Supporting Experiential Learning with No-Cost Digital Tools: A Comprehensive GPS Lesson
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| Title: | Supporting Experiential Learning with No-Cost Digital Tools: A Comprehensive GPS Lesson |
|---|---|
| Language: | English |
| Authors: | Mathews, Adam J. (ORCID |
| Source: | Geography Teacher. 2018 15(3):117-128. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | N |
| Page Count: | 12 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Guides - Classroom - Teacher |
| Education Level: | Higher Education |
| Descriptors: | Geography Instruction, Physical Geography, Geographic Information Systems, Experiential Learning, Active Learning, Undergraduate Students, Educational Benefits, Handheld Devices, Computer Uses in Education, Internet, Technology Integration, Learning Activities, Lesson Plans |
| DOI: | 10.1080/19338341.2018.1436461 |
| ISSN: | 1933-8341 |
| Abstract: | Incorporation of Global Navigation Satellite System (GNSS) technology in the classroom has quickly been adopted by instructors in geography and related disciplines because it provides an effective, low-cost, easy-to-use, and hands-on technique to reinforce geographic concepts (Brown 1999). The most frequently utilized GNSS is the Global Positioning System (GPS), which is owned and maintained by the U.S. Government. There are countless GPS applications, from vehicle-based navigation to thematic data collection for Geographic Information Systems (GIS). Geocaching, a very popular GPS application that involves use of a GPS receiver to find hidden containers or caches (Groundspeak 2017), is often incorporated into lesson plans across varying academic levels (K-12 and higher education) as a way to introduce the concept of GPS and immediately get students using the technology (Hagevik 2011; Lisenbee, Hallman, and Landry 2015; Flynn and Popp 2016). The low cost of handheld GPS receivers enables instructors to get students into the field and expose them to new technology with relative ease. Smartphones with integrated GNSS receivers (typically GPS and/or GLONASS [the Russian equivalent of GPS]) provide a no-cost option to instructors (see Flynn and Popp 2016), although it cannot be assumed that all students will own such a device. Even though many lessons incorporate GPS technology (e.g., Hagevik 2011), they often do so to a limited extent, focusing on GPS receiver usage in the field to find specific locations such as a geocache or record locations as points of interest. Further, many lessons require use of handheld GPS receivers (e.g., Garmin or Trimble devices) that must be borrowed or purchased, are dedicated devices (with GPS functionality only, often without an integrated camera), and--in terms of practicality for students--are devices that they will likely never see or use again. In this way, few GPS lessons provide a comprehensive approach to the technology that allows students to (1) interactively learn about the satellite system, (2) plan a data collection effort, (3) use smartphone-integrated GPS receivers to locate and collect location data together as a class, and (4) integrate the collected data into a web map and/or GIS, all with the use of freely available digital tools. Therefore, the purpose of this work was to develop a comprehensive GPS lesson using a variety of no-cost digital tools. This experiential lesson was developed for a lower-level undergraduate course titled "Digital Tools for Environmental Exploration," which is equivalent in level and content to "Introduction to Geospatial Technologies" and "Digital Earth" general education courses (see Vogt and Hodza 2013). |
| Abstractor: | As Provided |
| Number of References: | 20 |
| Entry Date: | 2018 |
| Accession Number: | EJ1188479 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwE73S6-cIR-NGA1QMA5hmidAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDCFvua2A-YJ-QFfbxwIBEICBmrt56PLMMp0HsQ5PxPLsNGHcTF_5uYTlj1_EoQec_55x-BtXBSnO_FRD8c9M9G4Iq2JlOkVK_aG6ei45n4Wg-8aax6wnBUqo7K3EHLCdH88TTZ4Ym6EuTIDfEFnuuLH4DAB2HjpsaLkktpYdZP4zwztryggdoly5YB5x9xNloia7tZdqdT42EZpw6u6g5oG5f9_IobZjCQsiOA4= Text: Availability: 1 Value: <anid>AN0131318885;[30o7]01jul.18;2018Aug21.10:16;v2.2.500</anid> <title id="AN0131318885-1">Supporting Experiential Learning With No-Cost Digital Tools: A Comprehensive GPS Lesson </title> <sbt id="AN0131318885-2">Introduction</sbt> <p>Incorporation of Global Navigation Satellite System (GNSS) technology in the classroom has quickly been adopted by instructors in geography and related disciplines