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Fairbairn, David. "Contemporary challenges in cartographic education." Abstracts of the ICA 1 (July 15, 2019): 1–3. http://dx.doi.org/10.5194/ica-abs-1-72-2019.
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<p><strong>Abstract.</strong> This paper is focussed on the work and remit of the ICA’s Commission on Education and Training (CET), presenting a reflection by the retiring chair of the current issues which affect the work of Commission members and all engaged in current education and training of students of cartography around the world.</p><p> The nature and development of cartography as an academic and professional discipline has been discussed through many presentations, both conceptual and applied, and in various arenas and communities, over the past half century. As cartographic practice became standardised in the 20th century, so educational and instructional materials describing and analysing the discipline conveyed a relatively uniform message, ensuring that the audience of learners were educated and trained positively to an agreed agenda. In effect, a subtle, as yet unwritten, ‘Body of Knowledge’ was developed and elucidated in educational materials, notably textbooks on cartography, in the last few decades of the last century (Kessler, 2018).</p><p> It was during these years, however, that cartography developed as a discipline far beyond its initial roots as a map-making technology. The technology of map-making certainly changed completely, and a host of other aspects were incorporated, from metrical analysis of historical map documents to gender-oriented investigations of mapping activity; from the integration and importance of cartography in contemporary geospatial data handling to the role of volunteer map-making; from the psychology of map interaction and decision making to the mathematics of map projections and multi-dimensional data representation; and many, many other activities and issues which must be included in educational programmes in cartography.</p><p> It is the establishment, adoption and maintenance of a Body of Knowledge (BoK) which is one of the main <strong>challenges</strong> (this paper presents 11, in <strong>bold</strong> below) and, if successfully met, it can assist in ensuring that cartographic education and training develops as required in the next few decades (Fairbairn, 2017). The further challenges highlighted in this paper can form the basis for further investigation by the CET in the future. This listing of issues is informed by a number of contemporary changes in technology, by closer integration of cartography with other geospatial sciences, by research achievements and investigations in the field, by advances in educational praxis, by demands on cartography by a host of other activities, and by consequent recognition of the discipline by learned and professional bodies.</p><p> One of the main purposes in developing a <strong>Body of Knowledge</strong> is to encompass and facilitate curriculum design. As the widening scope of cartography will be reflected in the developing BoK (most notably in cartography’s contribution to GIS), <strong>curriculum design</strong> must be flexible and innovative enough to cope with more numerous and wider, though focussed and integrated, topics. The admirable, existing BoK in Geographic Information Science and Technology, already being reviewed and enhanced, but omitting many <strong>specific cartographic principles</strong>, is a possible framework for incorporating these. Alternatively there are sound arguments for a uniquely cartographic BoK, and this enterprise is certainly an ICA-approved pursuit.</p><p> Also within the BoK, the <strong>theoretical foundations for the study of cartography</strong> must be elucidated and moved from the research agenda to the educational curriculum. A revised <i>Research Agenda</i> developed under ICA auspices and a focussed <i>Body of Knowledge</i> are synergistic documents, with interdependent content in one directing content in the other. Such documents may be perceived by many to be overly conceptual, un-related to everyday mapping activity. In terms of cartographic production in the past 50 years, we have moved far from the standardised methods mentioned earlier, applied by every commercial and governmental mapping organisation. The activity of map-making has adopted a host of alternative methods, and artefacts, data-sets and representations are created and ‘mashed-up’ by an increasingly wide range of individuals and groups with highly variable experiences, expertise and understanding of cartographic procedures. In terms of ‘organised’ cartography in multi-employee companies, government and non-government agencies, academic and research groups, and associated industrial and environmental companies, a further challenge is <strong>understanding what employers want from graduates in cartography and GIS</strong>. The delivery of education in cartography is an academic activity, but it must be done in a manner which demonstrates relevance to the community which relies on the skills of an educated workforce.</p><p> In some cases the cartographic community, notably its educators, may have to direct their attention outside the classroom and convince the fragmenting industry that cartographic principles are vital for effective management and communication of information, and that the products of cartographic education (the graduates from educational programmes) are serious and informed potential employees with much to offer a wide range of human activity. Such recognition by those outside the academy can be encouraged by seeking and receiving <strong>professional accreditation</strong> from awarding bodies such as industry associations, learned societies, educational authorities and public bodies. The landscape of professional recognition in the disciplines of cartography and GIS is highly varied, geographically, institutionally, legally, and pedagogically. The fluid nature of the disciplines, and in particular their fuzzy distinction from a host of other geomatics, geospatial, engineering, environmental, and social activities means that cartographic education must acknowledge and address its interaction with education in many other sciences. <strong>Linking cartographic education and its principles with related education in other closely related geo-disciplines</strong> is particularly important. Common messages must be presented stressing cartography’s importance and relevance.</p><p> At the possible wider levels mentioned above, experiences and <strong>lessons learned from teaching cartography and GIS to a broad range of non-specialists</strong> must be documented: cartographic principles must be shown to be important and relevant to all those engaged in handling maps and mapping data. Stressing the importance of such principles is especially vital when education is done at a distance: the Commission has long been interested in those activities which <strong>develop on-line educational resources</strong> and look at innovative ways of delivering education widely to large audiences outside formal educational establishments. We already have reports on mature and effective resources in the form of MOOCs, distance learning courses, and online training modules (e.g. Robinson and Nelson, 2015). Such methods of delivery for cartographic education have proven popular and efficient: educators must ensure continued relevance, update, and diligence, in managing these activities.