New HERODOT Network for Geography in Higher Education - Spain...

María Luisa de Lázaro y Torres, Universidad Complutense de Madrid. [email protected]ía Jesús González González, Universidad de León. [email protected]

Spain in the Web:A GIS way of teaching


Key Points

n Introductionn Geography lessons with GISn GIS Webs about Spainn How to work with these GIS Webn An example for working in classn Conclusionsn References


Introduction

n The generalization of ICT and theInternet involve nowadays the daily lifein training centres, universities,schools... and the Geography lessons.

n GIS is one of these technologies anddeals with the space and territory.

n We will see its usefulness in learninggeography.


Geography lessons with GIS

n Many authors have been explaining what GIS is and howit can be used in Geography lessons (A. Zerger, I.D.Bishop, F. Escobar, and G.J.Hunter, 2002; M.L. Lázaro,2000 and 2003; J.S. García Marchante, and F.M. GarcíaClemente, 2003; D. Freeman, 2003; J.J. Kersky, 2003; S.Dimitrov and A. Popov, 2005…).

n Some of them have their own GIS lessons online as forexample in Melbourne University and Alcalá de HenaresUniversity (http://www.geogra.uah.es/gisweb/).

n Some authors have been explaining the difficulties orbarriers on the GIS use (M.Mcinerney, 2002; M.L. Lázaro,2004; M. Fargher, 2005; M. Lawrence and Y. Schleicher,2005…).

http://www.geogra.uah.es/gisweb/


Introduction

n We will begin explaining the Spatial DataInfrastructure (SDI) (INSPIRE programme)and other GIS in Internet with Spanish data.

n Afterwards we will see the possibilities ofthose webs, how to work with them and someexamples for working with it in class.



n A GIS can present database information visually,make relations between the data and draw correctmaps.

n GIS allow us to create customised maps fromscanned images, work with topographic maps, withaerial photographs, etc. Scale and legendsinterpretation could be easy with GIS. The informationof the map can facilitate orientation. We can use aGPS to add information to the map.

n All these GIS advantages help us to develop a spatialproblem, for example, a chosen case of study. We cango ahead with factors of location and distributionpatterns.



n If we add to Internet GIS one of thepowerful GIS software (ArcGis, AutocadMap, ER Mapper, Idrisi, Manifold,MapInfo, MapMaker, MapPoint,Miramon, etc.), we can doproximity/adjacency location analysis,buffering and overlaying... But thesecould be the subject for another paper.


GIS Webs about Spain

n We will point the international initiative about SpatialData Infrastructure (SDI) within the INSPIRE programmeof the UE. In Spain it is called “Infraestructura de DatosEspaciales de España (IDEE)”, http://www.idee.es andcollects a great number of statistics and GIS about Spainin order to make accessible the GeographicalInformation that can be used for different purposes.

n Some autonomous communities have their own SpatialData Infrastructure (Andalusia:http://www.andaluciajunta.es/IDEAndalucia/IDEA.shtml ;Catalonia: http://www.geoportal-idec.net/geoportal/IDECServlet?idioma=cas ; Navarre:http://idena.navarra.es/busquedas/?lang= ; Galicia:http://sitga.xunta.es/ ; Rioja: http://www.iderioja.org/ ).

http://www.idee.es/http://www.andaluciajunta.es/IDEAndalucia/IDEA.shtmlhttp://www.geoportal-idec.net/geoportal/IDECServlet?idioma=cashttp://idena.navarra.es/busquedas/?langhttp://sitga.xunta.es/http://www.iderioja.org/



n You can find all Spanish territory in theGIS: http://sigpac.mapa.es/fega/visor/ .

n They used a 1:5.000 scale aerialphotograph. In some communities thisaerial photo is in black and white and inothers is in colour.

n The SIGPAC adds digital topographicalmaps 1:50.000 and 1:25.000 that help usto identify and locate any place.

http://sigpac.mapa.es/fega/visor/



Some other geographical units as the autonomouscommunities, provinces, cities and towns have theirown GIS on the Web. We can underline:

n the one for Guipúzcoa(http://b5m.gipuzkoa.net/web5000/ );

n the Balearic Islands ( http://www.sitibsa.com/ );n Navarre ( http://sitna.cfnavarra.es );n Rioja ( http://www.larioja.org/sig/ctop.html ) ;n Madrid (GeoMadrid:

http://www.trescantossa.com/navegar/ )n The map server of Castile and Leon

(http://www.sitcyl.jcyl.es/sitcyl/infodloc.sit?infoParams=codcontenido%3A100&mantoParams= ).