because it provides an effective, low-cost, easy-to-use, and hands-on technique to reinforce geographic concepts ([<reflink idref="bib3" id="ref1">3</reflink>] ). The most frequently utilized GNSS is the Global Positioning System (GPS), which is owned and maintained by the U.S. Government. There are countless GPS applications, from vehicle-based navigation to thematic data collection for Geographic Information Systems (GIS). Geocaching, a very popular GPS application that involves use of a GPS receiver to find hidden containers or caches ([<reflink idref="bib9" id="ref2">9</reflink>] ), is often incorporated into lesson plans across varying academic levels (K-12 and higher education) as a way to introduce the concept of GPS and immediately get students using the technology ([<reflink idref="bib10" id="ref3">10</reflink>] ; [<reflink idref="bib15" id="ref4">15</reflink>] ; [<reflink idref="bib7" id="ref5">7</reflink>] ). The low cost of handheld GPS receivers enables instructors to get students into the field and expose them to new technology with relative ease. Smartphones with integrated GNSS receivers (typically GPS and/or GLONASS [the Russian equivalent of GPS]) provide a no-cost option to instructors (see [<reflink idref="bib7" id="ref6">7</reflink>] ), although it cannot be assumed that all students will own such a device.</p> <p>Even though many lessons incorporate GPS technology (e.g., [<reflink idref="bib10" id="ref7">10</reflink>] ), they often do so to a limited extent, focusing on GPS receiver usage in the field to find specific locations such as a geocache or record locations as points of interest. Further, many lessons require use of handheld GPS receivers (e.g., Garmin or Trimble devices) that must be borrowed or purchased, are dedicated devices (with GPS functionality only, often without an integrated camera), and—in terms of practicality for students—are devices that they will likely never see or use again. In this way, few GPS lessons provide a comprehensive approach to the technology that allows students to (<reflink idref="bib1" id="ref8">1</reflink>) interactively learn about the satellite system, (<reflink idref="bib2" id="ref9">2</reflink>) plan a data collection effort, (<reflink idref="bib3" id="ref10">3</reflink>) use smartphone-integrated GPS receivers to locate and collect location data together as a class, and (<reflink idref="bib4" id="ref11">4</reflink>) integrate the collected data into a web map and/or GIS, all with the use of freely available digital tools. Therefore, the purpose of this work was to develop a comprehensive GPS lesson using a variety of no-cost digital tools. This experiential lesson was developed for a lower-level undergraduate course titled “Digital Tools for Environmental Exploration,” which is equivalent in level and content to “Introduction to Geospatial Technologies” and “Digital Earth” general education courses (see [<reflink idref="bib18" id="ref12">18</reflink>] ).</p> <hd id="AN0131318885-3">Active and Experiential Teaching and Learning</hd> <p>It is well known that students learn using a variety of methods ([<reflink idref="bib17" id="ref13">17</reflink>] ). This is further supported by [<reflink idref="bib2" id="ref14">2</reflink>] , who suggested that students develop methods of learning at differing “levels.” These levels—understanding, applying, analyzing, evaluating, and creating—are increasingly complex ([<reflink idref="bib1" id="ref15">1</reflink>] ; [<reflink idref="bib8" id="ref16">8</reflink>] ), and it is difficult to incorporate all levels into lesson plans. Through concrete experiences, reflection, abstract conceptualization, and experimentation ([<reflink idref="bib14" id="ref17">14</reflink>] ; [<reflink idref="bib13" id="ref18">13</reflink>] ), experiential learning embraces basic learning styles of individuals, allowing students to apply each of the six Bloom levels of learning ([<reflink idref="bib17" id="ref19">17</reflink>] ). [<reflink idref="bib8" id="ref20">8</reflink>] suggests that students exposed to active and experiential learning methods are more likely to retain information in comparison to lecture-based approaches: 75 percent and 5 percent retention rates, respectively.