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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.
- 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)
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Before class: Work on GIS assignment. Continue reading in NRC, 2008.
During class
- Housekeeping:
- I'm still getting caught up on grading for my other class; your Google Earth assignments are (unfortunately) behind that.
- How are things looking on the GIS dataset assignment? Does anyone need until next Thursday to turn it in?
- Pedagogical stances: Inquiry v. didacticism; geospatial tools and inquiry
- Doing it for ourselves: Rocket activity
- Discussion of pedagogy / role of inquiry
- Doing it with K-12 instructional materials: Energy analysis activity from Bodzin's energy unit (sweet pic on the opening page, btw). We'll be looking at just 3 out of 33 days of instruction
- solar energy-we'll do the 'Where is the best place to locate a new solar plant?' activity-just the 2nd day.
- fossil fuels--we'll do the natural gas lesson.
- culminating activity: energy policy. (We're not doing this, just looking at it.)
- De-brief. How does this connect to policy work or public awareness campaigns?
- Interesting new context: Augmented reality
After class
- Assignments: WTL; Finish GIS dataset assignment, upload to CourseSite
- Reading: Dunleavy, Dede, & Mitchell, 2009
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