GIS Under the Radar - Smart Education - Higher - AC18
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GIS is an ideal vehicle for meeting the changing expectations of students in Higher Education. Opportunities to introduce GIS to students outside of the formal, taught GIS curriculum, however, often go unrecognised, or are missed. Michael Horswell, from the University of the West of England, will consider the barriers to, and opportunities for, implementing GIS under the radar in HE curricula, as well as the considerable benefits that such an approach presents to students.
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GIS Under the Radar - Smart Education - Higher - AC18
- 1. Michael Horswell Senior Lecturer: Applied GIS and Spatial Analysis To acknowledge, please use: Horswell, M. (2018) GIS under radar. Paper presented at: ESRI UK Annual Conference 2018. London, 22 May 2018.
- 2. Contents Bad news Good news Bad news (again) Good news (Hooray!)
- 4. What we do has changed
- 5. What our students expect has changed The post-university world for most graduates is fiercely competitive • Students realize that subject knowledge is only one outcome of higher education • Students expect content to be relevant to their career / vocational aspirations • Students expect to be prepared for the workplace • Graduates expect to be able to compete successfully for employment • Student expectations of academia are shaped by forces outside of the academy
- 7. What universities do is changing Subject-based Learning Outcomes are still king, and while some attention has always been paid to ‘transferable skills’ NOW, the focus is shifting, and language is changing, suggesting a more sophisticated understanding of all the things students might gain OVER AND ABOVE subject specific knowledge
- 9. GIS above the radar Undergraduate GIS: • Part of skills modules • Part of professionalization modules • Part of disciplinary modules • Specialist modules • Specialist programmes Postgraduate GIS: • Specialist modules • Part of disciplinary modules • Specialist programmes • Assumed competency • Focussed upskilling – plugging deficits • Research (MSc, MRes, PhD)
- 11. How can I assess work done using GIS? I need all the time for my subject content GIS under the radar – same old excuses I don’t know enough about GIS to include it I don’t have time to develop new skills We have coped so far without it… I don’t know who would be able to help me I’m retiring soon GIS exists in other modules I don’t want to change
- 12. GIS under the radar – ask the right questions to the right people • Should I be teaching spatial thinking in my modules? • How is GIS used in my discipline? • What can GIS add to my modules / for my students? • Can students use their existing GIS skills within my module? • Can students use external training resources to develop the required skills?
- 13. Requires a change in our thinking… • Undermine modular / disciplinary silos • Greater emphasis on programmatic curricula • Transdisciplinary approaches to learning • Transdisciplinary staff collaborations • Longitudinal knowledge & ‘skilling‘ strategies • Interdisciplinary assessment criteria • Technical collaboration and support • Requirement for reflective learning / assessment Structural implications of GIS under the radar
- 14. Practical GIS under the radar…
- 16. Enabling a new approach to ‘skills development’ • Not a checkbox exercise • Programmatic, longitudinal, rehearsed across modules • Explicit, integrated, confidence building, assessed process • Aligned with expectations of external stakeholders • Moving beyond developing knowledge and skills to empowering learners to apply knowledge and skills creatively to solve problems
- 17. DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY CONTEXT DISCIPLINARY Preparing Planning Engaging Applying Interpreting Reflecting GIS is ideal for graduate attribute development Professional skills and dispositions • Problem-based learning • Spatial thinking • Problem solving • Creativity •
- 19. “I have learned to rely on others more and also found that I can help others when they are struggling with something. This is a key lesson.” “I made a lot of progress with my technical skills and self-confidence during the task. I have learned that a good quality of work does not come from quick decisions, processes and techniques.” “I have become much more confident throughout the process because we utilised the strengths of all team members to our advantage. I have learnt a new and exciting way to present data which I feel will help me in furthering my career.” “The experience of this project was enjoyable, learning to deal with constant setbacks created a resilience within me - which is a key life skill, and shows that I can adapt to adverse situations. My confidence has improved since this project, due to realising the skill set I have with ArcMap. I am proud of the final product” “I’d also say this process has been character building, as for the first time I’ve had to deal with conflicts and other challenges which put me out of my comfort zone.” “I now feel more confident in my organizational and leadership skills, which will benefit me in future employment and other collaborative situations.” “The correct completion of each spatial analytical process, saw my self-assurance increase and development grow. I completed this project to my utmost potential and am greatly proud of my achievements.”
- 20. Who I am What I know Workplace ready graduates