methanization. The committee tender (pair of students) is responsible for the process rules and to consult a local association of citizens (another pair of students) for the best choice among six projects. Students playing the six companies use Google Earth to provide 3D model with a site view for their project and to assess the impact on the local environment. The committee tender and the association of citizens have to go to the field with a GPS embedded Pocket PC to collect data for validating the projects. The interview videos of local residents are provided to them in different places in the city via MITAR, augmented reality software. The students use posters to present their final project in the school library. Finally all students play as local residents and vote for the best project via a website. In such a game- based learning design, GSTs permit teachers to design complex situations in real world and engage students to a problem requiring multidisciplinary knowledge and communication skill to solve.
The Scientific Research Class of Red Bank High School in Chattanooga Ten- nessee, USA presents a success story about the collaborative project among high school students, OpenStreetMap volunteers, and GIS Corps. Padang is one of Indonesia’s most vulnerable cities. An earthquake in 2009 claimed over 1,100 lives in that area and over 800,000 people are at risk from earthquake and tsunami activities in the future. The students in the high school worked as a team to digitize all of the visible buildings and roads in the satellite imagery. The online map in great detail allows the local government and others to estimate the number of people and buildings that will be impacted by natural disasters. The interactive web-mapping platforms like OpenStreetMap could connect students to the rest of world and expand their learning beyond school (Hale2012).
meaningful to students. The social family tries to replicate the complex situations in the real world and simulate how people interact with co-workers. However, solving geographic problems in the real world usually requires interdisciplinary team work.
It is essential for geography teachers to invite teachers from other subjects or experts outside schools to involve students’learning process. In such ways, the education of spatial technologies in high schools could better match the needs of context-specific knowledge and skills in a workplace. Hopefully, the examples of practices following up with each method will extend their spheres of influence and inspire more innovative lesson plans to be created.
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76 C.-M. Chen and Y.-H. Wang
Chapter 7
Applied Geospatial Technologies in Higher Education
Reed Perkins
Abstract This chapter discusses the international trends, roles, and instruction of GST in higher education. While all countries continue to emphasize teachingabout GST, many are developing strategies to teachwithGST. Technological advances (cloud-based GST applications, increasingly sophisticated software, etc.) are driv- ing changes in higher education GST objectives, communication, and pedagogy.
Countries are developing institutional and faculty peer networks to strengthen the depth and consistency of their GST curricula, as well as keep pace with rapid changes in GST itself. Best pedagogical practices for GST instruction are being developed, including high-impact techniques such as collaborative projects, undergraduate research and inquiry, global learning, and community-based learning. Challenges facing GST in higher education include limited availability of GST courses of study and student enrollment in GST programs. The rapid rate of change in GST technol- ogy is a significant barrier to faculty preparation, especially regarding disciplines outside of geography. A case study is described in which GST instruction is delivered through a study abroad program to the islands of Micronesia.
Keywords Higher education • Pedagogy • Trends • Micronesia