Illuminating spaces in the classroom with qualitative GIS

As social and postmodern ontologies continue to shape our definition of space, undergraduate instructors have struggled to incorporate these paradigms in the geography classroom. Recent research suggests that practical applications using field work, qualitative research, and geographic information science can augment students’ understanding of these spatial ontologies. Qualitative GIS holds promise as a means to integrate these methods in geographic education, yet there are no signs to date that the methodology has transitioned from research to teaching. This paper details our attempt to incorporate qualitative GIS into an undergraduate urban field studies course in lieu of a strictly lab-based GIS assignment. We outline our approach before discussing students’ engagement with the assignment in greater depth. Drawing from field experiences and deliverables across four terms, we argue that teaching from a qualitative GIS framework can effectively communicate the fundamentals of modern spatial theory and geographic research methods to students as they investigate problems in the field. We also note recurring challenges to mixed-methods teaching for students unfamiliar with the new methods presented. We close by discussing avenues for instructors in different circumstances, e.g. personal skills sets and class characteristics, to consider qualitative GIS in their classrooms.     

Geolibraries: geographers, librarians and spatial collaboration

Geography, GIS and GIScience are closely aligned with the emergence of 'geolibraries'. Geolibraries are also coincident with the metaphor of 'Digital Earth'. The growth in these areas of research and practice can be traced to collaborations among multiple disciplines. Geography and library science stand out as interesting partners. At first glance it may seem that it would be difficult to find common ground for such collaboration. The reality is that the two communities have been closer for longer than most may think. Such collaboration does, however, face unique challenges in a Canadian context, and collaborations thus far have been more successful in the United States. This paper reviews issues at the intersection of GIS and libraries and offers suggestions for further spatial collaboration in Canada within the context of geolibraries and GIScience .     

Placing GIS in sustainability education

As public awareness about sustainability grows and as higher education advances sustainability more comprehensively, geographers have an opportunity to take a role in sustainability education. This article examines (1) what constitutes sustainability education, (2) how geographic concepts and Geographic Information System (GIS) are relevant to sustainability education, and (3) how geospatial thinking can be incorporated into the sustainability curriculum using GIS. This research proposes five geospatial inquiries that students can make to explore sustainability issues using GIS, which are spatial distribution, spatial interactions, spatial relationships, spatial comparisons, and temporal relationships. Definition, examples, and uses of these five geospatial inquiries supported by GIS are provided.     

The development of a new geospatial framework for the palaeoanthropological site of the Sterkfontein Caves,Cradle of Humankind,Gauteng, South Africa

Geographical Information Systems (GIS) provide an essential element in modern paleoanthropological inquiry through their ability to integrate a diverse range of data within a multidimensional spatial framework which can be used for data storage, analysis and modeling. One of the challenges of creating such a framework is the integration of legacy and new data (collected with digital technologies) at large sites with a long history of research. The Sterkfontein Caves, located in the Cradle of Humankind, is the richest Australopithecus-bearing locality in the world and has been the focus of intense palaeoanthropological research for the past 80 years. A diverse range of spatial data has been collected over this history and future integrative research necessitates the development of a unified, cohesive 3D GIS framework. In this paper we describe three phases of work undertaken to implement such a framework and discuss the next steps in its development and utilization for spatial analyses.     

信息时代的地理学研究——NCGIA对若干理论问题的探索

本文以美国国家基金委员会资助美国国家地理信息与分析中心(NCGIA)进行的瓦伦纽斯(Varenius)研究项目有关信息时代地理学研究的一系列中期研究报告与论文为基础,介绍了中心一些著名学者以地理学家独特的地理哲学思维,对信息时代的地理学研究若干理论问题所作的新探索与阐述,旨在为国内学者了解、追踪地理信息科学的新发展,开展地理信息科学的跨世纪研究提供借鉴。     

GIS在时间地理学中的应用初探

时间地理学是一种富有应用前景的面向微观人文现象的研究方法,但相对落后的研究手段迟滞了它的发展。通过考察时间地理学的研究对象、研究方法及其理论基础,结合时态地理信息系统近年来在时空表达与分析方面的进展,本文详细阐述了地理信息系统技术在时间地理学中的应用思路,并认为两者的结合将促使时间地理学在数据处理、时空分析、结果表达与深化等方面得到进一步的发展。     