</p><p> In addition to content development and assessment frameworks, it is technical requirements which are often perceived as major blocks to effective use of in-line educational resources. <strong>Technical support requirements</strong> are critical in every form of cartographic education: in the past replication of map reproduction labs was prohibitive for most educational establishments; today it is the acquisition of a full range of software which mitigates against full exposure to the varied range of cartographic and geospatial data handling activity as practised in the ‘real world’. The generosity of some software providers is widely acknowledged in educational institutions, and many of the software products are generic enough to be able to demonstrate the required cartographic principles in a non-partisan manner. However, in many cases employers are seeking specific training skills in particular packages and this can be difficult to provide within a formal educational programme.</p><p> Recent additions to the ‘wish-list’ of employers, however, have been related to abilities in coding and computer programming. Luckily, the most commonly sought skill is ability to write code in Python or Javascript. These are open source, rather than a commercial, products, and hence can be acquired by any educational establishment. The <strong>use of open source software and datasets in geospatial and cartographic education</strong> is becoming increasingly important, and their effective integration with traditional (and indeed contemporary) curricula in cartographic education is clearly a further challenge.</p><p> This paper has outlined a number of challenges facing cartographic education. Like the wider discipline, education in cartography is delivered by capable and dedicated individuals, each with interests in the development of the discipline in an increasingly diverse and varied educational arena. The Commission is intent on addressing the challenges outlined, promoting effective and high-quality cartographic education.</p>
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Gartner, Georg, Menno-Jan Kraak, Dirk Burghardt, Liqiu Meng, Juliane Cron, Corné van Elzakker, and Britta Ricker. "Envisioning the future of academic cartographic education." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-89-2019.
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<p><strong>Abstract.</strong> Why do we teach cartography? The need for cartographic education:</p><p>In our day to day life, on an individual or societal level there is a continual need or even demand for geospatial information. On an individual level this need is expressed by questions like: Where am I?, How far away is my new doctor’s office?, Which route should I take to get to my destination based on current traffic patterns? Other questions may include: What is the spatial extent of my land parcel? What do I have permission to build on my parcel? On a societal level questions include: What cities suffer from high unemployment? What are the most efficient spots to build a new wind farm? Where is the optimal place to build a new road without fragmenting important species habitats? To offer answers to these questions, geographic information systems (GIS) including tools and instruments have been developed. The most important communication tool to foster decision making, as part of a GIS, is the map. Reality is too complex to comprehend with the naked eye. Therefore patterns are often missed, maps and other cartographic models are an interface between humans and the reality used to abstract, symbolized, a simplify view of the world. These maps then allow us to view spatial patterns and relationships between objects in the world. The world cannot do without maps. Why? Because they tell us about spatial issues on both local and global scale that influence our lives. How? Maps are the most effective and the most efficient tools to into and overview of geographical data which help us answer spatio-temporal questions and to provide new insight.</p><p> </p><p>What is ongoing in our world? Trends in our domain: yesterday, today and tomorrow:</p><p>Looking at the timeline of our domain, cartography, we could argue that after a long period where maps where seen as artifacts, maps are now considered to be interactive and dynamic (web) services, and in the near future we move to human centered cognitive map displays that are immersive and ubiquitous. Yesterday, the map could be considered an artifact, a static object, on paper or on a screen. The map stores the information and can no longer be changed. The user did not play a prominent role in map design. Today, with the internet, there has been a huge increase in data access and generation resulting in maps being produced and used especial to satisfy individual location-based queries such as ’Where am I right now’ and ‘How-do-I-get-there?’ questions. Societal questions are answered by maps available via automated services accessible via dedicated portals. Today maps are no longer artifacts, but provided as a digital map services. However, tomorrow the map will yet again be different. We are able to sense and monitor the world real time and ubiquitously, including human users’ spatial abilities, emotions, needs and requirements. With developments in interface design including more opportunities for 3d/4d/Virtual Reality/Augmented Reality Human-Computer-Interfaces are becoming even "closer" to our human processing system. Maps will increasingly become human-centered, highly interactive, dynamic and adjustable visual displays.</p><p> </p><p>Purpose: What are the cartographic consequences of these developments? Required cartographic competences:</p><p> The above developments have resulted in the expansion of what define the existing established cartographic method: making geospatial data and information accessible for users to foster discovery and insight into and overview of spatiotemporal data. Map design, including fundamentals such as projection, scale, generalization and symbolization, remain core to cartography. Yesterday, cartographic education was focused on how to optimally create fixed graphical representations at a defined scale constrained by the media, but with an eye for syntactical as well as graphical/aesthetical quality. Today knowledge and skills cartographers require have expanded, and they include an understanding of Spatial Data Infrastructures (SDI) that house Big Data and Data Science, Web Services, Programming, Style Definitions, Algorithms, Semantic web and Linked Data and Interactivity and other relevant technological skills. Increasingly, more attention has also been, and will have to be, paid to use and user (requirement) analysis and usability assessment. Users will simple not use cartographic services that are not enjoyable and do not help them meet their goals. We will continue to conduct usability evaluations in new sensing and map display environments. Based on technological advances and social uptake thereof, tomorrow will yet again ask for an adaption of the cartographic education and research dealing more and more with the "human" embodied experience.