Luc Zwartjes On behalf of the i Guess

Luc Zwartjes On behalf of the i. Guess consortium

European October Comenius project 2008 -2010 Name: Introducing GIS use in Education in Several Subjects = Integrating GIS use in Education in Several Subjects What is i. Guesss

Lead by KOGEKA – Geel, Belgium GIS experts: University Sofia (Bulgaria), University of Helsinki (Finland), University of the Aegean (Mytelini, Greece), Digital Worlds Teacher training: Pedagogische Universität (Linz, Austria), VVKSO in-service training (Belgium) Curriculum developer: VVKSO Secondary schools: KOGEKA, VVKSO, Collège et Lycée privés du Sacré-Coeur (France) The i. Guesss consortium

Public body: Danube-Drava National Park directorate (Hungary) NGO: GREEN (Belgium) Educational GIS software company: Digital Worlds support of ESRI Europe External evaluator: K. Donert (Hope Univerity Liverpool) The i. Guesss consortium

Provide approaches and methods for teaching and learning with geo-information Good practice examples, not only geography Helping to reach enquiry-based ICT-learning Enhance digital competences Multiplication effect: interested teachers become experts in GIS pass on knowledge & skills Teams and exercices can lead to active citizenship Aim: develop teacher training

What is GIS? GIS in action Why GIS?

1 Produce a website: http: //www. iguess. eu/ Database with examples of exercises List of e-partners & geo-information experienced organisations Report on the state of GIS-education Report on GIS opportunities in school curriculum What is the outcome: website

2 Produce a teacher training course, consisting of 4 modules, translated in 8 languages Methodology: aim is not developing a software manual but how to use GIS as a tool for investigation and spatial thinking every exercise reflects level selfsupported learning What is the outcome: lessons

Making a course/exercise, ok but: What are the objectives? What are the learning outcomes? What is the complexity of the subject and methodology? To KISS or not to KISS? What ‘level’ is required? What is the role of the ‘teacher’? Learning line in the exercises Some preliminary thoughts

Self guided Content learning Strategy and attitude YEAR Profession with in service training Independant learning Content MONTH Strategy working Content WEEK Strategy Close and half open tasks Also open questions with work strategy Self Half open tasks 2 nd and 3 th grade Open tasks 3 th grade Final test, own content/strategy Independant Rather exceptional in secondairy education Content LESSON 1 st and 2 nd grade working Only closed questions with worksheet selfsupported learning line

Self guided Content learning Strategy and attitude YEAR Profession with in service training Independant learning Content MONTH Strategy Final test, own content/strategy Independant working Content WEEK Strategy Also open questions with work strategy Self 1 Content LESSON working Only closed questions with worksheet selfsupported learning line

• Teacher defines the goals/objectives • Teacher asks closed questions • Pupils answers • Pupil gets feedback Self working, first step

Closed questions Guided via worksheet Few resources (handboek, atlas, 1 or 2 websites) Low level of thinking skills Self working, first step

Self guided Content learning Strategy and attitude YEAR Profession with in service training Independant learning Content MONTH Strategy Final test, own content/strategy Independant 2 working Content WEEK Strategy Also open questions with work strategy Self Content LESSON working Only closed questions with worksheet selfsupported learning line

• Teacher defines goals/objectives and time • Teacher asks (open) questions • Pupil organises his work • Gets instruction and evaluation • Model of answer • Content and works strategy are important Independent working, second step

• Closed to half open questions/tasks • Result in own report/paper instead of answer sheet Independent working, second step

Self guided Content learning Strategy and attitude YEAR Profession with in service training 3 Independant learning Content MONTH Strategy Final test, own content/strategy Independant working Content WEEK Strategy Also open questions with work strategy Self Content LESSON working Only closed questions with worksheet selfsupported learning line

• Teacher defines content/objectives with student • Teacher coaches the work strategy of the student • Teacher defines the learning outcomes • Student desides also about the content • Student defines own work method and approach Independent learning, third step

Halfopen tasks • Higher thinking skills • More open list of sources • Result in own report/paper Open tasks • Only the structure is known • Independant research via research questions Independent learning, third step

4 Self guided Content learning Strategy and attitude YEAR Profession with in service training Independant learning Content MONTH Strategy Final test, own content/strategy Independant working Content WEEK Strategy Also open questions with work strategy Self Content LESSON working Only closed questions with worksheet selfsupported learning line

• Student defines his own goals/objectives in a certain domain • Student is on his own responsable for his learning process • ‘Teacher/mentor’ offers temporary support • Exceptional in secondary education, normal in higher education (f. i. thesis) Selfguided learning, step 4

Worksheet Independent work Mostly during lessons Only start up / finalising phase in during the lessons Always closed questions Preferably (and mostly) open questions Under strict supervising Good coaching Only evaluation of the content Evaluation of content and skills No evaluation of skills Result can vary in quality / quantity Only the result counts 2 work forms

• Start up phase motivate, explain the task, define the goals, give extra tips • Production phase control moments, ask for working sheme, extra questions to clearify, motivate, repeat tips but … no content helping … • Finalising phase evaluate, positive feed back, repeat goals, … Independent work: different phases

TEACHER HOME TEACHER ALONE CLASS GROUP CLASS SCHOOL START UP PHASE EXECUTION PHASE TEACHER PUPIL EVALUATION PHASE

Self guided Content learning Strategy and attitude YEAR Profession with in service training Independant learning Content MONTH Strategy working Content WEEK Strategy Close and half open tasks Also open questions with work strategy Self Half open tasks 2 nd and 3 th grade Open tasks 3 th grade Final test, own content/strategy Independant Rather exceptional in secondairy education Content LESSON 1 st and 2 nd grade working Only closed questions with worksheet selfsupported learning line

Lowest level: basic exercises, using infosheet, & step-by-step methodology Higher levels: exercise with infosheet and shorter document, ‘start-up phase’, no step-by-step document if necessary: i-notes (list) Every exercise: same templates & guidelines What is the outcome

3 GIS driving licence For teachers who complete the course Based on AICA ECDL GIS driver licence + HERODOT benchmark Including free licence to use Arc. GIS software for What is the outcome: GIS

Try out with Greek teachers in September 2009 feedback for further development Final training in September 2010 in Belgium open to all teachers in Europe, funding possible via EC When

http: //www. eurogeography. eu/digital-earth. html Looking for partners, schools, teacher trainers, NGOs, other organisations interested in joining a network of people using GI in schools (all subject areas, age groups) 4 main themes • pedagogies • technologies • resources • training/curricula Send partner forms to eurogeomail@yahoo. com Digital Earth project

www. iguess. eu