learning ecology potential of google earth

The Learning Ecology potential ofGoogle Earth

A pedagogical framework for assessing theecological niche of online learning environmentsand tools.

Gerard Brady

MA ePedagogy Design – Visual Knowledge BuildingAalto University – Department of Art Education

May 2010

Primary ResearchQuestion

What is the LearningEcology potential of Google

Earth?

Secondary Research Questions

What is the pedagogical framework underpinningthe learning ecology metaphor?

What is the educational potential of Google Earth?

Could a learning ecology framework be used toevaluate educational tools and environments?

Relevance of research

Multimedia and Connectiveproperties of the web

Precipitating a paradigm shift

Lack of attention to learning ecology

Relevance of research

Geobrowsing of web info.

Emergence of the geoweb

Google Earth as a learningenvironment/tool

Learning Ecology

Ecology

Study of theinteractions betweenorganisms and their

environment.

Ecological perspectives

Ecological perspectives

Systems science & Cybernetics

Telematic culture

Ecological Systems Theory

Other Ecology Metaphors

Media Ecology

Information/Knowledge Ecology

Learning Ecology Definition 1

Brown (2000)

”a collection of overlapping communities of interest,cross-pollinating with each other; constantlyevolving; and largely self-organising.”

• Learning as situated in context

Learning Ecology Definition 2

Siemens (2007)

”the space or context in which networks function.”

• Learning as network formation

Learning Ecology Principles

• Informal and decentralised

• Adaptable and self-organising

• Ubiquitous and evolving

• Social and collaborative

• Unrestrictive and experimentative

Pedagogical basis

1. Learning as situated (in Communities ofPractice)

2. Learning as network formation (Connectivism)

Learning as situated(in Communities of Practice)

• Community of practice - informal groups of sharedinterests, building, collaborating and sharing

• Learning occurs through application of knowledgein communities of practice

• Diverse interacting and evolving communitiesfundamental to health of the learning ecology

Learning as network formation(Connectivism)

• Knowledge is dynamic and evolving and structuredwithin a interdependent network of individuals andcommunities

• Learning occurs through formation of network inthe ’space’ of the ecology

• Supported by environment of tools, resources andtechnology (media)

Theoretical implications

1. Toward a Pedagogical Ecology

2. Learning ecology as unifying learning theory

Towards a pedagogical ecology

• Multi-dimensional pedagogical perspective

• Based on learning settings and individualpreferences of learner

• Learner adapts to context and content

Learning ecology as a unifier oflearning theories

• Learning not bound by theoretical assumptions,but does not exclude them

• Learning theory often depends on learning contextor setting

• As the context or setting changes the underlyinglearning theory should also

Learning ecology and the web

• Technology as a conduit of learning in the network

• Multiple forms of intelligence

• Multimedia promotes stronger perception ofknowledge realtionships in the network

Google Earth

Background

• Rapid development in technology

• Convergence and standardisation of geodata

• Availability of satellite and aerial imagery

• Digital Earth Initiative – Al Gore

• Keyhole Inc. – EarthBrowser 3D

What is Google Earth

Goodchild (2008)

”Google Earth provides a distinct perspective ofEarth, allowing users to view its surface in varyingamounts of detail and display assorted aspects ofany location.”

Key elements

• Client-side technology

• 3D perspective

• Transportabale and scalable data

• Interactive and engaging

• Extendable – via API

Key opportunities

Geovisualization

• Organising and communicating spatial knowledge• Issues of design, perspective and reliability

NeoGeography, Mash-up and VGI

• Informal network volunteering geoinformation• Integration of Google Earth with other apps

Education in Google Earth

Lund & Macklin (2007)

• Spatial literacy

• Visualization

• Engaging narrative

• Critical reflection

State of Education

• Various educational resources in Google Earth

• Google Earth Outreach initiative – funding forNGO’s and community

• Visualization of data in research

Crisis in Darfur, USHMM

Climate Change in Our World, Met Office UK

Glaciers and Climate Change, NSIDC

Voyages of Matthew Flinders,Stephen Nicholson

Assessment framework & criteria

1. Accessibility - Openness, technical, socio-cultural

2. Adaptability - Discretionary, modular, scalable

3. Social - Connective, collaborative, appraisal

4. Personal - Decentralised, expressive, identifiable

Assessment of Google Earth

0

1

2

3

4openness

technical

socio-cultural

discretionary

modular

scalable

connective

collaborative

appraisal

decentralised

expressive

identifiableAccessibility

Adaptability

Social

Personal

Conclusions

• Metaphor for wider shift with web as a platform

• Challenges existing theory and pedagogy

• Extends learning to include evolving network ofinterdependent individuals, communities andenvironmental setting.

Conclusions

• Google Earth as a platform for visualization

• State of education limited, but opportunities exist

• Compatible with learning ecology, but requiresfurther development of personal and socialfunctionality