“Power to the people”: Contesting urban poverty and power inequities through open GIS

Geospatial technologies are central to spatial decision making and governance, but gaining equitable access to these is still difficult for traditionally marginalized communities. We contend that the dominance of proprietary GIS software has contributed to this digital divide, as these are inherently disempowering to marginalized social groups. Their high purchasing cost and licensing fees pose access barriers to resource‐poor citizens. Design of proprietary software may also not be appropriate for marginalized groups who are neither trained in GIS, nor represent the needs of dominant market base. Therefore, “free and open source software for geospatial” (FOSS4G) and open GIS provide new opportunities in democratizing GIS, as these are open code and free of purchasing and licensing costs. This paper aims to discuss the role of open GIS in advancing the goals of public participation GIS (PPGIS). We first discuss the origins of the FOSS movement, and explore the ways it has shaped the FOSS4G and open GIS movements. Next, we examine how a community information system built with open GIS software is being successfully utilized by an environmental organization in Milwaukee, to contest urban poverty. Our research demonstrates that open source GIS offers unique opportunities in advancing PPGIS research and practice.     

Teaching practical science online using GIS: a cautionary tale of coping strategies

Strong demand for GIS and burgeoning cohorts have encouraged the delivery of GIS teaching via online distance education models. This contribution reviews a brief foray (2012–2014) into this field by the Open University, deploying open source GIS software to enable students to perform practical science investigations online. The “Remote observation” topic spanned four science disciplines in 6 weeks – an ambitious remit within an innovative overarching module. Documenting the challenges and strategies involved, this paper uses forum usage and student feedback data to derive insights into the student experience and the pitfalls and pleasures of teaching GIS at a distance.     

Using GIS as an Aid to Understanding Urban Consolidation

Major initiatives to encourage urban consolidation in Sydney have been undertaken by the New South Wales Government in the last twenty years. The contribution of the research described in this article is to show the central importance of GIS in the methodology of analysing the policies, processes and outcomes of this urban consolidation activity. While the use of GIS to interrogate data from the Population Censuses conducted by the Australian Bureau of Statistics (ABS) to describe spatial distributions and characteristics is reasonably common, it can be used with local records to build up a picture of the character and impact of building the different kinds of dwellings defined as constituting urban consolidation. In this way ABS data can be used as a context within which to place GIS analysis of the registers of development applications as indicated in studies of three local councils in the south and south–west of Sydney. This approach shows the usefulness of using similar but not completely congruent data sets to investigate complex phenomena such as urban consolidation. It also highlights the importance of classifying and recording local information about urban development and change in a form that enables more proactive programs of policy formulation and operation.     

Public participation geographic information systems (PPGIS): challenges of implementation in Churchill,Manitoba

Public participation geographic information systems (PPGIS) increasingly are utilized in geographic research, yet researchers rarely are provided with guidance on how to implement PPGIS in an appropriate and effective manner. This article reports on the process of research that explores responses to current and future local tourism development offered by a sample of residents using a modified PPGIS approach called ‘community action geographic information system’ (CAGIS). The conceptual development of CAGIS is reported and the challenges encountered during its implementation in Churchill, Manitoba during 2005–2007 are reviewed. It is suggested that researchers wishing to conduct similar research should undertake thorough preliminary fieldwork to assess the likelihood of finding agreement on a common problem; acquiring adequate resources; establishing collective responsibility for the project's outcome; attaining stakeholder support; developing trust and meaningful relationships; and incorporating indigenous knowledge appropriately. Feedback of results to community members also should be an integral part of the research process. A number of feedback mechanisms are reported, including an interactive weblog, which helped facilitate communication between heterogeneous groups in Churchill. Although ambitions for a truly participatory GIS approach to this project have been set aside, it is held that PPGIS can yield positive outcomes for communities and academia. Sharing this research experience will be useful to others who venture into PPGIS research, especially in northern communities.     

