Esri’s Pinde Fu will lead an online course on Web GIS through the Harvard Extension School during the 2014 spring semester. Here is the course syllabus.

• This course will be taught via online videos and web conferences. Thus students can join the course from anywhere.
• Registered students will be provided with ArcGIS Desktop 10.2, access to Harvard ArcGIS Server and ArcGIS Online, and thus they can do their labs and assignments anywhere.
• This course is not free but it’s open to the public. Anyone can take it. The registration deadline is January 27. The course will start on January 30.

I was recently contacted by someone asking for advice about developing and teaching an online GIS course.  What follows is based on what I wrote in my e-mail response.

I’m pretty new to this myself, having taught my first online GIS course last fall, but perhaps that’s a good thing, as the experience of going through the start-up process is still fresh in my mind.  I’m also getting ready to teach this same course again in a couple of weeks as an accelerated summer course and I have already started to adjust based on what I learned the first time around.

I could write an enormous amount on this, but will try to be brief for now and hopefully will expand on some of these topics in future posts. Here are just a few things that come to mind:

Give yourself plenty of time: Preparing an online course is extremely time-consuming (think in terms of hundreds of hours).  I had to plan everything much farther in advance than a regular, face-to-face course.  I was going through several learning curves at once, and it was just not possible to do things at the last minute (or if you do, it will be pretty stressful).

Start with course design, not technology:  I took a two-day Course Design/Redesign Institute at my university that was really helpful in getting a fresh perspective on what I was trying to do and why.  There was a big emphasis on starting with defining learning outcomes and then working backwards from there.  They used L. Dee Fink’s book Creating Significant Learning Experiences as a framework (references below).  I read it cover to cover and found it quite helpful. Coming up with useful learning outcomes, and ones that are in alignment with what you actually teach and assess, is not easy (as Diana Sinton touches on in her post Assessment of GIS Learning).

Another book I found to be really useful is E-Learning and the Science of Instruction by Clark and Mayer.  This gave me a good foundation for general e-learning principles – what has been shown to work, and what doesn’t.  I’m currently reading E-Learning by Design by Horton, which is also useful.  These three books represent separate but equally important dimensions: Fink for course design, regardless of whether it’s online or not; Clark and Mayer for understanding how people learn online; Horton for options on current e-learning tools and best practices.

Have a technology strategy: If you teach GIS, you’re probably pretty good with technology.  One thing that will come up though, is how much you want to do yourself, and how much you want to try and rely on others.  I got great advice about course design and technology options from our amazing University of Toronto instructional technology staff, but when it came to actual implementation, I wanted to do everything myself.  Some colleagues of mine prefer to let someone else worry about the technology.  For example, they have someone else set up their recording sessions for their lecture podcasts, and the instructor just comes in and works through their slides.  They’re not interested in learning about the technology, and that’s fine, but I like understanding how each part works and what my options are.  This requires working through many time-consuming learning curves, so it’s important to be strategic about this.  I have written before about how teaching online requires a diverse skill set, and it’s worth thinking about your own strengths and weaknesses, and what you have time to develop in terms of new skills and knowledge areas.

 

References

Clark, Ruth Colvin, and Richard E. Mayer. 2011. e-Learning and the Science of Instruction; Proven Guidelines for Consumers and Designers of Multimedia Learning. 3rd ed. San Francisco: John Wiley & Sons, Inc.

Fink, L. Dee. 2003. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass, A Wiley Imprint.

Fink, L. Dee. 2007. “The Power of Course Design to Increase Student Engagement and Learning.pdf.” Peer Review (Winter): 13–17.

 

Simultaneously published at donboyes.com

At this time of year, educators’ minds often turn to grading. And how much a despised part of academia it is.  Whether it’s an exam or the ubiquitous “final project” that characterize so many GIS courses, I’m curious about assessment of student learning of GIS in general. I don’t often see “learning outcomes” on GIS syllabi.  More often I see “learning objectives,” and evidence that instructors are not making a distinction between the two.

But that doesn’t even matter right now. I am wondering how people manage to feel confident that their assessment approaches actually align with their learning outcomes (and/or objectives). I often see language like “students will understand the structure and function of a GIS,” which could be a pretty big task, depending on how you plan to measure “understand.”  Which we know is a compelling but problematic word for us to use, and one to be avoided. Avoided, that is, IF we care about actually finding a way to determine if students are actually learning what we *say* we want them to learn.

Distinguishing between content knowledge and skills knowledge within introductory GIS courses becomes relevant here. This throws us into the middle of the technological, pedagogical, content knowledge (TPCK) vortex.  Personally, I believe that GIS firmly belongs there, and we don’t fully understand those implications. *Especially* when we’re following what we think is a teaching with GIS approach, so that students are magically learning biology or history while the GIS they’re using is an invisible scaffold.  There’s the mantra of online GIS, and that adolescents may have many fewer problems than adults with software interfaces, and that the infamous steep learning curve of desktop GIS is so 1980s-2000s, etc.  But are we really to believe that ArcGIS Online is the Easy Button for all teaching with GIS?

Which brings me back to learning outcomes.  What are students learning, and how are we measuring that?   Head over to our Forums for chances to discuss this further.

Articles like this one in last weekend’s LA Times, titled “Geography is covering new ground for travelers,” are helpful references when you’re talking with peers, colleagues, and administrators about Geography.  It couches its message in the advantages and perspectives that the “new” geography provides for travelers and traveling, which is just about everyone all the time, depending on scale.

“”Geography is about meaning, not knowing place names and memorizing lists — that was school geography,” said Daniel Edelson, vice president for education programs at the National Geographic Society in Washington, D.C.”  Danny promotes this idea frequently and effectively; see his thoughts on geoliteracy.

“Indeed, the workforce for the geospatial industry is one of the fastest-growing in the country, according to a report by the U.S. Department of Labor’s High Growth Job Training Initiative. A 30% increase in the last five years in the number of students taking Advanced Placement courses and exams in the field of geography suggests that students know it, even if Mom and Dad haven’t heard that a degree in geography could be more useful than law or economics.”

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