Barros, Joana (2017) Introducing GIS across levels: designing for diversity. Journal of Geography in Higher Education 41 (3), pp. 353-367. ISSN 0309-8265.
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Introducing GIS across levels - final version word.pdf - Author's Accepted Manuscript Download (457kB) | Preview |
Abstract
The paper proposes a strategy for designing introductory GIS modules at Birkbeck, University of London. Seven design aspects or elements (content, practical exercises, assessment, pace, mode, level of support, and level of difficulty) for tailoring modules at appropriate levels and for diversity are introduced and their application in Birkbeck’s context discussed. Student’s perceptions on those elements, obtained from surveying a subset of students who had taken multiple introductory GIS modules, is then presented. The paper concludes with a discussion on the relevance of the proposed design elements, reflecting on the differences between tutor’s design intentions and students’ perceptions.
Metadata
| Item Type: | Article |
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| Additional Information: | This is an Accepted Manuscript of an article published by Taylor & Francis, available online at the link above. |
| Keyword(s) / Subject(s): | diversity, credit levels, teaching design, introduction, GIS education |
| School: | Birkbeck Faculties and Schools > Faculty of Humanities and Social Sciences > School of Social Sciences |
| Depositing User: | Joana Barros |
| Date Deposited: | 08 Jun 2017 08:40 |
| Last Modified: | 17 May 2025 00:16 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/18872 |
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