to
introduce GIScience used to develop materials.
3. Create a test to analyse impact of learning lines on
spatial thinking
• at the start of the project to establish the zero level,
baseline value of their spatial thinking capability.
• At the end of each year the test will be done, thus
measuring the impact of the learning line and to adjust it if
needed.
8. http://www.gilearner.eu
4. Create first learning lines, translate them into real
learning objectives, taking into account curricula
opportunities in partner countries
• each year one-third of the total learning line will be
elaborated (Includes necessary classroom materials)
5. In Year 1, pupils of different ages (K7 and K10) in
partner schools will trial materials, schools give
feedback and where appropriate suggest
amendments
6. Final versions of learning outcomes for year 1 lines
GI Learner Action Plan
9. http://www.gilearner.eu
7. In year 2, second stage learning lines are developed
and used by the pilot groups i.e. in K8, K11
8. In year 3, third stage learning lines are developed
and used by the pilot groups i.e. in K9, K12
9. Final learning lines are published, with the essential
classroom materials, thus facilitating introduction
and implementation
10. A publication with suggestions for inclusion into the
national curricula and disseminated among different
National Ministries of Education …
GI Learner Action Plan
10. http://www.gilearner.eu
Two evaluation surveys have been created (for
pupils) to self-assess their confidence in the
awareness and understanding of the Spatial
Thinking competences – Basic – More Advanced
GI Learner Evaluation
11. http://www.gilearner.eu
A spatially literate student …
…. has the following characteristics
• Habit of mind of thinking spatially – knows where,
when, how and why to think spatially
• Practices spatial thinking in an informal way
– deep and broad knowledge of spatial
concepts and representation…
• Adopts a critical stance to spatial thinking –
evaluates the quality of spatial data,
uses spatial data to construct …
National Research Council, 2006, Learning to think spatially: GIS as a Support
System in the K-12 Curriculum, Washington DC, National Academy Press
Literature Review
13. http://www.gilearner.eu
Spatial thinking
framework (Perdue
and Lobben, 2013)
Perdue, N. and Lobben, A.,
2013. The Challenges of Testing
Spatial Thinking Skills with
Participants who are Blind or
Partially Sighted. Sharing
knowledge, p.107.
Literature Review
14. http://www.gilearner.eu
Geospatial thinking is even more …
• Geospatial is not simply about visualization and
relationships (Wang et al. 2014), it implies
• manipulation
• interpretation and
• explanation of information (Baker et al. (2015)
.... at different geographic scales
Baker, T.R., Battersby, S., Bednarz, S.W., Bodzin, A.M., Kolvoord, B., Moore, S., Sinton, D.
and Uttal, D., 2015. A research agenda for geospatial technologies and learning. Journal of
Geography, 114(3), pp.118-130.
Wang, H.S., Chen, Y.T. and Lin, C.H., 2014. The learning benefits of using eye trackers to
enhance the geospatial abilities of elementary school students. British Journal of
Educational Technology, 45(2), pp.340-355.
Literature Review
15. http://www.gilearner.eu
• not a single ability but comprised of a
collection of different skills (Bednarz & Lee, 2011)
• the ability to study the characteristics and the
interconnected processes of nature and
human impact in time and at appropriate scale
(Kerski 2008)
Bednarz, R.S. and Lee, J., 2011. The components of spatial thinking: empirical evidence.
Procedia-Social and Behavioral Sciences, 21, pp.103-107.
Kerski, J.J., 2008. The role of GIS in Digital Earth education. International Journal of Digital
Earth, 1(4), pp.326-346.
Geospatial thinking is even more …
Literature Review
16. http://www.gilearner.eu
• geographic skills provide necessary tools and
techniques to think spatially
• they enable patterns, associations, and spatial
order to be observed (National Geography
Standard, 2012)
• provide students with skills to respond to
crucial scientific and social questions of the
21st century (Tsou and Yanow, 2010).
Geography Education Standards Project, 2012, Geography for Life – National Geography
Standards, Second edition, National Geographic Society, Washington D.C., 272 p.
Tsou, M.H. and Yanow, K., 2010. Enhancing general education with geographic
information science and spatial literacy. URISA Journal, 22(2), 45-54
Geospatial thinking is even more …
Literature Review
17. http://www.gilearner.eu
GI Science Spatial Thinking
Spatial Thinking dimensions and related terms
(Michel & Hof, 2013)
Michel, E. & Hof, A., 2013, Promoting Spatial Thinking and Learning with Mobile Field Trips and eGeo-
Riddles, Jekel, T., Car, A., Strobl, J., Griesebner, G. (eds.), GI_Forum 2013: Creating the GISociety, 378-
387. Berlin, Wichmann Verlag
Key Literature
Literature Review
18. http://www.gilearner.eu
• a new geotechnological paradigm (Kerski, 2015)
• defined as a new way of doing science
• derived from technological advances
• the huge increase in availability of spatial data
(big data, mining data, crowdsourcing etc.)
