Abstract
The value of landscape, as part of collective heritage, can be acquired by geographic information systems (GIS) due to the multilayer approach of the spatial configuration. Proficiency in geospatial technologies to collect, process, analyze, interpret, visualize, and communicate geographic information is being increased by undergraduate and graduate students but, in particular, by those who are training to become geography teachers at the secondary education level. Some teaching experiences, using personalized learning, distance learning methodology, and GIS, focused on education aims to integrate students and enhance their understanding of the landscape are shown. Opportunities offered by WebGIS will be described, through quantitative tools and techniques that will allow this modality of learning and improve its effectiveness. Results of this research show that students, through geospatial technologies, learn the landscape as a diversity of elements, but also the complexity of physical and human factors involved. Several conclusions will be highlighted: (i) the contribution of geospatial training to education on the landscape and for sustainable development; (ii) spatial analysis as a means of skills acquisition regarding measures for landscape conservation; and (iii) expanding and applying acquired knowledge to other geographic spaces.
Highlights
The increased use of the Internet has made the use of online interactive digital maps based on open data possible instead of conventional cartography on paper
The present paper shows some learning examples of the usefulness of geospatial technologies and ICT for landscape education underlining the importance of pedagogical methods to achieve personalized learning, focused on distance learning
Some challenges have been shown in distance teaching, such as achieving a personalized learning method, and the understanding and valuation of the landscape, the main object of geography
Summary
The increased use of the Internet has made the use of online interactive digital maps based on open data possible instead of conventional cartography on paper. After twenty years, learning about the urban world with spatial data visualizing shapes and making metrics online allow Lynch’s concepts to be transposed [2] to digital format All of these challenges have to be faced [3]: (i) innovative curriculum: content, cognitive processes, assessment, outcomes, competencies, etc., versus encyclopedic geography; (ii) updated topics: geography for life and spatial challenges in the 21st century: environment, sustainability, climate change, population pressure and migration, food and water supplies, transportation, city growth and housing in urban and metropolitan areas, and energy supplies; and (iii) pedagogies: textbooks versus inquiry-based learning (IBL), problems-based learning (PBL), students simulating scientific tasks of geographers, and learning by doing geography. It has been demonstrated that geospatial technologies using geoinformation and WebGIS [4,5], Augmented reality [6], or 3D [7] contribute significantly to the development of students’ geospatial thinking
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