Geographic Visualization in Archaeology

Archaeologists are often considered frontrunners in employing spatial approaches within the social sciences and humanities, including geospatial technologies such as geographic information systems (GIS) that are now routinely used in archaeology. Since the late 1980s, GIS has mainly been used to support data collection and management as well as spatial analysis and modeling. While fruitful, these efforts have arguably neglected the potential contribution of advanced visualization methods to the generation of broader archaeological knowledge. This paper reviews the use of GIS in archaeology from a geographic visualization (geovisual) perspective and examines how these methods can broaden the scope of archaeological research in an era of more user-friendly cyber-infrastructures. Like most computational databases, GIS do not easily support temporal data. This limitation is particularly problematic in archaeology because processes and events are best understood in space and time. To deal with such shortcomings in existing tools, archaeologists often end up having to reduce the diversity and complexity of archaeological phenomena. Recent developments in geographic visualization begin to address some of these issues and are pertinent in the globalized world as archaeologists amass vast new bodies of georeferenced information and work towards integrating them with traditional archaeological data. Greater effort in developing geovisualization and geovisual analytics appropriate for archaeological data can create opportunities to visualize, navigate, and assess different sources of information within the larger archaeological community, thus enhancing possibilities for collaborative research and new forms of critical inquiry.     

Public participation geographic information systems across borders

Geographic information systems (GIS) technology is increasingly being used by nongovernmental organizations, grassroots organizations and other activist groups involved in transforming social, economic and environmental policy in multiple countries. The use of GIS represents a response to the fact that environmental problems are multidimensional and refuse to acknowledge political borders. It also represents a growing awareness that, for activism to compete in an era of globalization, it must utilize tools that scale from a local to a multinational level .
A research field called public participation GIS (PPGIS) has emerged to investigate the use and value of GIS by marginalized peoples and communities engaged in social change. It has yet to formally examine cross‐border and multinational applications. This paper makes a substantial contribution to moving the PPGIS research agenda forward to pace existing nonprofit activities. The paper considers the critical aspects of PPGIS being used across borders and in scaling up nonprofit organizations. The paper briefly reviews the PPGIS literature on issues of resources and data access and the role of GIS expertise. It then analyzes the use of PPGIS across borders as a function of building organizational capacity. Theory is reinforced with examples of nonprofits currently using GIS in multiple countries. A transnational PPGIS is framed, which can serve as a base for further investigation and discussion .     

Status of geoinformatics education and training in Sub-Saharan Africa: initiatives taken and challenges

This paper presents an update on some of the activities that have taken place since a World Bank report; “Guidelines for Education and Training in Environmental Information Systems in Sub-Saharan Africa: Some Key Issues” was published and provides details on the current situation. It shows how organizations such as the African Association on Remote Sensing of Environment, International Society of Photogrammetry and Remote Sensing, European Association of Remote Sensing Companies, Group on Earth Observation, and several others have helped to increase manpower resources in the region and strengthened institutional capacity in the field of geoinformatics, through capacity building, technology transfer, international cooperation and the provision of internal African resources. After reviewing what has happened in the field of geoinformatics education and training, we focused on current initiatives taken and challenges in five Sub-Saharan countries: Ethiopia, Nigeria, South Africa, Tanzania, and Zimbabwe. We reviewed GIS education and training in the private sector, government, information communications technology in higher education institutions, GIS application areas and challenges facing GIS education and training. Findings show that; change should involve education stakeholders in all levels of education and curriculum quality, regional and international cooperation through exchange programs, should be a priority for Sub-Saharan Africa countries.     

Analysing Heritage Landscapes with Historical GIS: Contributions from problem-based inquiry and constructivist pedagogy

This article examines a practical classroom experience using GIS technologies to analyse aspects of a local heritage landscape. An inventory of historic buildings comprising architectural and construction details was revised in the field and then analysed using GIS software. Elements of the geographies of these buildings were displayed using thematic mapping and students used these maps to develop explanatory hypotheses and to suggest policy options for future management of the heritage landscape. Practically, the project demonstrated the contribution GIS can make to historical geography methods, engaged students in an externally supported research partnership working with real-world data, and suggested directions for local public policy formation. Pedagogically, the project demonstrated that historical GIS can be used effectively to shape problem-based inquiry and constructivist learning.     