http://b5m.gipuzkoa.net/web5000/http://www.sitibsa.com/http://sitna.cfnavarra.es/http://www.larioja.org/sig/ctop.htmlhttp://www.trescantossa.com/navegar/http://www.sitcyl.jcyl.es/sitcyl/infodloc.sit?infoParams=codcontenido%3A100&mantoParams



n Includes maps with the uses of land andthe crops(http://www.mapya.es/es/sig/pags/siga/intro.htm )

n Includes the cadastral maps:(https://ovc.catastro.minhac.es/CYCBienInmueble/OVCConsultaBI.htm ).

http://www.mapya.es/es/sig/pags/siga/intro.htmhttps://ovc.catastro.minhac.es/CYCBienInmueble/OVCConsultaBI.htm



n There are some popular Americaninitiatives such as Google Earth or WorldWind. They can be useful to see everyplace on the earth from the space.

n It is important explaining to the studentsthe difference between the satelliteimages used in Google Earth and theaerial photographs used in the SIGPAC.



n Spanish Cadastre has created anapplication for visualizing any real statein Google Earth by the cadastralreference:http://www.idee.es/show.do?to=pideep_pasarela_google.ES

http://www.idee.es/show.do?to=pideep_pasarela_google.ES


GIS Webs about Spain:Statistical Data

n We can complete the maps from GIS Webs with thedata from the main Census. These Census data canbe seen in maps and diagrams with the PC-Axis andPC-Map free software:http://www.ine.es/prodyser/pcaxis/pcaxis.htm#4 .

n There is an interesting data selection for anymunicipality of Spain made by studies services of CajaEspaña:http://www.cajaespana.es/corporativo/infocajaespana/estudioscajaespana/datoseconomicosmunicipales/form_DatoseconmicosymunicipalesdeEspaa.jsp

http://www.ine.es/prodyser/pcaxis/pcaxis.htmhttp://www.cajaespana.es/corporativo/infocajaespana/estudioscajaespana/datoseconomicosmunicipales/form_DatoseconmicosymunicipalesdeEspaa.jsp


How to work with these GISWebs

n It is important to take advantage of theseinitiatives in a geographical way.

n We must ask some key questions about the datathat we can obtain from these GIS Webs.

n We have to navigate previously in order to look inthe Web and choose the proper activities forstudent’s navigation.

n The selected material can be used for a virtualtrip, a graphic, a map, a table, a debate, animage, etc. in order to make a scientificdiscussion.


How to work with these GISWebs: useful software

n Some software for making presentations,documents, graphs, etc. can be useful.

n The Hot Potatoes free software is veryinteresting. It enables us to create interactiveWeb-based exercises of several basic types(multiple choices, crosswords, gap fill, etc.).

n The students work can be organized also byWeb Quest, Web Log (Blogger) or a Foro.

n A virtual campus in our Institution will be a greathelp. If there isn’t any, it could be a good idea toinstall the free Moodle one.


How to work with these GISWebs: correct use of theSpanish language.

n Particularly useful are the Web page ofthe Cervantes Institute(http://cvc.cervantes.es/portada.htm )

n and the Royal Academy of SpanishLanguage (Real Academia Española dela Lengua: http://www.rae.es/).

http://cvc.cervantes.es/portada.htmhttp://www.rae.es/


Working in class: in urbanspace

Aim: We are going to compare differences between the urban expansion ofMadrid and Barcelona in the XIX century.

Key work for students:n To find in SIGPAC, Google, etc. the streets that run perpendicular

nearby the old city in Madrid and Barcelona.n To compare these key points:

¡ Size and shape of the streets.¡ Another personal observation.

n To look in the authors biography and the respective projects. Someclues: the urban expansion of 19th century Madrid was planned in 1860by Carlos María de Castro (Real Decreto 8 abril 1857). The Barcelonaone was planned after 1860 by Ildefonso Cerdá.

n To see the city plan of all these cities and some others and try to pick upan example for each part of Dickinson plans classification in 1950.


Working in class: in rurallandscape

Aim: to spot the differences between some concepts.

Key Work for working differences:n Dry and irrigated agriculture (flow irrigation, irrigation channels, trickle

irrigation and sprinkle irrigation, for example, by a pivot).n Intensive and extensive use of the landn Big, medium-size and small properties. Usually dry crops use more

extension of land.n Other ways of farming, for example the crops under plastic in Dalías

(Almería) at the South of Spain.n Visit the Web page of the INE:

http://www.ine.es/daco/daco42/agricultura/meto_censoag99.doc andcollect some rural terms from the Census: plots, farms, etc.

http://www.ine.es/daco/daco42/agricultura/meto_censoag99.doc

Photographs about oak trees (quercus ilex) andolive trees in Jaén province. Source: SIGPAC.