</p> <p>The discipline of geography naturally lends itself to experiential learning via fieldwork and lab exercises ([<reflink idref="bib11" id="ref21">11</reflink>] ; [<reflink idref="bib12" id="ref22">12</reflink>] ), which provide ample opportunities for instructors to incorporate the latest technology to support the learning process ([<reflink idref="bib4" id="ref23">4</reflink>] ). Combining fieldwork (e.g., GPS data collection) with other geospatial tools such as GIS can positively impact student learning ([<reflink idref="bib4" id="ref24">4</reflink>] ; [<reflink idref="bib6" id="ref25">6</reflink>] ), which also requires higher-order geographic thinking compared to simple data collection ([<reflink idref="bib6" id="ref26">6</reflink>] ). Others report that having students capture geotagged photographs in the field can enhance and positively impact the learning environment ([<reflink idref="bib19" id="ref27">19</reflink>] ; [<reflink idref="bib20" id="ref28">20</reflink>] ).</p> <p>“…geography naturally lends itself to experiential learning via fieldwork and lab exercises…”</p> <p></p> <hd id="AN0131318885-4">Embracing the Latest Technology</hd> <p>Many initiatives to bring technology to the classroom have been observed in recent years ([<reflink idref="bib10" id="ref29">10</reflink>] ; [<reflink idref="bib5" id="ref30">5</reflink>] ; [<reflink idref="bib7" id="ref31">7</reflink>] ), including the ConnectED program. This program emphasizes the need to incorporate active learning opportunities employing geospatial technologies into the classroom ([<reflink idref="bib5" id="ref32">5</reflink>] ). As technologies continue to advance, it is important to keep up with the developments that could be utilized as tools to promote geographic learning. Thus, free smartphone applications such as Epicollect5, which this article emphasizes, allow student data collectors to capture location data, attribute data for those locations, and geotag field photos (e.g., geo-selfies; [<reflink idref="bib7" id="ref33">7</reflink>] ). This provides an ideal platform, along with the other tools outlined below, from which to incorporate new geospatial technologies and active, experiential learning techniques into the classroom. Epicollect5 is one of very few free GPS data collection smartphone apps that works on iOS and Android devices and provides a crowdsourcing approach to data collection in which all students contribute data to the same web map and can view classmates' data.</p> <hd id="AN0131318885-5">Summary</hd> <p>This comprehensive yet adaptable lesson for geography instructors teaches students about GNSS technology. The lesson was designed for the lower-level undergraduate classroom but could easily be adapted to secondary schools. We identify several benefits to adopting our approach: (<reflink idref="bib1" id="ref34">1</reflink>) It is no-cost if smartphones and computers with Internet access are available, (<reflink idref="bib2" id="ref35">2</reflink>) the selected tools are intuitive and easy to use and instructors and students will quickly be able to use them without frustration or delay, and (<reflink idref="bib3" id="ref36">3</reflink>) the integration of several GPS learning tools along with a field experience and reflection is highly supportive of well-rounded experiential learning. Despite all of these benefits, there remain challenges with our approach. As this lesson relies on web-based tools, there always exists a chance that changes will be made to these tools; in some cases web hosts may altogether remove tools from their websites and/or no longer maintain apps. This has not been an issue with these specific tools, but changes are bound to happen and instructors will need to edit their lesson instructions accordingly. Further, instructors must possess a working knowledge of GPS and GIS technologies; to help in this regard, links to online resources are provided in the Web Resources section.</p> <hd id="AN0131318885-6">Lesson Overview and Objectives</hd> <p>This comprehensive lesson familiarizes students with GPS technology using a variety of geospatial digital tools. The lesson comprises four major parts (Figure 1): (<reflink idref="bib1" id="ref37">1</reflink>) satellite discovery via the SpaceBook web-based digital globe viewer (Figure 2), (<reflink idref="bib2" id="ref38">2</reflink>) GPS fieldwork preparation using Trimble GNSS Planning Online, (<reflink idref="bib3" id="ref39">3</reflink>) GPS data collection with the Epicollect5 smartphone app, and (<reflink idref="bib4" id="ref40">4</reflink>) download of captured GPS data and integration into a GIS. Lesson objectives, which correspond to these four lesson parts, are as follows:</p> <p>Students will use geospatial tools to learn about satellite technology and explore satellite locations in orbit.</p> <p>Students will plan a GPS data collection effort.