Using multi-criteria cost surface analysis to explore past regional landscapes: a case study of ritual activity and social interaction in Michigan,AD 1200–1600

Major advances have occurred in the analytical use of GIS in archaeology, particularly in uses of this tool for furthering understandings of past social landscapes. A major focus of these efforts has been visibility studies and archaeologists have paid less attention to how GIS can facilitate the study of another important socio-spatial component, movement. This paper examines the GIS application of multi-criteria cost surface analysis as a robust technique for modeling past movement and applies this approach to the Late Prehistoric period (ca. AD 1200–1600) in Michigan as a case study. This analysis extends understandings of the role of localized connections and tribal territoriality with the spread of maize agriculture in this period and adds further support to the proposal that earthwork enclosures served as uniquely accessible ritual centers for social, economic and ideological interaction between separate tribal communities within the Late Prehistoric regional organization. By showing this technique can build on and validate models of past social developments, grant real insights into social connections and affiliations, and stimulate new directions for future research, this specific case illustrates the general heuristic value of multi-criteria cost surface analysis for exploring regional landscapes in archaeology.     

Augmenting Phenomenology: Using Augmented Reality to Aid Archaeological Phenomenology in the Landscape

Explorations of perception using GIS have traditionally been based on vision and analysis confined to the computer laboratory. In contrast, phenomenological analyses of archaeological landscapes are normally carried out within the particular landscape itself; and computer analysis away from the landscape in question is often seen as anathema to such attempts. This paper presents initial research that aims to bridge this gap by using augmented reality (AR). AR gives us the opportunity to merge the real world with virtual elements, including 3D models, soundscapes, and social media. In this way, aspects of GIS analysis that would usually keep us chained to the desk can be experienced directly in the field at the time of investigation.     

A hard binary to shake: The limitations and possibilities of teaching GIS critically

This paper builds upon studies employing a syllabi-based methodology that suggest a tendency for critical geographic information science (GIS) courses to emphasize reading/discussion about GIS without actually doing GIS, and for traditional GIS instruction courses to emphasize the technical capacities of GIS software without incorporating critical theory in substantive ways. However, through ethnographic evidence we reveal that there is likely more innovative theory-practice transcending pedagogies being utilized than would necessarily show up in such a syllabi-based methodology. There are also very real and differentially manifest pragmatic, departmental, and institutional barriers in place to effectively incorporating critical social theory into courses that actually do GIS. We first catalogue these barriers as a means of ascertaining what can (and cannot) be done to overcome them through GIS pedagogic innovation. We then outline the (often-veiled) pedagogic strategies deployed by critical GIS scholars today to navigate and circumvent these barriers.     

Using GIS in an Earth Sciences field course for quantitative exploration,data management and digital mapping

Field courses are essential for subjects like Earth Sciences, Geography and Ecology. In these topics, GIS is used to manage and analyse spatial data, and offers quantitative methods that are beneficial for fieldwork. This paper presents changes made to a first-year Earth Sciences field course in the French Alps, where new GIS methods were introduced. Students use GIS in preparation to explore their research area using an elevation model and satellite images, formulate hypotheses and plan the fieldwork. During the fieldwork, a pilot group managed their field-observations using GIS and made digital maps. Students praise the use of quantitative digital maps in the preparation. Students made use of the available techniques during the fieldwork, although this could be further intensified. Some students were extra motivated due to the technical nature as well as the additional analytical possibilities. The use of GIS was experienced as a steep learning curve by students, and not all staff members are confident in supervising students using GIS, which calls for a sufficient preparation and training of both students and staff. The use of GIS adds abstract analyses and quantitative assessment, which is a complementary learning style to fieldwork that mostly focuses on practical skills.     

A GIS Atlas of the Fossil Pollen and Modern Records of Ficus and Related Species for Island South–East Asia,Australasia and the Western Pacific

Ficus has been described as a keystone genus in the tropics. This paper reviews the Quaternary palynology literature, and vegetation research literature in Island Southeast Asia, Australasia and the Western Pacific with the aim of increasing the knowledge of the distribution history for Ficus and related species within this area. Specifically, this paper describes a GIS atlas designed to aid further analysis of the history and spread of Moraceae species. This research project synthesises the knowledge of the distribution and history of Ficus and related species in the greater Australasian area through the production of a GIS atlas, and describes the project, specifically focusing on the data collation and production of the GIS.