• tools and data available to citizens
• awareness of data quality now essential
Linking geospatial thinking to GIS
Kerski, J.J., 2015. Opportunities and Challenges in Using Geospatial Technologies for
Education. In Geospatial Technologies and Geography Education in a Changing World
(pp.183-194). Springer Japan.
Literature Review
19. http://www.gilearner.eu
How to implement this?
Four schools of thought on the relationship between
Geography & GIS (Sui, 1995)
Sui, D.Z., 1995. A pedagogic framework to link GIS to the intellectual core of geography.
Journal of Geography, 94(6), pp.578-591.
Literature Review
20. http://www.gilearner.eu
Five ways of integrating GIS in geography education (Favier, 2013)
How to implement this?
Favier, T.M., 2011, Geographic Information Systems in inquiry-based secondary geography
education, Vrije Universiteit Amsterdam, 287 pp.
Literature Review
21. http://www.gilearner.eu
• GIS is not a compulsory item in teacher training.
• Taught by non-specialists, leading to teachers with limited
pedagogical content knowledge, resulting in fewer teachers
recognizing the potential opportunities GIS offers to teach
geography content and skills, teach more and more geography.
• Curriculum not included or impedes adoption to include GIS.
• The non-availability of data and easy-to-use software.
• Attitudes of teachers It seems difficult to persuade teachers to
use new technologies, if they are highly demanding technically
and if teachers are not fully convinced of the effectiveness and
added value.
Why GIS is not used more?
Bednarz and van der Schee (2006)
Bednarz, S.W. and Schee, J.V.D., 2006. Europe and the United States: The implementation of
geographic information systems in secondary education in two contexts. Technology,
Pedagogy and Education, 15(2),191-205.
Literature Review
22. http://www.gilearner.eu
Recommendations for successful
introduction and integration
• address key issues related to GIS
implementation: teacher training, availability of
user friendly software, ICT equipment in schools.
• use a community of learners approach and
• institutionalize GIScience into curricula, making
sure that it is aligned with significant general
learning goals like graphicacy, critical thinking
and citizenship skills.
Bednarz, S. W. & van der Schee, J. 2006. Europe and the United States: the implementation
of geographic information systems in secondary education in two contexts, Technology,
Pedagogy and Education. 15 (2), 191-205
Literature Review
23. http://www.gilearner.eu
Why GIS is not used more?
• schools in Europe nowadays generally have
better ICT equipment
• Cloud-based developments
• pupils increasingly asked bring their own
devices
• more openly available data
• Web-based platforms have reduced / no costs
• networking and communities encouraged and
available – social media (digital-earth, eduGIS)
Literature Review
24. http://www.gilearner.eu
• iGuess www.iguess.eu
• I-Use www.i-use.eu
• EduGIS www.edugis.nl, www.edugis.pl
• PaikkaOppi learning environment
http://www.paikkaoppi.fi/
But it is not structured or coordinated by age …
Content already exists
Literature Review
25. http://www.gilearner.eu
• GIS is not a compulsory item in teacher training.
• Taught by non-specialists, leading to teachers with limited
pedagogical content knowledge, resulting in fewer teachers
recognizing the potential opportunities GIS offers to teach
geography content and skills, teach more and more geography.
• Curriculum not included or impedes adoption to include GIS.
• The non-availability of data and easy-to-use software.
• Attitudes of teachers It seems difficult to persuade teachers to
use new technologies, if they are highly demanding technically
and if teachers are not fully convinced of the effectiveness and
added value. Bednarz and van der Schee (2006)
Why GIS is not used more?
Bednarz, S.W. and Schee, J.V.D., 2006. Europe and the United States: The implementation of
geographic information systems in secondary education in two contexts. Technology,
Pedagogy and Education, 15(2), pp.191-205.
Literature Review
26. http://www.gilearner.eu
Recommendations for successful
introduction and integration
• institutionalization of geo-technology and geo-media
into curricula remains a goal in almost all European
countries … despite:
• benchmarks, intended to give a rationale and
recommendations on the implementation to teacher
trainers, teachers and headmasters, but also to policy
and decision makers
• competence models
• teacher guidance, whereby teachers can select suitable
tools to use, based on curricula, abilities of their
students and their own capabilities and
• content from innovative projects: iGuess, SPACIT,
EduGIS Academy, I-Use etc.
Literature Review
27. http://www.gilearner.eu
What is a learning line?
A learning line is an educational term that refers
to the construction of knowledge and skills
throughout the whole curriculum.
