People & the planet最新文献

{"title":"Google Earth and sustainable development education: examples from human and physical geography","authors":"R. Schaaf, A. Skellern, S. Haslett, D. Norcliffe","doi":"10.11120/PLAN.2012.00260008","DOIUrl":"https://doi.org/10.11120/PLAN.2012.00260008","url":null,"abstract":"Abstract Google Earth is a web-based virtual globe that has seen increasing use over the past five years as a teaching tool and learning resource for geography, earth and environmental science students. This paper explores some of the potential uses of Google Earth in sustainable development education, and assesses its value for staff and students. Over a two year period, different projects were devised that required undergraduate students to engage with Google Earth and reflect on its value. The projects included a final year investigation into climate change in northern Africa which was also used as a learning resource for postgraduate students, a project to assist disaster response coordination following the earthquake in Haiti in 2010, and a first year exploration of development issues in a variety of locations in the global South. The findings of the research highlight the variety of uses of Google Earth in both physical and human geography, both as a teaching tool and a learning resource. It has great potential to raise awareness of places, issues and technology, to inspire investigation and learning, and enhance understanding of global issues including climate change.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"70 1","pages":"14 - 8"},"PeriodicalIF":0.0,"publicationDate":"2012-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72743722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mobile Decision-making in the Cloud (MobiDiC)","authors":"K. Field, J. O’Brien","doi":"10.11120/plan.2012.00260042","DOIUrl":"https://doi.org/10.11120/plan.2012.00260042","url":null,"abstract":"Abstract The Mobile Decision-making in the Cloud (MobiDiC) project sought to create a geographically enabled, online, collaborative environment (geocollaboratory) to support fieldwork in the geosciences, specifically for undergraduate and postgraduate GIS fieldwork. This article begins by reiterating the pedagogic benefits of fieldwork, before discussing the project’s value by integrating social networks and an online infrastructure to enable student collaboration into the normal fieldwork paradigm using a GIS fieldtrip to Malta as a case study. We evaluate the approach using an exercise that was repeated over two days with identical goals but different instructional methodologies. The innovative approach enhanced staff — student communication, reflective learning and inquiry-based learning during a week-long fieldtrip to Malta for GIS students through widespread use of mobile technology and social networks. The approach was awarded an Innovation in GIS award at the Esri(UK) conference in 2010 and Best Multimedia map at the Esri International User Conference in 2010.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"44 1","pages":"42 - 50"},"PeriodicalIF":0.0,"publicationDate":"2012-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84205664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and analysis of students’ use of online revision quizzes in GEES teaching","authors":"T. Stott","doi":"10.11120/PLAN.2012.00260066","DOIUrl":"https://doi.org/10.11120/PLAN.2012.00260066","url":null,"abstract":"Abstract Revision Quizzes (RQ) in the Blackboard (Bb) Virtual Learning Environment have been used to support student learning in Outdoor Education (OE) programmes at Liverpool John Moores University (LJMU) since 2003. Now several OE Bb modules are populated with revision quizzes which students use for formative assessment. There has been a gradual move towards including summative online tests (SOTs) as part of the range of final summative module assessment tasks (usually as a partial replacement for, or a supplement to, written examinations, thereby increasing the assessment diversity for students). In this project, ten-minute RQs were developed for 16 topics taught in a first year (Level 4) Introductory Earth Science and Climatology module at LJMU. These RQs were made available to students in Blackboard (Bb) from the start of the module. Data exported from Bb Grade Centre show an increase in RQ activity leading up to two SOTs 28 and 90 days into the module, with activity peaking the day before both SOTS. Eighty two percent of students enrolled on the module engaged with the RQs, each student attempting an average of 20 RQs (or 1.25 attempts per RQ). One student made 222 RQ attempts. Pearson correlation coefficients calculated for RQ attempts and mean score (RQ mean) vs. performance in selected module assessment tasks showed the RQ mean to be highly correlated with SOT scores, written exam paper scores and final module totals. The number of attempts at RQs is not as useful a predictor of students’ performance as the mean RQ score. However, when compared with lecture/field trip attendance, neither of the RQ measures were as good at predicting students’ performance. Students’ comments recorded during focus group discussions described how students used the RQs in their independent study in a variety of different ways which suited their own study habits, revealed their lack of previous experience of being tested in this way, showed how they were able to work at their own pace and demonstrated how they seemed to gain confidence from taking the RQs ‘again and again’. Using RQs in their independent study not only helped performance in the SOTs but helped performance in a written examination and across the module as a whole.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"104 1","pages":"66 - 74"},"PeriodicalIF":0.0,"publicationDate":"2012-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84914928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Geography in Turkish Higher Education","authors":"M. Şeremet, B. Chalkley","doi":"10.11120/PLAN.2012.00260059","DOIUrl":"https://doi.org/10.11120/PLAN.2012.00260059","url":null,"abstract":"Abstract The published literature on Geography teaching in Higher Education (HE) has focused principally on advanced “western” countries such as the USA, UK and Australia. This paper contributes to a redressing of this imbalance by offering an account of the scale and character of Geography provision in Turkish Universities. It shows that almost all the 22 Universities providing Geography are in the state (rather than private) sector, with the majority of courses having been established in the last 20 years. The paper identifies some important differences between Geography courses in Turkey and those in countries such as the UK. Perhaps the most important is the extent to which Turkish Geography is focused on producing the nation’s supply of secondary school Geography teachers and is not yet seen as equipping students for a much wider range of careers and employment opportunities.