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E-learning More than motivation?

E-learning More than motivation?. Techniques with ICT. interactive whiteboards http://www.geographypages.co.uk/iwb.htm internet research leading to written/ presentational output images (e.g. with PowerPoint style manipulation) http://www.sln.org.uk/geography/Images.htm

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E-learning More than motivation?

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  1. E-learningMore than motivation?

  2. Techniques with ICT • interactive whiteboards http://www.geographypages.co.uk/iwb.htm • internet research leading to written/ presentational output • images (e.g. with PowerPoint style manipulation) http://www.sln.org.uk/geography/Images.htm • webcams http://www.geography.org.uk/projects/webcams/ • music • video clips (watching) http://www.geographyatthemovies.co.uk/ • video making (editing and filming) • animations of processes http://www.school-portal.co.uk/GroupHomepage.asp?GroupID=12426 • virtual fieldwork (e.g. using/making an interactive map) • gis http://www.geography.org.uk/projects/spatiallyspeaking • data gathering (using a data logger) • data handling and/or modeling (e.g. with excel spreadsheet) • drafting writing • using a department website/ intranet http://www.geography.org.uk/projects/adepartmentwebsite/ • blogging http://www.geographypages.co.uk/blogpages.htm

  3. Pupil Task: Use GI to investigate the pressures upon an AONB. Surrey CC GIS • Example of pupils work:

  4. The Surrey Hills AONB may be under threat, and there may be landuse conflict in the Godalming & Guildford area, where the AONB appears to be ‘squeezed’ by urban development Area of Outstanding Natural Beauty

  5. key This area shows high population density, adjacent to the AONB

  6. Zooming in to this area, it is clear that there is a sprawling residential area here, the road pattern looks recent, and there is probably pressure to develop more housing in the area. This area may be at greatest risk of development, as it is not designated AONB, but perhaps being a floodplain prevents development? These roads may be very busy, being close to a high population density, threatening the air, noise, visual pollution and safety for locals

  7. B Weekday average 678  vehicles Weekday average 11,135 vehicles A I have added the traffic survey layer and investigated the information at two points. This shows that this road is quite busy for a minor road, averaging a vehicle every two minutes, but point B shows that the main road is much more significant, averaging 8 cars a minute.

  8. I have marked on the AONB boundary myself in blue Getting rid of the layers (except the aerial photo) I can see that the AONB has mixed landuse with plenty of deciduous woodland, hedgerows, and small fields with a mix of crops, suggesting it is well managed for ecological diversity The contrast with the suburban area’s ecology is clear

  9. Evaluating GIS (& ICT)…what does it bring to learning

  10. Evaluating GIS, & other ICT…what (may) it bring to learning • (Motivation) • (Organisation) • Spatial thinking • Other geographical thinking

  11. Evaluating GIS: What does it add to SPATIAL & other GEOGRAPHICAL learning? Unique to GIS…? • Understand SCALE - by zooming • VIEW OF PLACE– fly through, 3 D and aerial photography (worldwide) • Your LOCALITY- data made available • INTERCONNECTION – layering, transparency & linking (as you like) • VOCATIONAL GEOGRAPHY – use case studies of spatial problem solving (that have only succeeded by using GIS)

  12. Evaluating GIS: What does it add to SPATIAL & other GEOGRAPHICAL learning? Enhanced by GIS…? • rigour and accuracy – measuring tools, availability of local maps & OS data for mapping fieldwork for precise spatial analysis • locational knowledge • ‘just in time’ information – spontaneity of teaching and learning, resources from the internet, or school network in the field, in the classroom, and data (can be) up to date • cartography & map skills – use and make symbols & keys, use grid references & coordinates • develop spatial literacy (e.g. boundary, border, region, area, location, direction, distance) • understanding interdependence and inter-connections – correlate and connect places through producing the map you need – (ESD/ global citizenship) • Geographical enquiry – questions posed by pupils and a structured process of finding answers using the GIS • Geographical enquiry – Transience & flexibilty of ICT with the permanence of paper – e.g. textbook, atlas, globe, photograph, combined with GIS to make better sense of that resource

  13. E-learningMore than motivation?

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