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Changing the face of GIS education with communities of practice

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journal contribution
posted on 20.04.2018, 10:46 by Nicholas J. Tate, Claire H. Jarvis
A principal focus in GIS higher education has been with developing curricula or accommodating new technologies to reflect the needs of the developing discipline. Pedagogy has largely reflected traditional metaphors of acquisition and transfer in the context of formal education, and this extends to preparation of students for the workplace. In this paper, the authors explore the potential for communities of practice, and in particular virtual communities of practice as a complement to more formal GIS education to provide a route to more situated, participatory learning. In so doing, the emphasis towards creating a GIS professional community of practice offers both the recognition of the role of situated knowledge in developing professional GIS expertise, and provides an important bridge from higher education to the workplace.

Funding

Nicholas Tate would also like to thank the University of Leicester for a period of study leave during which some of the research for this paper was undertaken.

History

Citation

Journal of Geography in Higher Education, 2017, 41 (3), pp. 327-340 (14)

Author affiliation

/Organisation/COLLEGE OF SCIENCE AND ENGINEERING/School of Geography, Geology and the Environment/GIS and Remote Sensing

Version

VoR (Version of Record)

Published in

Journal of Geography in Higher Education

Publisher

Taylor & Francis (Routledge)

issn

0309-8265

eissn

1466-1845

Acceptance date

28/03/2017

Copyright date

2017

Available date

20/04/2018

Publisher version

https://www.tandfonline.com/doi/full/10.1080/03098265.2017.1315534

Language

en