</p><p> Figure 1a shows the relation among the current skills and competences a cartographer needs. In the center of the triangle the map and the cartographic method. Data, Media and Users are found around. Knowledge and skills about data handling refer to selection, integration and abstraction, as well as analysis. Media skills and knowledge are about the interface, interaction, adapted design, technology and coding. Users refers to usability (enjoyment), cognition, perception, sensors (robots) and requirements. In Figure 1b the changing paradigm of the map as interface between human and reality as seen yesterday, today and tomorrow.</p><p> How do we do it? Our MSc Cartography:</p><p>The Erasmus Mundus Master of Science in Cartography program is characterized by its worldwide unique profile and comprehensive and in-depth cartographic lectures and lab works. All four partner universities (see involved authors) jointly developed and defined the learning outcomes after intensive cooperation and consultation. The program takes all theoretical as well as practical aspects of the broad and interdisciplinary field of cartography into account. Graduates of the program are able to meet the variety of requirements placed on a cartographer today. </p><p>An obvious strength of this program is the clear research-driven orientation of selected lectures, e.g. visual analytics, web and mobile cartography and the close binding of M.Sc. topics to ongoing research projects. Students in the Cartography program learn how to develop and evaluate cartographic tools on the basis of firmly established theories and methods. The focus lays in developing and applying scientific methods and techniques to improve geo-information services for a diverse range of heterogeneous users.</p><p> Another added value of the program is its educational execution in locations across Europe, a historic center of excellence in the field of cartography, integrating it within interdisciplinary fields. Excellently educated students from this program will fill the gaps not only in the cartographic research community and geosciences, but also in other related research fields that address the global challenges as defined by bodies like the United Nations or the European Union.</p>
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Malhotra, Rakesh, Terry McNeill, Carrie Francis, and Tim Mulrooney. "Cartographic Presentation as the Central Theme for Geospatial Education." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-237-2019.
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<p><strong>Abstract.</strong> North Carolina Central University is committed to student education and training in cartography and geospatial sciences. This paper demonstrates the importance of applying cartographic principles to train students to convert historical deed records into geospatial data. Students were required to take text information from the 1960s and input this information it into a spatial database. The historical information was recorded on typed deeds in COGO (direction-distance) and the historic coordinate system of 1927 in the 1960s. Students applied cartographic principles that were used to identify contextual and spatial variations and anomalies to flag areas and records that didn’t meet project specifications and to trouble shoot conflicting information.</p><p>This paper demonstrates the usefulness of using cartography as a tool to educate students in allied aspects of geospatial sciences such as creating and managing spatial data. For example, students used tools such as markers and color coding to identify areas of overlap and areas of mismatched records (Figure 1). The authors found that using cartography helped enhance the spatial understanding of the project for students.</p><p>Education is the foundation of projects at North Carolina Central University and cartography has demonstrated appeal at the university level. Various geospatial aspects such as datums and projections, overlays, gaps, overlaps, and converting written information to spatial (geometric) information lend themselves well to cartographic principles. Cartography is an essential element that supports learning and teaching of spatial information as demonstrated by this project. Students were in a better position to understand and detect spatial anomalies with help from cartography than they were without using cartography and relying solely of written information. This enhanced their understanding and use of spatial data.</p>
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McGrath, Gerald. "THE CARTOGRAPHIC ENTERPRISE AND MARKETING IN CARTOGRAPHIC EDUCATION." Canadian Surveyor 41, no. 3 (September 1987): 347–58. http://dx.doi.org/10.1139/tcs-1987-0024.
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Molochko, Mykola Anatoliyovych, Anatoliy Mykolayovych Molochko, and Viktoriia Valeriivna Molochko. "THE ESSENCE OF THE MAP SEMÌOTICS PROVISIONS OF THE CARTOGRAPHIC MODELLING IN EDUCATION." GEOGRAPHY AND TOURISM, no. 47 (2019): 96–117. http://dx.doi.org/10.17721/2308-135x.2019.47.96-117.
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Purpose. Highlight the essence of the cartosemiotic positions of cartographic modeling in education. Methods. Based on fundamental scientific positions and general and concrete scientific methods, systems approach, analysis and synthesis, abstract, concrete and generalized, historical and chronological, comparative geographical, cartographic modeling and carto-semiological analysis. Results. Cartosemiotics was formed at the junction of cartography and semiotics, linguistic science, which explores the properties of signs and sign systems as language formations. The importance of considering its provisions in education is associated with the existing bilateral relations between people who create, transmit and perceive cartographic signs and these signs. Scientific novelty. Without organizing the development of the rules of this language and using its means of displaying reality, it is impossible for extended reproduction in society of acquired cartographic knowledge and the use of their promising possibilities, the requirements for which are constantly increasing. The practical significance. Due to the wide use of the object language of maps in various spheres of public activity, in particular in education.
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Cahyono, Ari, Bowo Susilo, and Niken Wirasanti. "A preliminary study of geographical names research: Review of cartography education & research in Indonesia." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-34-2019.