</p> <p>Students will collect GPS location data in the field with a smartphone and the Epicollect5 app.</p> <p>Students will utilize the collected GPS data within the GIS environment.</p> <hd id="AN0131318885-7">Time Required</hd> <p>This lesson was designed to be covered over two lab periods of 1 hour and 50 minutes each, but it can be organized in a variety of ways. If conducted over two meetings, it is suggested to combine parts 1 through 3 within the first portion and complete the remaining part 4 (and the reflection and mini-report-writing portion) during the second meeting. If part 3 takes longer than expected, students can begin the second meeting where they left off during the previous meeting and will still have enough time to complete part 4.</p> <hd id="AN0131318885-8">Preparation</hd> <hd id="AN0131318885-9">Materials</hd> <p>Computer (parts 1, 2, and 4)</p> <p>Internet connection</p> <p>Web browser</p> <p>GIS software—QGIS is suggested because it is free to download: <ulink href="http://www.qgis.org">http://www.qgis.org</ulink></p> <p>Microsoft Word (or equivalent word processor; e.g., Apache OpenOffice Writer)</p> <p>Smartphone (iOS/iPhone or Android devices; fieldwork portion of lesson can be completed without a smartphone—if students do not have smartphones they can work alongside classmates who do) (part 3)</p> <p>Internal GPS receiver (often GLONASS receiver also included)</p> <p>Integrated digital camera</p> <p>Epicollect5 App</p> <hd id="AN0131318885-10">Prior to Implementation</hd> <hd id="AN0131318885-11">Data Collection Procedures</hd> <p>The instructor must select the location and the extent of the area where students will collect their data. In our case, we have had students work on a small portion of our university campus. We assign different lab sections designated data collection areas within our extent. These extents should be adjacent to ensure full coverage of the area of interest. If an entire class is collecting data at the same time, designated data collections areas can still be assigned using groups.</p> <p>The instructor needs to determine what ground features students will be locating with their smartphones/Epicollect5 app and what feature attributes they will record. These attributes can be used later in part 4 to create thematic maps. We have students record the locations of vegetation (e.g., trees, shrubs). They store the following attributes for each location: tree type (if a tree), vegetation height, vegetation health, a notes field (so students can type in their initials), and a photo (optional).</p> <hd id="AN0131318885-12">Epicollect5 Setup and Testing</hd> <p></p> <p>The instructor needs to visit the Epicollect5 website (<ulink href="http://five.epicollect.net">http://five.epicollect.net</ulink>) to setup the project site. Create a login and create a new project.</p> <p>Build a data entry form that students will see when using the Epicollect5 app on their smartphones (see Figure 3a). This step can be completed collaboratively with students.</p> <p>Test the data collection protocol with the smartphone app (see Figure 3b for iOS version). Test the app on both iOS and Android devices to make sure both are working properly.</p> <p>Preview collected test data on the project site (e.g., <ulink href="http://five.epicollect.net/yourprojectname;">http://five.epicollect.net/yourprojectname;</ulink> see Figures 4a and 4b).</p> <hd id="AN0131318885-13">Instructions for Students</hd> <p>Provide a detailed instructional document for students to follow during the lesson.</p> <p>Start by providing the students with the lesson objectives.</p> <p>List lesson concepts including definitions; examples include latitude, longitude, coordinates, GNSS, GPS, pseudorange, trilateration, satellite constellation, orbit, orbital altitude (e.g., medium Earth orbit), and orbital debris.</p> <p>List materials needed to complete the lesson. Because smartphones are utilized, you should suggest that students bring them to class prior to the lesson and that they have their devices fully charged (and bring charging cables if battery life is an issue).</p> <p>Give specific directions for the remainder of the instructional document. For instance, provide links to web resources; provide step-by-step instructions for using sites, apps, and software; etc. Example instructions are provided in the Student Directions section.