Curriculum Development and Pedagogy for Teaching Web Mapping

Autor/in	Sack, Carl M. Lemke Oliver
Titel	Curriculum Development and Pedagogy for Teaching Web Mapping
Quelle	(2018), (228 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-0317-1
Schlagwörter	Hochschulschrift; Dissertation; Curriculum Development; Cartography; Geographic Information Systems; Geography Instruction; Barriers; Educational Strategies; Academic Achievement; Student Evaluation; Blended Learning; Best Practices; Teaching Methods; College Faculty; College Curriculum; Fundamental Concepts; Outcomes of Education; Electronic Learning; Wisconsin (Madison) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kartenkunde; Kartografie; Geography education; Geography lessons; Geografieunterricht; Lehrstrategie; Schulleistung; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Grundlagenplan; Konzept; Lernleistung; Schulerfolg
Abstract	This dissertation explores how to teach web mapping. Web mapping skillsets are in demand by employers, yet a minority of Geographic Information Science (GIScience) programs include web mapping in their curricula. The dissertation seeks to promote web mapping education by addressing the barriers to teaching web mapping and instructional strategies that can overcome those barriers, developing a set of skill-based learning outcomes for web mapping courses, and evaluating student achievement of those outcomes across in-person and blended learning settings. The literature review first describes different types of web maps and their history, then elucidates a set of cartographic design principles for web maps. It then reviews pedagogical best practices in GIScience Education and special considerations for web mapping specifically. Finally, it summarizes online teaching strategies proposed as best practices in the educational technology literature. The first research activity is an interview study of web mapping instructors. Qualitative data analysis of interview transcripts revealed four disciplinary approaches to teaching web mapping, divided between two different types of teaching tools. It showed that challenges included the technical difficulty of coding and keeping up with technological change, while constructivist pedagogies and blended techniques were seen as best teaching practices. The second research activity is the design and evaluation of a web mapping lab curriculum at UW-Madison. An evaluation of student learning was conducted using an instructor log, student feedback, and an exit survey. It revealed a set of web mapping threshold concepts and four learning outcomes required for mastery of web mapping. The third research activity is the transformation of the web mapping lab curriculum to enable online delivery and subsequent evaluation of two semesters of the blended lab structure. It revealed that most achievement outcomes in the blended course were approximately the same as the in-person course, but student confidence decreased, possibly indicating an overload of instructional material. The final chapter of the dissertation reviews the findings of each research activity and their impacts on the fields of Cartography, GIScience Education, and Online Learning. It proposes a new 'Zero-to-Map' web mapping curriculum based on those findings, and explores future research directions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01