1. The Learning Ecology potential of
Google Earth
A pedagogical framework for assessing the
ecological niche of online learning environments
and tools.
2. Gerard Brady
MA ePedagogy Design – Visual Knowledge Building
Aalto University – Department of Art Education
May 2010
4. Secondary Research Questions
What is the pedagogical framework underpinning
the learning ecology metaphor?
What is the educational potential of Google Earth?
Could a learning ecology framework be used to
evaluate educational tools and environments?
5. Relevance of research
Multimedia and Connective
properties of the web
Precipitating a paradigm shift
Lack of attention to learning ecology
6. Relevance of research
Geobrowsing of web info.
Emergence of the geoweb
Google Earth as a learning
environment/tool
12. Learning Ecology Definition 1
Brown (2000)
”a collection of overlapping communities of interest,
cross-pollinating with each other; constantly
evolving; and largely self-organising.”
• Learning as situated in context
13. Learning Ecology Definition 2
Siemens (2007)
”the space or context in which networks function.”
• Learning as network formation
14. Learning Ecology Principles
• Informal and decentralised
• Adaptable and self-organising
• Ubiquitous and evolving
• Social and collaborative
• Unrestrictive and experimentative
15. Pedagogical basis
1. Learning as situated (in Communities of
Practice)
2. Learning as network formation (Connectivism)
16. Learning as situated
(in Communities of Practice)
• Community of practice - informal groups of shared
interests, building, collaborating and sharing
• Learning occurs through application of knowledge
in communities of practice
• Diverse interacting and evolving communities
fundamental to health of the learning ecology
17. Learning as network formation
(Connectivism)
• Knowledge is dynamic and evolving and structured
within a interdependent network of individuals and
communities
• Learning occurs through formation of network in
the ’space’ of the ecology
• Supported by environment of tools, resources and
technology (media)
19. Towards a pedagogical ecology
• Multi-dimensional pedagogical perspective
• Based on learning settings and individual
preferences of learner
• Learner adapts to context and content
20. Learning ecology as a unifier of
learning theories
• Learning not bound by theoretical assumptions,
but does not exclude them
• Learning theory often depends on learning context
or setting
• As the context or setting changes the underlying
learning theory should also
21.
22. Learning ecology and the web
• Technology as a conduit of learning in the network
• Multiple forms of intelligence
• Multimedia promotes stronger perception of
knowledge realtionships in the network
25. 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
26. What is Google Earth
Goodchild (2008)
”Google Earth provides a distinct perspective of
Earth, allowing users to view its surface in varying
amounts of detail and display assorted aspects of
any location.”
27.
28. Key elements
• Client-side technology
• 3D perspective
• Transportabale and scalable data
• Interactive and engaging
• Extendable – via API
29. 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
30. Education in Google Earth
Lund & Macklin (2007)
• Spatial literacy
• Visualization
• Engaging narrative
• Critical reflection
31. State of Education
• Various educational resources in Google Earth
• Google Earth Outreach initiative – funding for
NGO’s and community
• Visualization of data in research
37. Assessment of Google Earth
openness
4 Accessibility
identifiable technical
3
Personal
expressive 2 socio-cultural
1
decentralised 0 discretionary
appraisal modular Adaptability
collaborative scalable
Social connective
38. Conclusions
• Metaphor for wider shift with web as a platform
• Challenges existing theory and pedagogy
• Extends learning to include evolving network of
interdependent individuals, communities and
environmental setting.
39. Conclusions
• Google Earth as a platform for visualization
• State of education limited, but opportunities exist
• Compatible with learning ecology, but requires
further development of personal and social
functionality