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<p><strong>Abstract.</strong> Geographical names research could be used to reveal the condition of the landscape. Many studies in the geographical names are arranged geographically, surveying geographical names in an area by compiling and analyzing historical spelling sequences to build the origin of etymological geographical names. The geographical names is inherent in human life from birth to death. The trend of geographical names research influenced by cartographic education. This paper aims to review cartographic education in Indonesia in order to reveal how geographical names research influenced by cartographic education.</p><p> We reviewed many universities that held cartographic, geography, and geospatial education. A paper of geographical names research and cartographic research in Indonesia also examined.</p><p> We concluded that cartographic education in Indonesia mixed in geography and geomatic study. The development of cartographic courses in universities influences the interest in geographical names study. Based on articles examined, the study of it in Indonesia is dominated by linguistics discipline. They used qualitative methods in their research. Though some of the articles based on the geographical perspective. On the other hand, the trend of geospatial research tends to the technological aspect rather than the concept of cartography. Thus geographical names research is rarely involved. However, with the implementation of geospatial information laws, One Map Policy, and government regulations regarding the geographical names would facilitate the rising of geographical names research. Several universities also opened a new study programme relate to the geospatial field.</p>
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Gold, Chris. "CARTOGRAPHIC EDUCATION IN CANADA." Canadian Surveyor 41, no. 3 (September 1987): 466–76. http://dx.doi.org/10.1139/tcs-1987-0032.
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Williams, Brian J. "Cartographic education in Australia." Cartography 16, sup1 (August 1987): 56. http://dx.doi.org/10.1080/00690805.1987.10438386.
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Prates Macedo, Daniele, and Rosangela Lurdes Spironello. "PARA COMPOR ESTRATÉGIAS CARTOGRÁFICAS PÓS-REPRESENTACIONAIS NA EDUCAÇÃO GEOGRÁFICA." Revista Brasileira de Educação em Geografia 10, no. 20 (December 31, 2020): 241–57. http://dx.doi.org/10.46789/edugeo.v10i20.796.
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O presente artigo tem por finalidade apresentar uma interpretação de produções teóricas brasileiras, pertinentes a temática cartográfica voltada para a Educação Geográfica. Olhares que convergem para estratégias pós-representacionais, ou seja, que compreendem o mapa como espaço de ação política que se abre para múltiplas espacialidades. A metodologia utilizada para a realização deste artigo é a revisão bibliográfica, onde evidenciamos os mecanismos de buscas e filtros do Google Acadêmico e Portal de Periódicos CAPES que nos conduziram a determinados referenciais. Quanto aos resultados e discussões que se apresentam a partir desta revisão, evidenciam-se três perspectivas que envolvem a noção de cartografia, que são: a cartografia com base na filosofia de Deleuze e Guattari, a Cartografia Geográfica que trabalha com a subversão da linguagem cartográfica e a Nova Cartografia Social que se manifesta no cenário dos conflitos territoriais. A partir da nossa interpretação, considera-se a necessidade de investigação e inclusão de tais cartografias nos processos educativos formais dos profissionais da área de Geografia, assim como, compreender como tais práticas influenciam a construção de um entendimento sobre o espaço. PALAVRAS-CHAVE Educação Geográfica, Cartografia pós-representacional, Rizoma, Cartografia Geográfica, Cartografia Social. TO COMPOSE POST-REPRESENTATIONAL CARTOGRAPHIC STRATEGIES IN GEOGRAPHICAL EDUCATION ABSTRACT The purpose of this article is to present an interpretation of Brazilian theoretical productions relevant for Geographical Education that converge for post-representational strategys cartographic, in other words, that understand the map as a space of political action that opens to multiple spatialitys. A methodology used is bibliographical review, where it is evidenced the search mechanisms and the filters of Google Scholar and CAPES's Portal of Periodical that led us to certain references. These are the Cartography based on the philosophy of Deleuze and Guattari; Geographical Cartography that works with a subversion of the cartographic language; and the New Social Cartography connected of the territorial conflicts. Based on our interpretation, we consider the need to research and include such cartographies in the educational of professionals in the area of Geography, and understand how this practical can influence the construction of space. KEYWORDS Geographic education, Post-representational cartography, Rhizome, Geographic Cartography, Social Cartography.
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Almeida, Tiago, and Luciano Bedin Costa. "cartografia infantil: enfoques metodológicos seguidos de experiências com crianças e jovens de portugal e brasil." childhood & philosophy 17 (February 27, 2021): 01–24. http://dx.doi.org/10.12957/childphilo.2021.56968.
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This article has a double objective that aims to situate, theoretically and empirically, children's cartography as a research methodology. In a first movement, we will situate children's cartography in its epistemological and philosophical bases, having as inspiration the cartographic conceptions of the philosophy of Deleuze & Guattari and his commentators. The introduction of cartography with children shifts our research perspectives to include dimensions that were once imperceptible or relegated to a plane of lesser value: it maps, not just what children see, but what they say, and chronicles the coexistence of children and the world in ways not previously available to adult-organized research vehicles. We illustrate by chronicling two cartographic experiences carried out with children and young people from Portugal and Brazil, and finish with a reflection on how researchers might configure mapping experiences that act to open the worlds of adults and children to each other.
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Field, Kenneth. "Cartography. A book and a MOOC." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-79-2019.
