Using the MyWorld GIS software took some curiosity and exploration before I figured out how to use the program successfully. Once I started experience the activities I could see how using this program could easily apply constructivist learning strategies. This type of learning is defined as “the process of constructing new knowledge structures and forging new connections between knowledge structures in an interconnected web” (Edelson, 2001). The initial activity of loading maps and layer different information overtop of them quickly connected to my understanding and knowledge of using image-editing software like Photoshop. I also needed to apply my knowledge of geography.
I decided to apply the activities I completed in MyWorld GIS by apply the LfU model used in the research paper. (Edelson, 2001)
| Motivate | Experience demandExperience curiosity | MyWorld GIS creates a demand for GIS knowledge by ensuring that learners apply GIS activities and calculations to complete them successfully.Curiosity is experienced through the gap in knowledge of what information the software can calculate and what geographic information it can reveal to the user. |
| Construct | ObserveReceive communication | Observing the relationships between known cities and potentially unknown geographic information.In this case the activities did not provide me with information from other people but information was provided through the use of the software and is shared and communicated through the discussion forum. |
| Refine | ApplyReflect | The walkthrough in Module B of this course was helpful in me acquiring the skills to do my own queries and calculations within MyWorld GIS.By discussing my experience I have been able to make an in-depth reflection on the learning activities. |
I performed 2 separate calculations using MyWorld GIS. The first was regarding World rivers near Detroit MI. The other was regarding World Lakes near Detroit MI. The activities were a great inquiry based learning experience. I was able to add new map layers and see the information visually and then make the calculations and collect the data. The information I collected is posted below.
| Length (computed) | Name | System | Distance from Detroit (m) |
|
1787515.81 |
Ohio | Mississippi |
284718.4688 |
|
59414.30727 |
St. Claire | St. Lawrence |
39282.62891 |
|
46454.08397 |
Niagara | St. Lawrence |
335750.4688 |
| Area (computed) | Perimeter (computed) | Name | Surface Elevation | Depth | Distance to Detroit (meters) |
|
83276218103 |
2427523.417 |
Lake Superior |
600 |
1333 |
463340.5938 |
|
61302572423 |
2368514.352 |
Lake Huron |
577 |
750 |
87852.89063 |
|
57859636636 |
1873046.186 |
Lake Michigan |
577 |
923 |
351254.375 |
|
19653793474 |
1067169.617 |
Lake Ontario |
245 |
802 |
287929.5625 |
|
25981121995 |
1074703.211 |
Lake Erie |
570 |
210 |
8468.75 |
|
1191064137 |
170747.5163 |
Lake St. Claire |
26 |
8117.553223 |
References:
Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385.
Stylinski, C. & Smith, D. (2006, August). Connecting classrooms to real-world GIS-based watershed investigations. Paper presented at the ESRI Education User Conference, San Diego, CA.