</p> <hd id="AN0131318885-14">Assignment Implementation</hd> <hd id="AN0131318885-15">Safety</hd> <p>Provide guidance to students regarding the environment within which they will be collecting field data (e.g., campus, state park). Pay particular attention to street crossings and other potential field hazards (e.g., wet ground, wildlife) to ensure the safety of your students.</p> <hd id="AN0131318885-16">Groups</hd> <p>For part 3, instruct students to work in small groups (<reflink idref="bib2" id="ref41">2-4</reflink>) when outside capturing field data so they can also learn from each other and experience the data collection effort together. They should not, however, record duplicate point locations.</p> <hd id="AN0131318885-17">Student Directions</hd> <hd id="AN0131318885-18">Part 1</hd> <p>Open and explore the SpaceBook web viewer (shown with Figure 2): <ulink href="http://apps.agi.com/SatelliteViewer/">http://apps.agi.com/SatelliteViewer/</ulink>. (Note: Left-click with mouse movement will change your perspective/angle, while a right-click and movement will control zoom.)</p> <p>Using the controls provided on the left side of the viewer, experiment and view different types of satellites by their status (e.g., operational), mission (e.g., navigation), and owner (e.g., Russia).</p> <p>Click on a satellite of your choice (any of the orange or green points) to view the accompanying information about that object (attributes). See whether your satellite is operational by looking at the “Status” label. Check what type of orbit your selected satellite is in using the “Orbit” label and compare to the figure provided.</p> <p>Let's track and learn about a specific satellite. Find GPS satellite “NAVSTAR 74,” which was launched on July 15, 2015, and began providing signal to GPS receivers on August 12, 2015. Click “SSC Number,” type in “40730” and hit the “Enter” key. Remove this filter.</p> <p>Look only at satellites under the “navigation” mission. Click on specific satellites to find out which GNSS that satellite is from (e.g., GPS is NAVSTAR, GLONASS, BeiDou). (Note: Students can look at other satellites of interest given your specific objectives and course content. Examining space debris [e.g., nonoperational satellites] is often interesting.)</p> <hd id="AN0131318885-19">Part 2</hd> <p>Visit the Trimble GNSS Planning Online utility website: <ulink href="http://www.trimble.com/gnssplanningonline">http://www.trimble.com/gnssplanningonline</ulink>.</p> <p>Set your location, date, and time on the opening screen. Click “Apply.” (Note: Set the start time, or visible interval, based on your planned data collection time and use a time span of 12 hours. Also, under the “Satellite Library” tab, check on your desired satellites, e.g., GPS, GLONASS, etc.)</p> <p>View the outputs provided by the planning utility, specifically the number of satellites, visibility, sky plot, and world view.</p> <hd id="AN0131318885-20">Part 3</hd> <p>Download and open the Epicollect5 app on your smartphone.</p> <p>Access the project created by your instructor by typing in the project name (e.g., yourprojectname) on the opening page. The app will now automatically load the data collection form. Now you are ready to collect GPS location data.</p> <p>In the field, begin capturing vegetation features one at a time using the data collection form (shown with Figure 3b). Fill out all required fields for each location. Also, be sure to set the location of the point and store a photo for each point. As the collector of the point, do not forget to input your initials in the notes field.</p> <p>Sync the collected point data after recording each point using the “Sync” button. This will ensure that you do not lose your data.</p> <hd id="AN0131318885-21">Part 4</hd> <p>On your computer, visit the project website to view the collected data (see Figure 4): <ulink href="http://five.epicollect.net/yourprojectname/data">http://five.epicollect.net/yourprojectname/data</ulink>.</p> <p>View both the table (e.g., Figure 4a) and map (e.g., Figure 4b) views to see point data attributes and locations respectively.</p> <p>Find a point location that you collected and check that everything saved correctly. View the photo you attached to the point.</p> <p>View the data collected by you and your classmates.</p> <p>Download the entire data set as a CSV file using the “Download” button in the upper right.</p> <p>In QGIS, import the CSV table and convert it to a shapefile.</p> <p>Using the shapefile, explore the point data attributes and create thematic maps (e.g., points symbolized with different colors based on tree height) to assess any potential spatial patterns.