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SPLINT: SPatial Literacy IN Teaching CETL objectives and overview

SPLINT: SPatial Literacy IN Teaching CETL objectives and overview. Nick Tate 1 , Claire Jarvis 1 , Gary Priestnall 2 and Paul Longley 3 1. Department of Geography, University of Leicester 2. School of Geography, University of Nottingham 3. Department of Geography, University College London.

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SPLINT: SPatial Literacy IN Teaching CETL objectives and overview

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  1. SPLINT: SPatial Literacy IN TeachingCETL objectives and overview Nick Tate1, Claire Jarvis1, Gary Priestnall2 and Paul Longley3 1. Department of Geography, University of Leicester 2. School of Geography, University of Nottingham 3. Department of Geography, University College London

  2. Outline 1. What is a CETL & SPLINT? 2. What is Spatial Literacy? 3. Objectives & deliverables 4. Important themes within SPLINT 5. SPLINT & teaching GIS for Planning

  3. What is a CETL? • Centre for Excellence in Teaching & Learning • £315m HEFCE investment 2005-2010 • 74 CETLs funded across England (Source: HEFCE, 2005)

  4. CETLs • Recognise & reward teaching excellence • Encompass the full range of subjects, styles of learning & institutional types • Have a visible institutional presence • Supported by the Higher Education Academy, create levers for change, within institutions & across UK (HEFCE, 2005)

  5. What is SPLINT? • A £4.15million collaborative CETL: • University of Leicester (lead), University of Nottingham & University College London • geography & geomatics • Primary focus on: • geospatial technologies (primarily GIS) • pedagogy of taught postgraduates • enhancement of spatial literacy in HE

  6. What is Spatial Literacy? • Distance, orientation, navigation • Spatial networks • Understanding spatial interrelationships • Changes in dimension (2D – 3D) • Frames of reference • Map-reading • Landmark ‘recognition’

  7. What is Spatial Literacy? • Formal ability to think spatially & adopt an explicitly spatial metaphor for problems & relationships • ‘Learning to Think Spatially’, US National Academy of Sciences National Research Council report 2006

  8. 3/3/06

  9. Objective 1 • Pioneer innovative approaches to progress the pedagogy of spatial literacy Focus on improvement of learning outcomes of M.Sc. students in existing geography/geomatics GIS programmes…

  10. Deliverables • Establish benchmarks & evaluate diversities in spatial literacy by disciplinary origin • Utilisation of social, reflective, experiential learning theories (Conole et al., 2004) in teaching GIS • Curriculum development/skills training

  11. Courtesy Jongwon Lee, Association of American Geographers

  12. Objective 2 • Encourage spatial thinking across a wider disciplinary framework Focus on improvement of learning outcomes of students new to spatial literacy/spatial thinking & outside current geography/geomatics programmes…

  13. Deliverables • Targeted workshops/specialist meetings learning both with & about GIS (Sui, 1995) • Collaborative programme development with other academic disciplines direct & via HEA • Interdisciplinary/cross-disciplinary development of L & T materials

  14. Objective 3 • Establish state-of-the-art ICT tools & strategies for their use  Focus on the use of computers & virtual reality/augmented reality to support objectives (1) & (2) in the lab & in the field…

  15. Deliverables • State-of-the-art computer laboratories across the consortium universities • VR/AR tools & exemplar classroom & field case studies in support of blended & e-learning

  16. Visualization in Virtual Reality labs…

  17. Using PDAs… Technical skills Awareness & use of data, tools, & techniques Development of tools Testbed (application of tools and refinement) Problem Solving Formal ability to think spatially Recognising spatial aspect of problems Ability & willingness to tackle problems in spatial terms Spatial knowledge through repetitive exploration Representation through geographic visualisation Translation between 2D and 3D Understand, simulate and represent complex 4D Spatial Awareness Relating maps & 3D models to real world Frames of reference Spatial networks (awareness & effective use) Orientation, distance, direction, spatial context Route and Survey knowledge Landmark recognition Navigation skills (wayfinding…orienteering?) What aspects of Spatial Literacy are we talking about? - Portrayal issues- Orientation- Navigation- Evaluation

  18. Important themes within SPLINT Geography Pioneering technologies for learning and teaching GIS Remote Sensing and Virtual/augmented reality Geomatics Fieldwork E-tivities SPATIAL LITERACY Developing the pedagogy of the postgraduate Vocational training Cultural diversity Employer links and entrepreneurship Academic diversity

  19. SPLINT & teaching GIS for Planning • Links with CEBE (and other HEA subject centres) • Opportunities for wider involvement from academics outside consortium: • SPLINT Fellowships (three-month terms) • Collaborative materials/curriculum development • Workshop/road-show participation

  20. Want to know more? • www.splint-cetl.ac.uk • Contacts: Dr Nick Tate Mrs Janet Carter njt9@le.ac.uk jc115@le.ac.uk

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