Dry and irrigatedagriculture in Madrid

province.

Source: Mª Luisa de Lázaro.

Pivots in Aranjuez,Madrid. Source:

SIGPAC.

Cropsunder

plastic inDalías,Almeríaprovince.

Source:GoogleEarth.


Conclusions

n We have a virtual space for explaininggeography concepts. It makes GIS a populartool for teaching the use of ICT.

n We must not forget that the main aim islearning Geography.

n This way of teaching is also very useful forimproving technologies skills.

n Geography could be more interesting for ourpupils with those technological tools.


References

n CHALMERS, L. (2002): “Developments in getting GIS technologies into classrooms”, Geographical Education, 15: 22- 27.n DEADMAN, P., HALL, G.B., BAIN, T., ELLIOT, L. & DUDYCHA, D. (2000) “Interactive GIS instruction using a multimedia classroom”,

Journal of Geography in Higher Education, 24(3): 365– 380.n DONERT, K. and CHARZYNSKI, P. (2005) (Ed): “Changing Horizons in Geography Education”. Ars Docendi Publishing House. A

Herodot/Eurogeo Publication. Torún, Poland. (S. Dimitrov and A. Popov; M.Fargher and M.Lawrence and Schleicher presentations)n FREEMAN, D. (2003): “GIS in secondary geography”, teaching Geography, 28(1): 38-41.n IZQUIERDO ÁLVAREZ, S.; GONZÁLEZ GONZÁLEZ, M.J. (2003): “Las tecnologías de la información y la comunicación en la docencia

universitaria de la Geografía” en MARRÓN GAITE, M.J.; MORALEDA NIETO, C.; RODRÍGUEZ DE GRACIA, H. (Eds): La enseñanza de lageografía ante las nuevas demandas sociales. AGE-Universidad de Castilla-la Mancha y Escuela Universitaria de Magisterio de Toledo,Toledo. pp. 197-207.

n KERSKI, J.J. (2003): “The implementation and effectiveness of GIS Technology and methods in secondary education. Journal of Geography102 (3): 128-137.

n LÁZARO Y TORRES, M.L. (2000): “La utilización de Internet en el aula para la enseñanza de la Geografía: ventajas e inconvenientes”, enGONZÁLEZ ORTIZ, J. L. y MARRÓN GAITE, M. J. (coord.) Geografía, profesorado y sociedad. Teoría y práctica de la Geografía en laEnseñanza, AGE; Universidad de Murcia y Consejería de Educación y Universidades de Murcia. Pp.211-218.

n LÁZARO Y TORRES, M.L.; GONZÁLEZ GONZÁLEZ, M.J. (2004): “Introducing GIS in Geography classroom”, Paper 30th InternationalCongress UGI, Glasgow.

n LÁZARO Y TORRES, M.L.; GONZÁLEZ GONZÁLEZ, M.J. (2006): “La utilidad de los sistemas de información geográfica para laenseñanza de la Geografía”, en Didáctica Geográfica nº 7.

n MARRÓN GAITE, M.J.; MORALEDA NIETO, C.; RODRÍGUEZ DE GRACIA, H. (Eds) (2003): La enseñanza de la geografía ante lasnuevas demandas sociales. AGE-Universidad de Castilla-la Mancha y Escuela Universitaria de Magisterio de Toledo, Toledo. (Some of thechapters are specialized in GIS are writing by M.L. Lázaro y Torres; J.S. García Marchante, F.M. García Clemente, etc.).

n MCINERNEY, M. (2002): “GIS is achievable. The nuts and bolts of introducing GIS in the Geography classroom” Geographical Education,15: 12-21.

n VVAA (2004): Enseñar @ aprender. Internet en la Educación. Volumen I: Nuevos Paradigmas y Aplicaciones Educativas. Volumen II:Políticas Educativas en España. Ed. Educared y Fundación Telefónica.

n ZERGER, A.; BISHOP, I.D.; ESCOBAR, F. Y HUNTER, G.J. (2002): “A Self-Learning Multimedia Approach for Enriching GIS Education”,Journal of Geography in Higher Education, Vol. 26 (1): 67-80.


It would be nice to work on lineabout any country in Europe:

n Aim: a wider knowledge of Europe.n We need the Internet URL (GIS):

¡ Satellite images (Google Earth)¡ Aerial Photograps¡ Statistical data¡ The correct language

n Key work for pupils.


For further suggestions:

Dra. Dª María Luisa de Lázaro y [email protected]

Dra. Dª María Jesús González Gonzá[email protected]

n Thank you very much for your attention
mailto:[email protected]:[email protected]

Date post:	21-Oct-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

New HERODOT Network for Geography in Higher Education - Spain...

Documents