</p> <hd id="AN0131318885-22">Example Thought Questions</hd> <p>Why do satellites used for “Navigation” missions orbit much farther away from Earth than satellites used in “Earth Observation” missions (part 1)?</p> <p>What time of day are the most GPS satellites visible and how many are visible at that time (part 2)?</p> <p>In using the GPS planning utility, would you conclude that your scheduled data collection time is a favorable time to collect GPS data? Why or why not (part 2)?</p> <p>Describe any difficulties, technical or otherwise, you encountered while collecting data in the field (part 3).</p> <p>Create a thematic map using the class GPS data. Specifically, highlight the locations of trees and be sure to differentiate them by type (part 4).</p> <p>Describe any spatial patterns you observed when creating the map from the previous question (part 4).</p> <hd id="AN0131318885-23">Assessment (Mini-Reports)</hd> <p>Students should prepare a mini-report in a Microsoft Word document outlining their answers to the thought questions posed throughout the lesson. Instructors can elect to have students provide screenshots of maps to ensure that all parts of the lesson were completed by students (i.e., “please provide a screenshot of the map created in part 4 and describe any spatial patterns you observe”). Following that, students should write two to three paragraphs summarizing the activity and reflecting on their learning experience.</p> <p>The extent of student participation in the data collection portion of the lesson can be assessed after fieldwork is completed. Instructors can visit the Epicollect5 project website to review uploaded data entries that note student initials.</p> <hd id="AN0131318885-24">Web Resources</hd> <hd id="AN0131318885-25">Lesson Items</hd> <p>SpaceBook: <ulink href="http://apps.agi.com/SatelliteViewer/">http://apps.agi.com/SatelliteViewer/</ulink></p> <p>Trimble GNSS Planning Online: <ulink href="http://www.trimble.com/gnssplanningonline">http://www.trimble.com/gnssplanningonline</ulink></p> <p>Epicollect5: <ulink href="http://five.epicollect.net/">http://five.epicollect.net/</ulink></p> <p>Epicollect5 Data Collection User Guide: https://epicollect5.gitbooks.io/epicollect5-user-guide/content/</p> <p>QGIS software download: <ulink href="http://www.qgis.org/en/site/forusers/download.html">http://www.qgis.org/en/site/forusers/download.html</ulink></p> <hd id="AN0131318885-26">Instructional Aids</hd> <p>GPS-official U.S. Government information: <ulink href="http://www.gps.gov/">http://www.gps.gov/</ulink></p> <p>NASA Earth Observatory-Catalog of Earth Satellite Orbits: <ulink href="http://earthobservatory.nasa.gov/Features/OrbitsCatalog/">http://earthobservatory.nasa.gov/Features/OrbitsCatalog/</ulink></p> <p>NASA Orbital Debris Program Office: https://orbitaldebris.jsc.nasa.gov/</p> <p>Trimble GPS Tutorial: <ulink href="http://www.trimble.com/gps%5ftutorial/">http://www.trimble.com/gps%5ftutorial/</ulink></p> <p>YouTube-GPS Satellite Launch: https://<ulink href="http://www.youtube.com/watch?t=3&amp;v=LMG5gVb4EGE">www.youtube.com/watch?t=3&amp;v=LMG5gVb4EGE</ulink></p> <hd id="AN0131318885-27">Notes</hd> <p>The SpaceBook web viewer can concurrently be used as a teaching tool for introductory remote sensing courses. This lesson, because it was created for use in an introductory geospatial course that contains substantial remote sensing content, has students also explore earth observation satellites (e.g., Landsat 8, Terra). Inclusion of this additional content is optional.</p> <p>The P-Track tablet/smartphone app may be substituted for SpaceBook. P-Track, though, has less functionality compared to SpaceBook (e.g., only GPS satellites are shown, limited filtering and querying options) and is only available for iOS devices.</p> <p>Due to the comprehensive nature of this lesson, some instructors may seek to only complete specific parts of it. For instance, in the K-12 classroom part 4 may not be utilized beyond viewing the web map on the Epicollect5 project website. Fortunately, this lesson is split into parts so instructors can select components that they would like to use in the classroom. At the undergraduate level, though (especially in Digital Earth courses), students will benefit from completing all parts of the lesson.</p> <hd id="AN0131318885-28">ORCID</hd> <p>Adam J. Mathews <ulink href="http://orcid.org/0000-0002-5577-4308">http://orcid.org/0000-0002-5577-4308</ulink></p> <ref id="AN0131318885-29"> <title>References</title> <blist> <bibl id="bib1" idref="ref8" type="bt">1</bibl> <bibtext>Anderson, L. W. and D. R. Krathwohl. 