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<p><strong>Abstract.</strong> Cartographic education is seemingly in limbo. Courses are closing, professionally trained cartographers are dwindling in numbers and mapping is often not much more than a self-service activity. And all this against a backdrop of the massive increase in map use, the democratization of mapping and a plethora of online materials to aid the novice map-maker. We see many more maps and there’s no doubt that amongst the few gems we see many more very poorly designed maps. But what of the expertise? And what of core competencies in cartography? In a world that now uses Google and Wikipedia as the go-to sage, what of the cartographic textbook? And what of core training? In this presentation I assert that the death of cartographic expertise needs to be staunched. I’ll discuss two new mechanisms to approach the problem. First, a new book designed to re-imagine the dissemination of cartographic knowledge; a cartographic text book with a difference. Secondly, a Massive Open Online Course that, to date, has been taught to over 80,000 registrants worldwide.</p><p> In planning the book, over a number of years, it became obvious that there was a massive unmet need for a new book about thinking about cartography. A book that veers markedly from a traditional textbook yet delivers core concepts and cartographic principles in a new and engaging way. A book whose content is not tied to chapters but is immediately accessible through a unique structure and which keeps the often mystical cartographic vocabulary to a minimum. A book that supports new map-makers in a visually compelling way yet is mature enough to support practiced cartographers as a go-to companion. “Cartography.” is that book. Published in July 2018, this major new publication is designed to engage with a modern audience keen to learn how to make better maps (Figure 1). In this presentation I will explore the need for a new book and demonstrate the void that it fills in cartographic education. I’ll explain its structure as one that mirrors the map-making process - which is never one that linearly considers projections, colour, typography and so on - but one which supports the interplay of the many simultaneous decisions made in the map-making process. I’ll go into detail about the book’s design, format and content and link it clearly to modern praxis and learning environments.</p><p> Running at 550 pages with contributions from over 20 acknowledged cartographic experts and over 300 maps and illustrations, it is bold in scope and the intent is to make this a one-stop-shop for cartography, delivering the essentials in a way that makes sense to those who have never studied cartography but which will enable them to take advantage of the many ideas and approaches that define the discipline of cartography; and for those experienced cartographers that seek a companion in their everyday work. I will explain how the book differs from what has gone before and how it supports cartographic education and practice going forward.</p><p> Turning attention to other learning realms, I will also discuss the book’s companion, a Massive Open Online Course (MOOC). To date the course has run three times to over 80,000 people. It’s free and spans a 6 week period during which time students get access to videos, software, data and exercises, quizzes and access to cartographic experts via a discussion forum. Each week requires around 3&ndash;4&thinsp;hrs of work per week. The idea is simply to expose people to some fundamental cartographic ideas as an antidote to the simple notion that ‘anyone can make a map’. While that is true, the ability to think about the map and better understand how to make decisions to make the map better are crucial. While not the first MOOC or online course in cartography, this was developed to be a bit larger in scope than those that have gone before. Figure 2 also demonstrates the international reach of the global classroom and how it has captured the imagination.</p><p> It’s important to note that this is not a talk designed to sell anything other than the idea that we need to rethink cartographic education going forward and for cartographers to reassert their relevance as key players. The two initiatives I present her are one attempt at contributing to repositioning cartographic expertise. Going beyond the cartographic field into data visualisation, visual journalism and democratised mapping is crucial to ensure that people make maps of worth. To do that, we, as a cartographic community must find new and engaging ways, beyond our traditional approaches, to help them see that our ideas resonate and we can add value to their work.</p>
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Anderson, Jacqueline M. "Undergraduate cartographic education in canada." CISM journal 45, no. 1 (April 1991): 157–60. http://dx.doi.org/10.1139/geomat-1991-0009.
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Kessler, Fritz. "Introducing Views on Cartographic Education." Cartographic Perspectives, no. 80 (October 26, 2015): 44–45. http://dx.doi.org/10.14714/cp80.1309.
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Nyrtsov, M. V., and T. E. Samsonov. "The 28-th International Cartographic Conference ICC 2017." Geodesy and Cartography 927, no. 9 (October 20, 2017): 14–21. http://dx.doi.org/10.22389/0016-7126-2017-927-9-14-21.
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The 28th International Cartographic Conference ICC 2017 was held in Washington, DC in July 2017. The conference is a significant event in the world of cartography setting the path of development for the next 2 years. 40 topics were offered to participants of the conference in accordance with which they had to make oral presentations or posters and to submit articles. It should be noted the trend of ICC 2017 to expand the topics. For example, geospatial technologies were added to the section “Education and training”; coordinate systems, transformations and conversions were added to the section “Map projections”; extrasolar and celestial cartography were added to the section “Planetary cartography”. Cartographic and technical exhibitions, Barbara Petchenik International children’s map competition and exhibition, competitions in orienteering were held on the conference. Meeting of commissions and working groups of the International Cartographic Association, business meetings before and after the conference were organized. Also technical tours to relevant companies and organizations were proposed to participants. The article highlights the key events and ideas expressed during the conference.
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NAZARENKO, Tetiana, Oleh TOPUZOV, Olena CHASNIKOVA, and Iryna DUBROVINA. "Role of geography teacher in forming the pupils’ cartographic competence." Prace i Studia Geograficzne 66, no. 2 (September 1, 2021): 43–53. http://dx.doi.org/10.48128/pisg/2021-66.2-03.
