Lockdown lessons: an international conversation on resilient GI science teaching

被引：6

作者：

Blanford, Justine, I ^{[1
]}

Bowlick, Forrest ^{[2
]}

Gidudu, Anthony ^{[3
]}

Gould, Michael ^{[4
,5
]}

Griffin, Amy L. ^{[6
]}

Kar, Bandana ^{[7
]}

Kemp, Karen ^{[8
]}

de Roiste, Mairead ^{[9
]}

deSabbata, Stefano ^{[10
]}

Sinton, Diana ^{[11
]}

Strobl, Josef ^{[12
]}

Tate, Nicholas ^{[10
]}

Toppen, Fred ^{[13
]}

Unwin, David ^{[14
]}

机构：

[1] Univ Twente, Fac Geoinformat Sci & Earth Observat ITC, Enschede, Netherlands

[2] Univ Massachusetts, Morrill Sci Ctr 233, Dept Geosci, Amherst, MA 01003 USA

[3] Makerere Univ, Dept Geomat & Land Management, Kampala, Uganda

[4] Univ Jaume 1, Esri Inc, Castellon de La Plana, Spain

[5] Univ Jaume 1, Inst New Imaging Technol, INIT, Castellon de La Plana, Spain

[6] RMIT Univ, Sch Sci, Geospatial Sci, Melbourne, Vic, Australia

[7] Oak Ridge Natl Lab, Natl Secur Sci, Oak Ridge, TN USA

[8] Univ Southern Calif, Spatial Sci Inst, Los Angeles, CA 90007 USA

[9] Victoria Univ Wellington, Sch Geog Environm & Earth Sci, Wellington, New Zealand

[10] Univ Leicester, Sch Geog Geol & Environm, Leicester, Leics, England

[11] Univ Consortium Geog Informat Sci, Ithaca, NY USA

[12] Univ Salzburg, Dept Geoinformat, Salzburg, Austria

[13] Univ Utrecht, Fac Geosci, Utrecht, Netherlands

[14] Birkbeck Univ London, Dept Geog, Malet St, London WC1E 7HX, England

来源：

JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION | 2022年 / 46卷 / 01期

关键词：

Resilience; geographic information science; online learning; distance education; covid19; pandemic; EDUCATION;

D O I：

10.1080/03098265.2021.1986687

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We report the findings from two global panel "conversations" that, stimulated by the exceptional coronavirus pandemic of 2020/21, explored the concept of resilience in geographic science teaching and learning. Characteristics of resilient teaching, both in general and with reference to GISc, are listed and shown to be essentially what might in the past have been called good teaching. Similarly, barriers to resilient teaching are explored and strategies for overcoming them listed. Perhaps the most important conclusion is a widespread desire not to "bounce back" to pre-COVID ways, but to use the opportunity to "bounce forward" towards better teaching and learning practices.

引用

页码：7 / 19

页数：13

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