This learning line reflects an increasing level of
complexity, ranging from easy (more basic skills
and knowledge) to difficult.
Zwartjes, L., 2014. The need for a learning line for spatial thinking
using GIS in education. Innovative Learning Geography in Europe: New
Challenge for the 21st Century, pp.39-62.
Literature Review
28. http://www.gilearner.eu
Learning Lines
• based on the Flemish National curriculum
• an overall framework for education and
training
• reflect a growing level of complexity
• range from easy (more basic skills and
knowledge) to difficult
• distinguish several “learning steps” – beginners
to experts
Bloemen, H. and Naaijkens, A., 2014, January. Designing a (Continuous) Learning Line for
Literary Translation. In Second international conference on research into the didactics of
translation: book of abstracts (pp. 36-36). PACTE group,
https://lirias.kuleuven.be/handle/123456789/489288 .
Literature Review
29. http://www.gilearner.eu
Learning Lines
Three possible approaches from the literature:
• analytical, competence-based (Bloemen & Naaijkens, 2014)
• problem setting - concept-context approach for
selecting learning goals (Van Moolenbroek & Boersma, 2013)
• spatial thinking framework (Perdue & Lobben, 2013) -
certain spatial thinking skills are higher order than
others and build upon previous, less complex skills
Van Moolenbroek, A., & Boersma, K. 2013. Behavioural biology: Developing a learning and teaching strategy
in upper secondary education. In T. Plomp, & N. Nieveen (eds.), Educational design research, 601-617.
Enschede, the Netherlands: SLO, http://www.vanmoolenbroek.nl/wp-content/uploads/2015/01/Ch29.pdf
Perdue, N. and Lobben, A., 2013. The Challenges of Testing Spatial Thinking Skills with Participants who are
Blind or Partially Sighted. Sharing knowledge, In: Reyes Nuñez J. J.. Sharing knowledge. Joint ICA Symposium,
http://lazarus.elte.hu/ccc/2013icc/skproceedings.pdf#page=112
Literature Review
30. http://www.gilearner.eu
Learning Line examples
learning
lines:
Fieldwork Working
with images
Working
with maps
Working
with
statistical
material
Creation of
knowledge
Level 1 Perception – knowledge of facts
Level 2 Analysis – selection of relevant geographic
information
Level 3 Structure – look for complex connections and
relationships
Level 4 Application – thinking problem solving
Literature Review
31. http://www.gilearner.eu
Geospatial thinking
Based on the review, ten geospatial thinking
competences are proposed for GI-Learner:
1. Critically read, interpret cartographic and other
visualisations in different media
2. Be aware of geographic information and its
representation through GI and GIS.
3. Visually communicate geographic information
4. Describe and use examples of GI applications in
daily life and in society
5. Use (freely available) GI interfaces
32. http://www.gilearner.eu
Geospatial thinking
Based on this review, ten geospatial thinking
competences are proposed for GI-Learner:
6. Carry out own (primary) data capture
7. Be able to identify and evaluate (secondary) data
8. Examine interrelationships
9. Synthesise meaning from analysis
10.Reflect and act with knowledge
Bednarz and Lee (2011) conclude in their spatial thinking ability test (STAT) that spatial thinking is not a single ability but comprised of a collection of different skills, whereby following spatial thinking components emerge: map visualization and overlay, identification and classification of map symbols (point, line, area), use of Boolean operations, map navigation and recognition of spatial correlation
Bednarz and Lee (2011) conclude in their spatial thinking ability test (STAT) that spatial thinking is not a single ability but comprised of a collection of different skills, whereby following spatial thinking components emerge: map visualization and overlay, identification and classification of map symbols (point, line, area), use of Boolean operations, map navigation and recognition of spatial correlation
enables knowing about
- Space – e.g. different ways of calculating distance, coordinate system
- Representation – e.g. effect of projections, principles of graphic design (semiology)
- Reasoning – e.g. different ways of thinking about shortest distances, estimate the slope of a hill fom a map of contour lines
Two of the four schools describe the ideal vision for secondary education:
The first schools stating that Geography is uniquely suited as the home discipline of GIS. It simply automates the tasks geographers have been doing for several thousands of years, and aims at a full integration of GIS into all aspects of geography curriculum.
The third school seeing GIS as the tool to support scientific inquiry as ultimate goal in a variety of disciplines, thus GIS as enabling tool for science.
Both put the emphasis of the course content on application – GIS as a tool, whereas the two other schools are focusing on the technical aspects of GIS.
Favier (2013) describes five ways on how GIS can be integrated in secondary education (Figure 8). Teaching and learning about GIS focuses more on the theoretical aspects of GIS (knowledge of GIS, structure of the technology), where the three other ways use the technology to develop and use spatial thinking skills