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Cartographiccompetence has been determined as a very important one in the list of subject geographical competencies recorded in the State Standard of Secondary Basic Education of Ukraine. Since a geographic map is a system of landmarks with specific information based on field studies, aerial photographs and satellite images, and other cartographic sources, statistics and literature, the task of a geography teacher is to instil in pupils the necessary skills, which will result in cartographic competencies. Since it is impossible to study geography without a geographic map as a forming factor for spatial thinking, the authors of the article conducted an empirical research. The research and comparative analysis were conducted among the pupils, their parents and geography teachers in order to identify their cartographic knowledge, concepts and cartographic skills of the pupils. The aim of the article was to determine the role of the geography teacher as a consultant who forms the cartographic competence, the content of which consists of cartographic knowledge and map reading skills. The objectives of the paper includes evaluation of the pupils’ levels of cartographic competence, and determination of the correlation between the levels of the pupils’ cartographic competence and factors influencing its development. The theoretical analysis and empirical study resulted in developing the updated methodology for working with the maps on geography classes, and determining the role of a teacher who guarantees the formation of subject competence in cartography among pupils with the use of proper and relevant methodological instruments for teaching pupils’ cartographic competence. The results of the correlations that we received highlighted the important role of a geography teacher in forming the average and high level of the pupils’ cartographic competence.
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Robinson, Anthony C., and Jonathan K. Nelson. "Evaluating Maps in a Massive Open Online Course." Cartographic Perspectives, no. 80 (October 28, 2015): 6–17. http://dx.doi.org/10.14714/cp80.1299.
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New forms of cartographic education are becoming possible with the synthesis of easy to use web GIS tools and learning platforms that support online education at a massive scale. The internet classroom can now support tens of thousands of learners at a time, and while some common types of assessments scale very easily, others face significant hurdles. A particular concern for the cartographic educator is the extent to which original map designs can be evaluated in a massive open online course (MOOC). Based on our experiences in teaching one of the first MOOCs on cartography, we explore the ways in which very large collections of original map designs can be assessed. Our methods include analysis of peer grades and qualitative feedback, visual techniques to explore design methods, and quantitative comparison between expert ratings and peer grades. The results of our work suggest key challenges for teaching cartography at scale where instructors cannot provide individual feedback for every student.
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Ulugtekin, Necla. "Cartographic Education and Training in Turkey." Cartographica: The International Journal for Geographic Information and Geovisualization 33, no. 3 (September 1996): 29–32. http://dx.doi.org/10.3138/v788-6655-6435-4118.
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Uda, Takuma, and Takaki Okatani. "National map contest for cartographic education." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-374-2019.
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<p><strong>Abstract.</strong> In Japan, many local map contests are held in various places. Among those contests, 14 organizations are involved in the council of national map contest for pupils and students with some public interest corporations. The Geospatial Information Authority of Japan (GSI) plays a role as the secretariat of the council. In 2019, the 22nd contest was held and 2 applicants received Ministers’ Awards, one by the Minister of Land, Infrastructure, Transport and Tourism, and the other by the Minister of Education, Culture, Sports, Science and Technology. The contest has been playing an important role for encouraging pupils and students to be familiar with cartography.</p>
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Njore, Catherine M., Charles Mwangi Kimari, and Kuria Thiong’o. "Initiative aiming to introduce children to maps in Kenya." Proceedings of the ICA 2 (July 10, 2019): 1–4. http://dx.doi.org/10.5194/ica-proc-2-93-2019.
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<p><strong>Abstract.</strong> The age at which one is introduced to cartography and map making skills has been identified as a major factor in creating interest and awareness in mapping, more so when incorporated in the education system. Additionally, participation of children in various cartographic arts and maps competitions develops their cognitive knowledge and skills. Despite this information, Kenya continues to lag behind in the incorporation of qualified cartographic products into the education curriculum. The objective of this project therefore was to sensitize the various education stakeholders in the country on the need to develop childrens’ cognitive skills and abilities at an early stage in their life. The project, which is at its initial stage, formulated under a book club called “ThinkWords” mainly targets primary school children (4&ndash;10 years) and is currently working with one of the schools based in Nyeri County, Kenya as a pilot project. The children are engaged in various activities which include maps and their uses. Currently the “ThinkWords” club has a membership of 50, which is inclusive of children and their teachers. The ultimate goal of the project is to convince the relevant education stakeholders in the country on the importance of introducing cartography in schools, by sharing the children’s work with the relevant government authorities and stakeholders on need of children themed maps in terms of symbology. The project is then envisioned to be rolled out to other parts of the country and eventually lead to the inclusion of cartographic training skills into the education system.</p>
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Molochko, Mykola. "Map semiotics of educational subdivision in the atlas of university (atlas of HEI)." Physical Geography and Geomorphology 99, no. 1-2 (2020): 7–12. http://dx.doi.org/10.17721/phgg.2020.1-2.01.
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Map semiotics, which studies the properties of signs and sign systems as language formations, is considered in the application to cartographic modelling of the main indicators that characterize the possibility of providing educational services by educational units in the atlas of higher education (HEI) educational-managerial type. The information environment for the development of each of the sections of the atlas is focused on legal, planning and economic, financial, administrative and economic and organizational and methodological support, in particular, on the credit-module system of educational process (KMSONP). The creation of a cartographic work of this type became possible with the development of a ‘standardized structure of semiotic aspects of the content of the ‘‘objective’’ language of the map’. In modern cartography, with its advent, there is a situation where there is no better system of control (quality assessment) of the content of cartographic products - it is a standard of compliance of any geoimage to the requirements of interconnected semiotic aspects of content. In thematic cartography, even more than in general geography, this semiotic structure is able to comprehensively characterize the whole range of techniques and methods of displaying objects, processes and phenomena of reality, as well as the use of certain GIS tools that are transmitted (during construction) and perceived (when used) various elements of the content of the electronic map. The developed model of the cartographic model, in the form of a classical map diagram, reflects in absolute scales some of the most important analytical indicators of training for each of the university departments, characterizes and allows their comparative analysis and evaluation of features needed to control and make management decisions in education.
