Page Comparison

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• Let's go outside! Scaffolded geocache activity
• Back inside: Debriefing, reviewing, discussing; what are the instructional implications? Things to address
  • Investigating our geo-locating tools. We have a 'dry' tool (the hardware) and a 'wet' tool (our brains), plus organizing frameworks (cardinal directions; equator & PM)
    • How does a GPS work?
    • How did our GPS equate with the popular usage of the term? ("I don't need a map--I have a GPS in my car") 
    • What else can a GPS do?
    • How did we orient ourselves outside? What cues did we use? 
    • Did we think in terms of N/S/E/W or Eq/PM? Did anyone make an 'airplane'?
  • Investigating the display & markup tool (Google Earth): What does that file look like? How did I make it? How can you make one yourself?
    • kml file of geocache locations
  • Extending the activity: Geospatial awareness/skills --> inquiry --> community investigation.
    • Broughal 'sewers' unit -- view the full documentation , if you wish
    • Local history activity on Henry Noll. We've documented it via a Wikipedia entry ; see also the Lehigh "Beyond Steel " archive project
  • Remaining time: Playing with Google Earth
  • And an FYI: What we did was not geocaching, it was a scaffolded geocache. See geocaching.com for the real thing.

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Before class

During class

After class

• Reading
  • Shin, 2006
  • Edelson, Smith, & Brown, 2008
• Assignments
  • Complete proof-of-concept Google Earth markup assignment
  • Starting thinking about GIS dataset assignment
  • WTL

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