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"91 1","pages":"59 - 65"},"PeriodicalIF":0.0,"publicationDate":"2012-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84399131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond map view: teaching the conceptualisation and visualisation of geology through 3D and 4D geological models","authors":"C. Bond, R. Wightman","doi":"10.11120/plan.2012.00250007","DOIUrl":"https://doi.org/10.11120/plan.2012.00250007","url":null,"abstract":"Abstract The ability to visualise geological structures in three dimensions is an important skill developed during an undergraduate student's geology course. These visualisation skills include the ability to conceptualise a 3D model from a 2D geological map. A further higher order skill is to ‘see’ how 3D geological structures develop through time. To assist undergraduate students to improve competence in these key visualisation skills, and to aid university teachers, we present a series of interactive 3D digital models of geological structures. The geological models can be forward modelled and restored, allowing the user to visualise the formation and evolution of geological structures and relate this to the final model geometry and map pattern.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"4 1","pages":"15 - 7"},"PeriodicalIF":0.0,"publicationDate":"2012-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87971333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Group work assessment: some key considerations in developing good practice","authors":"T. Mellor","doi":"10.11120/PLAN.2012.00250016","DOIUrl":"https://doi.org/10.11120/PLAN.2012.00250016","url":null,"abstract":"PL A N ET I SS U E 25 Introduction Group work assessment has been the focus of considerable research and debate in the higher education literature (e.g. Webb, 1994, Nightingale et al., 1996, Boud et al., 1999). Its increasing prominence in recent years is largely a result of the greater emphasis on skills, employability and lifelong learning in the sector (Boud et al., 1999). However, it is often introduced in a hurry, can be unsupported and may be assessed without fully exploring the consequences.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"2 1","pages":"16 - 20"},"PeriodicalIF":0.0,"publicationDate":"2012-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78334001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"OER in GEES: Open University materials","authors":"M. Reynolds, Sandy Smith","doi":"10.11120/PLAN.2012.00250055","DOIUrl":"https://doi.org/10.11120/PLAN.2012.00250055","url":null,"abstract":"Abstract The Open University (OU) teaching resources provide three distinct contributions to the HEA/JISC funded C-Change project: (i) existing peer-reviewed teaching material for independent distance learning; (ii) institutional experience in providing open educational resources through the OpenLearn project; and (iii) interdisciplinary content on the theme of climate change and sustainability. We used the OU experience from OpenLearn (a project established in 2006) for the development and sharing of OERs using extracts from established OU courses. Material associated with ‘climate change and sustainability’ were identified from five courses or modules on which we had been part of the course team that produced them. Two of the modules were at Level Two and one at Level Three of undergraduate studies. Two postgraduate modules were also included. We organized these into a total of 24 OER units totaling approximately 300 hours of study time, and put the C-change material on OpenLearn which was then linked to JorumOpen.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"11 1","pages":"55 - 60"},"PeriodicalIF":0.0,"publicationDate":"2012-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74278986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"C-change in GEES case studies","authors":"Michael Sanders","doi":"10.11120/plan.2012.00250049","DOIUrl":"https://doi.org/10.11120/plan.2012.00250049","url":null,"abstract":"","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"38 1","pages":"49 - 50"},"PeriodicalIF":0.0,"publicationDate":"2012-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85753013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using mobile devices to extend experiential learning and fieldwork practice in the earth sciences","authors":"M. Fitzpatrick, Mark Anderson, J. Truscott","doi":"10.11120/PLAN.2012.00250033","DOIUrl":"https://doi.org/10.11120/PLAN.2012.00250033","url":null,"abstract":"PL A N ET I SS U E 25 Traditional approaches to developing students’ practical (applied) skills (most especially, but not exclusively, fieldwork) make significant demands on resources, particularly staff time. Mobile support for independent fieldwork has been developed for a small, safe location north of Kingsand village (Sandway Cellar), south-east Cornwall, easily accessible from Plymouth. The area is ideal for reinforcing skills in recording basic geological observations and in formulating a simple geological history based on these observations. This project outlines mobile e-learning support as a means of assisting student peer groups in extending the experiential learning cycle for fieldwork. Independent fieldwork can be undertaken throughout the academic year and there is no limit to the number of times any particular student can carry out the fieldwork, provided they are organised into groups of four or more (which can comprise mixed year groups). Results of pilot studies carried out in 2009 are discussed here.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"33 1","pages":"33 - 39"},"PeriodicalIF":0.0,"publicationDate":"2012-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81485021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Re-purposing TLTP-UKESCC resources as Open Educational Resources (OER)","authors":"A. Boyle","doi":"10.11120/plan.2012.00250061","DOIUrl":"https://doi.org/10.11120/plan.2012.00250061","url":null,"abstract":"Abstract UK Earth Science Courseware Consortium (UKESCC) interactive courseware modules are still widely used, but their continued use is diminishing principally due to their non-standard web-delivery mechanism and the fact that they were written in Authorware, which is no longer supported. Rather than allow these well-thought-out courseware modules to atrophy, a pilot project was undertaken within the larger GEES Subject Centre C-Change project to investigate the utility of converting modules using the Xerte tool kit, which is open source, freely available, and outputs to Flash. Two translation methods were utilised and demonstrate that conversion can be made as examples with three modules being converted. Translation of the remaining 18 modules will depend upon community response and available resource.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"32 1","pages":"61 - 64"},"PeriodicalIF":0.0,"publicationDate":"2012-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88382291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}