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Meng, Liqiu. "Four Persistent Research Questions in Cartography." Kartografija i geoinformacije 17, no. 29 (June 30, 2018): 4–18. http://dx.doi.org/10.32909/kg.17.29.1.
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In recent decades, cartography has experienced a number of paradigm changes seen in refreshed research agendas and renewed education programs. Yet cartography remains the science, art and technology of making and using maps. This paper addresses four persistent research questions in cartography: 1 ) What is a map? 2) What are maps made for? 3) How are maps made? and 4) Who is making maps? Based on a retrospective analysis of cartographic advances since the introduction of the Internet in the early 1990s, the author gives an overview of evolution with regard to map types, map affordances, mapmaking workflows and the roles of mapmakers and map users. While some cartographic principles used since ancient times will continue to serve as anchor points for future development, ever-changing technological potentials and user requirements force us to maintain vitality with more and more innovative maps and map-based services. The author also appeals for a sustainable map creation ecosystem supported by cloud computing platforms.
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Carmo, Waldirene Ribeiro do, and Carla Cristina Reinaldo Gimenes de Sena. "Tactile Cartography Courses in the Continued Education of Teachers from Latin America." Abstracts of the ICA 2 (October 8, 2020): 1–2. http://dx.doi.org/10.5194/ica-abs-2-17-2020.
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Abstract. One of the objectives of the International Cartographic Association (ICA) is facilitating the transfer of new cartographic knowledge inside and among nations, especially in developing countries, by providing specialists to lead workshops and courses when requested. In this sense, the Commission on Maps and Graphics for Blind and Partially Sighted People offers diverse courses in partnership with researchers from the Centro de Cartografia Tátil (Tactile Cartographic Center) at Universidad Tecnológica Metropolitana de Santiago de Chile. The faculty is multidisciplinary, formed by cartographers, geographers, special education teachers, designers, among others.Approaching theoretical questions related to the Introduction to Cartography and Tactile Cartography, and also the development of practical activities, such as the construction of tactile instructional materials (in collage and aluminum) which prioritize the use of low-cost materials to assure they are affordable to all groups, but also demonstrating alternatives based on digital technologies like 3D printers and the use dynamics of these materials in schools. The main goal of the courses is to demonstrate construction techniques of tactile graphic representations inside an inclusive educational policy, as well as to make participants aware of the importance of tactile graphic representations for the teaching/learning of geography and other areas in an interdisciplinary perspective. In general, they are presented to heterogeneous groups (teachers of students with special educational needs, teachers of “regular” groups (of geography and other subjects), cartographers, etc.).The courses, which are one-week long, started to be presented in Santiago de Chile in 2003, and there were other editions in 2004, 2005, 2006, 2007, 2009, 2012, 2013 and 2018, and they always had participants from several countries from Latin America (Argentina, Bolivia, Brazil, Colombia, Costa Rica, Chile, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Dominican Republic, Uruguay, and Venezuela), and later the team was invited to run the courses in Argentina (2004), Mexico (2004), Costa Rica (2016), Ecuador and Dominican Republic (2019).The experience with the courses demonstrated the importance of continuing education for teachers in the different education stages and for professionals who assist people with special needs, and the possibility of exchanging experiences, highlighting the inclusion of disabled students in the regular classroom. Primarily in what concerns geography teachers, it was noticed that there is little or no knowledge about the specificities of visually impaired students and their needs in relation to geography teaching and the use of graphic representations.On the other hand, teachers who had specific education to teach students with special educational needs and are located in multifunctional resources’ rooms or some of the remaining special needs’ schools lack specific knowledge about geography and cartography. These teachers need to assist the demands of all subjects and, many times, despite their efforts, they end up making inappropriate adaptations of materials, because they ignore the principles which must be observed in the transposition of visual/digital/printed materials into the tactile format.The organizing team developed a basic structure of themes that are approached to meet the participants’ expectations, and the themes are organized in the modules: Geo-cartographic concepts, techniques for preparation and reproduction of maps and relief illustrations, application of maps and tactile instructional materials to education.With a figure of about 300 participants, it was noticed how the practices stimulate the teachers’ creativity and encourage them to create activities and group exercises for the classroom. Besides, the courses provide the reflection on how cartography can help geography teaching when it is done in a way that is more dynamic and meaningful for the students.
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Akimkina, N. V. "Cartographic education in college – traditions, experience, creation." Geodesy and Cartography 897, no. 3 (April 20, 2015): 60–63. http://dx.doi.org/10.22389/0016-7126-2015-897-3-60-63.
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Dudun, T. "CARTOGRAPHIC MONITORING OF QUALITY OF HIGHER EDUCATION." Bulletin of Taras Shevchenko National University of Kyiv. Geography, no. 68-69 (2017): 122–26. http://dx.doi.org/10.17721/1728-2721.2017.68.23.
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Wayne, Chris. "Profiling Cartographic Education in GIS Certificate Programs." Cartography and Geographic Information Science 30, no. 2 (January 2003): 181–84. http://dx.doi.org/10.1559/152304003100011009.
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Keller, C., and Ute Dymon. "Cartographic Education in Transition: An International Perspective." Cartographica: The International Journal for Geographic Information and Geovisualization 33, no. 3 (September 1996): 1–4. http://dx.doi.org/10.3138/6053-0633-8126-750v.
