WebGIS and Geospatial Technologies for Landscape Education on Personalized Learning Contexts

The value of landscape, as part of collective heritage, can be acquired by geographic information systems (GIS) due to the multilayer approach of the spatial configuration. Proficiency in geospatial technologies to collect, process, analyze, interpret, visualize, and communicate geographic informati...

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Detalles Bibliográficos
Autores: Lázaro Torres, María Luisa de, Miguel González, Rafael de, Morales Yago, Francisco José
Tipo de recurso: artículo
Fecha de publicación:2017
País:España
Institución:Universidad Nacional de Educación a Distancia
Repositorio:e-spacio. Repositorio Institucional de la UNED
Idioma:inglés
OAI Identifier:oai:e-spacio.uned.es:20.500.14468/29871
Acceso en línea:https://hdl.handle.net/20.500.14468/29871
Access Level:acceso abierto
Palabra clave:54 Geografía
WebGIS
landscape
heritage
personalized learning
the cloud
distance learning
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spelling WebGIS and Geospatial Technologies for Landscape Education on Personalized Learning ContextsLázaro Torres, María Luisa deMiguel González, Rafael deMorales Yago, Francisco José54 GeografíaWebGISlandscapeheritagepersonalized learningthe clouddistance learningThe value of landscape, as part of collective heritage, can be acquired by geographic information systems (GIS) due to the multilayer approach of the spatial configuration. Proficiency in geospatial technologies to collect, process, analyze, interpret, visualize, and communicate geographic information is being increased by undergraduate and graduate students but, in particular, by those who are training to become geography teachers at the secondary education level. Some teaching experiences, using personalized learning, distance learning methodology, and GIS, focused on education aims to integrate students and enhance their understanding of the landscape are shown. Opportunities offered by WebGIS will be described, through quantitative tools and techniques that will allow this modality of learning and improve its effectiveness. Results of this research show that students, through geospatial technologies, learn the landscape as a diversity of elements, but also the complexity of physical and human factors involved. Several conclusions will be highlighted: (i) the contribution of geospatial training to education on the landscape and for sustainable development; (ii) spatial analysis as a means of skills acquisition regarding measures for landscape conservation; and (iii) expanding and applying acquired knowledge to other geographic spaces.MDPIe-Spacio UNED20252025-08-0820172017-11-0820172017-11-08journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14468/29871reponame:e-spacio. Repositorio Institucional de la UNEDinstname:Universidad Nacional de Educación a DistanciaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/deed.esoai:e-spacio.uned.es:20.500.14468/298712026-06-06T12:38:31Z
dc.title.none.fl_str_mv WebGIS and Geospatial Technologies for Landscape Education on Personalized Learning Contexts
title WebGIS and Geospatial Technologies for Landscape Education on Personalized Learning Contexts
spellingShingle WebGIS and Geospatial Technologies for Landscape Education on Personalized Learning Contexts
Lázaro Torres, María Luisa de
54 Geografía
WebGIS
landscape
heritage
personalized learning
the cloud
distance learning
title_short WebGIS and Geospatial Technologies for Landscape Education on Personalized Learning Contexts
title_full WebGIS and Geospatial Technologies for Landscape Education on Personalized Learning Contexts
title_fullStr WebGIS and Geospatial Technologies for Landscape Education on Personalized Learning Contexts
title_full_unstemmed WebGIS and Geospatial Technologies for Landscape Education on Personalized Learning Contexts
title_sort WebGIS and Geospatial Technologies for Landscape Education on Personalized Learning Contexts
dc.creator.none.fl_str_mv Lázaro Torres, María Luisa de
Miguel González, Rafael de
Morales Yago, Francisco José
author Lázaro Torres, María Luisa de
author_facet Lázaro Torres, María Luisa de
Miguel González, Rafael de
Morales Yago, Francisco José
author_role author
author2 Miguel González, Rafael de
Morales Yago, Francisco José
author2_role author
author
dc.contributor.none.fl_str_mv e-Spacio UNED
dc.subject.none.fl_str_mv 54 Geografía
WebGIS
landscape
heritage
personalized learning
the cloud
distance learning
topic 54 Geografía
WebGIS
landscape
heritage
personalized learning
the cloud
distance learning
description The value of landscape, as part of collective heritage, can be acquired by geographic information systems (GIS) due to the multilayer approach of the spatial configuration. Proficiency in geospatial technologies to collect, process, analyze, interpret, visualize, and communicate geographic information is being increased by undergraduate and graduate students but, in particular, by those who are training to become geography teachers at the secondary education level. Some teaching experiences, using personalized learning, distance learning methodology, and GIS, focused on education aims to integrate students and enhance their understanding of the landscape are shown. Opportunities offered by WebGIS will be described, through quantitative tools and techniques that will allow this modality of learning and improve its effectiveness. Results of this research show that students, through geospatial technologies, learn the landscape as a diversity of elements, but also the complexity of physical and human factors involved. Several conclusions will be highlighted: (i) the contribution of geospatial training to education on the landscape and for sustainable development; (ii) spatial analysis as a means of skills acquisition regarding measures for landscape conservation; and (iii) expanding and applying acquired knowledge to other geographic spaces.
publishDate 2017
dc.date.none.fl_str_mv 2017
2017-11-08
2017
2017-11-08
2025
2025-08-08
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14468/29871
url https://hdl.handle.net/20.500.14468/29871
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/deed.es
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
http://creativecommons.org/licenses/by/4.0/deed.es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:e-spacio. Repositorio Institucional de la UNED
instname:Universidad Nacional de Educación a Distancia
instname_str Universidad Nacional de Educación a Distancia
reponame_str e-spacio. Repositorio Institucional de la UNED
collection e-spacio. Repositorio Institucional de la UNED
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.812429

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