2001. A taxonomy of learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York : Longman. </bibtext> </blist> <blist> <bibl id="bib2" idref="ref9" type="bt">2</bibl> <bibtext>Bloom, B. S. 1956. Taxonomy of educational objectives, handbook I: The cognitive domain. New York : David McKay. </bibtext> </blist> <blist> <bibl id="bib3" idref="ref1" type="bt">3</bibl> <bibtext>Brown, G. H. 1999. A group-learning approach to academic and transferable skills through an exercise in the global positioning system. Journal of Geography in Higher Education 23 ( 3 ): 291 - 301. doi: 10.1080/03098269985254. </bibtext> </blist> <blist> <bibl id="bib4" idref="ref11" type="bt">4</bibl> <bibtext>Carlson, T. 2007. A field-based learning experience for introductory level GIS students. Journal of Geography 106 ( 5 ): 193 - 198. doi: 10.1080/00221340701697636. </bibtext> </blist> <blist> <bibl id="bib5" idref="ref30" type="bt">5</bibl> <bibtext>DeMers, M. N. 2014. President's column: The ConnectED initiative and geography education. The Geography Teacher 11 ( 4 ): 174 - 175. doi: 10.1080/19338341.2014.980640. </bibtext> </blist> <blist> <bibl id="bib6" idref="ref25" type="bt">6</bibl> <bibtext>Favier, T., and J. van der Schee. 2009. Learning geography by combining fieldwork with GIS. 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Whalley, and D. France, D. 2013. Enhancing fieldwork learning with technology: Practitioner's perspectives. Journal of Geography in Higher Education 37 ( 3 ): 399 - 415. doi: 10.1080/03098265.2013.792042. </bibtext> </blist> </ref> <p>PHOTO (COLOR): Figure 1. Lesson components with associated protocols and assessments. GPS = Global Positioning System; GNSS = Global Navigation Satellite System.</p> <p>PHOTO (COLOR): Figure 2. The SpaceBook web viewer showing satellites and debris in orbit. (Color figure available online.)</p> <p>PHOTO (COLOR): Figure 3. Data entry forms from (a) initial setup on the project website to (b) delivery via the smartphone app. (Color figure available online.)</p> <p>PHOTO (COLOR): Figure 4. Data collected using the app shown in (a) table view and (b) map view on the Epicollect5 project website. (Color figure available online.)</p> <aug> <p>By Adam J. Mathews and K. Colton Flynn</p> <p></p> <p>Adam J. Mathews is an Assistant Professor in the Department of Geography at Western Michigan University. He earned a BS in Geographic Information Systems (GIS) from SUNY Cortland, an MA in Geography from Binghamton University, and a PhD in Geographic Information Science from Texas State University. He currently teaches courses such as Introduction to Geospatial Technologies, Fundamentals of GIS, and Remote Sensing of the Environment. His research interests reflect these areas: geographic information science, remote sensing including use of unmanned aerial systems and LIDAR, and GIS applications.</p> <p>K. Colton Flynn, PhD student, is originally from Arkansas. He earned his BS in Earth Science from the University of Arkansas. He then earned an MA in Geography and developed an interest in remote sensing, agriculture, and food geography. Since then he has taught at the University of Arkansas-Fort Smith. He is currently pursuing a PhD in Geography at Oklahoma State University. There he is working on remote sensing applications in precision agriculture along with developments in geographic education. He has taught courses that include World Regional Geography, GIS: Socio-Economic Applications (lab), Digital Tools for Environmental Exploration (lab), and Introduction to Physical Geography. He has also developed a senior-level class that he offered at the University of Arkansas-Fort Smith entitled Food Geography and the Environment.</p> </aug> |
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| Items | – Name: Title Label: Title Group: Ti Data: Supporting Experiential Learning with No-Cost Digital Tools: A Comprehensive GPS Lesson – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mathews%2C+Adam+J%2E%22">Mathews, Adam J.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5577-4308">0000-0002-5577-4308</externalLink>)<br /><searchLink fieldCode="AR" term="%22Flynn%2C+K%2E+Colton%22">Flynn, K. Colton</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Geography+Teacher%22"><i>Geography Teacher</i></searchLink>. 2018 15(3):117-128. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 12 – Name: DatePubCY Label: Publication Date Group: Date Data: 2018 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Guides - Classroom - Teacher – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Geography+Instruction%22">Geography Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Geography%22">Physical Geography</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Information+Systems%22">Geographic Information Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/19338341.2018.1436461 – Name: ISSN Label: ISSN Group: ISSN Data: 1933-8341 – Name: Abstract Label: Abstract Group: Ab Data: Incorporation of Global Navigation Satellite System (GNSS) technology in the classroom has quickly been adopted by instructors in geography and related disciplines because it provides an effective, low-cost, easy-to-use, and hands-on technique to reinforce geographic concepts (Brown 1999). The most frequently utilized GNSS is the Global Positioning System (GPS), which is owned and maintained by the U.S. Government. There are countless GPS applications, from vehicle-based navigation to thematic data collection for Geographic Information Systems (GIS). Geocaching, a very popular GPS application that involves use of a GPS receiver to find hidden containers or caches (Groundspeak 2017), is often incorporated into lesson plans across varying academic levels (K-12 and higher education) as a way to introduce the concept of GPS and immediately get students using the technology (Hagevik 2011; Lisenbee, Hallman, and Landry 2015; Flynn and Popp 2016). The low cost of handheld GPS receivers enables instructors to get students into the field and expose them to new technology with relative ease. Smartphones with integrated GNSS receivers (typically GPS and/or GLONASS [the Russian equivalent of GPS]) provide a no-cost option to instructors (see Flynn and Popp 2016), although it cannot be assumed that all students will own such a device. Even though many lessons incorporate GPS technology (e.g., Hagevik 2011), they often do so to a limited extent, focusing on GPS receiver usage in the field to find specific locations such as a geocache or record locations as points of interest. Further, many lessons require use of handheld GPS receivers (e.g., Garmin or Trimble devices) that must be borrowed or purchased, are dedicated devices (with GPS functionality only, often without an integrated camera), and--in terms of practicality for students--are devices that they will likely never see or use again. In this way, few GPS lessons provide a comprehensive approach to the technology that allows students to (1) interactively learn about the satellite system, (2) plan a data collection effort, (3) use smartphone-integrated GPS receivers to locate and collect location data together as a class, and (4) integrate the collected data into a web map and/or GIS, all with the use of freely available digital tools. Therefore, the purpose of this work was to develop a comprehensive GPS lesson using a variety of no-cost digital tools. This experiential lesson was developed for a lower-level undergraduate course titled "Digital Tools for Environmental Exploration," which is equivalent in level and content to "Introduction to Geospatial Technologies" and "Digital Earth" general education courses (see Vogt and Hodza 2013). – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 20 – Name: DateEntry Label: Entry Date Group: Date Data: 2018 – Name: AN Label: Accession Number Group: ID Data: EJ1188479 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/19338341.2018.1436461 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 117 Subjects: – SubjectFull: Geography Instruction Type: general – SubjectFull: Physical Geography Type: general – SubjectFull: Geographic Information Systems Type: general – SubjectFull: Experiential Learning Type: general – SubjectFull: Active Learning Type: general – SubjectFull: Undergraduate Students Type: general – SubjectFull: Educational Benefits Type: general – SubjectFull: Handheld Devices Type: general – SubjectFull: Computer Uses in Education Type: general – SubjectFull: Internet Type: general – SubjectFull: Technology Integration Type: general – SubjectFull: Learning Activities Type: general – SubjectFull: Lesson Plans Type: general Titles: – TitleFull: Supporting Experiential Learning with No-Cost Digital Tools: A Comprehensive GPS Lesson Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mathews, Adam J. – PersonEntity: Name: NameFull: Flynn, K. Colton IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 1933-8341 Numbering: – Type: volume Value: 15 – Type: issue Value: 3 Titles: – TitleFull: Geography Teacher Type: main |
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