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Forrest, David. "Cartographic Education and Research in the UK." Cartographic Journal 40, no. 2 (August 2003): 141–46. http://dx.doi.org/10.1179/000870403235001494.
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Lapaine, М., E. L. Usery, and M. V. Nyrtsov. "To the 20 anniversary of ICA Commission on Map Projections of the International Cartographic Association (2003–2023)." Geodesy and Cartography 963, no. 9 (October 20, 2020): 44–52. http://dx.doi.org/10.22389/0016-7126-2020-963-9-44-52.
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The Commission on Map Projections (CoMP) of the International Cartographic Association (ICA) was chartered and began aсting in 2003. The Commission has been active in promoting and distributing map projections research, education, and knowledge through its individual members, conferences and workshops of the ICA. Among the developments of the CoMP there are published papers of the workshops, conference sessions at the International Cartographic Conferences, and other international conferences in cartography and geoinformation. The CoMP has developed and maintained a public website with tutorial information on map projections, published research, decision systems to help in projection selection, news and announcements of the events, and an archive of the Commission’s activities. Among the publications of the CoMP there are research papers, conference proceedings, book chapters, and a book on Choosing a Map Projection. The CoMP are going to continue research and education activities, workshops, conferences, and publications to advance map projections with the 2019 to 2023 term.
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Oksana, Braslavska, and Nataliia Barvinok. "FORMATION OF CARTOGRAPHIC COMPETENCE OF FUTURE TEACHERS OF GEOGRAPHY IN STUDYING DISCIPLINES OF FUNDAMENTAL TRAINING." Psychological and Pedagogical Problems of Modern School, no. 1(5) (May 27, 2021): 5–14. http://dx.doi.org/10.31499/2706-6258.1(5).2021.234755.
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The article presents the needs of modern society in a competent teacher of geography, the need for future teachers of geography to master the methods of their subject, which combines physical and economic geography, knowledge of geography and related sciences. It has been proven that a geography teacher must be deeply acquainted with the world around him and connect the teaching of the subject with the present, and use all possible means of information to do so. The importance of forming stable skills to work with maps, acquire new knowledge for further training and professional activity is outlined. The article also outlines a vision of the role of maps and cartographic knowledge for the modern needs of mankind, the constant expansion of the range of knowledge about the current possibilities of modern cartographic science, as well as the ability to transfer their knowledge, skills and abilities to students. It substantiates the necessity of formation of cartographic competence as a component of professional competence of future teachers of geography, which occupies an important place in the formation of future teachers of geography as a professional. The article considers the works of domestic and foreign authors, who studied in their works the formation of professional competencies of future teachers and, in particular, cartographic competence in the training of future teachers of geography. Based on these studies, the article establishes the features of the formation of cartographic competence of future teachers of geography in the study of basic training disciplines and the importance of forming cartographic knowledge, skills and abilities that will be extremely important for future teachers of geography in their future careers. It characterizes the process of formation of cartographic competence of future geography teachers during the study of fundamental training disciplines in a higher education institution, in particular in the first semester of the first year of study.
Keywords: professional competence, cartographic competence, professional training, educational practice, map, cartography, future teacher of geography, disciplines of fundamental training.
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DiBiase, David. "Freeing CP: GIS&T and NACIS in the Open Educational Resources Movement." Cartographic Perspectives, no. 64 (September 1, 2009): 5–20. http://dx.doi.org/10.14714/cp64.145.
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This article positions higher education in geographic information science and technology (GIS&T), including cartography, in relation to the Open Educational Resources (OER) movement. After defining OER and the movement it denotes I compare several initiatives designed to promote free sharing of GIS&T-related educational resources and, in one special case, free provision of graduate education. Finally I consider a justification for conceiving Cartographic Perspectives as an open educational resource, and for freeing it from its current exclusive distribution to NACIS members, subscribers and their patrons.
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Thompson, Derek. "Map Use - Perspectives in Geographic Undergraduate Education." Cartographic Perspectives, no. 28 (September 1, 1997): 25–28. http://dx.doi.org/10.14714/cp28.689.
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The author introduces junior-level students with no background to various tasks involving maps, computer mapping and GIS as part of a project called Urban World. A concern is how to evaluate the student's learning as well as the products the students produce, whether on paper or electronically. Three challenges are posed to the cartographic community. What can we offer in terms of map reading strategies? Do we have guidelines for good cartographic practice and helpful hints about map design? What research has there been on the complexities of the individualistic analysis and decision-making that are major elements of the spatial reasoning process?
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Lurie, I. K., and A. I. Prasolova. "University cartographic education in an era of change." Geodesy and Cartography 930, no. 13 (November 17, 2017): 4–15. http://dx.doi.org/10.22389/0016-7126-2017-4-15.
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TAKAHASHI, Shigeo. "On the Improvement of Cartographic Education in Japan." New Geography 36, no. 1 (1988): 41–47. http://dx.doi.org/10.5996/newgeo.36.41.
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Fryman, James. "Cartographic Education in The United States and Canada." Cartographica: The International Journal for Geographic Information and Geovisualization 33, no. 3 (September 1996): 5–14. http://dx.doi.org/10.3138/l261-211k-524p-674p.
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Molochko, N., O. Yatsenko, A. Molochko, and I. Pampukha. "DEVELOPMENT OF MAP-BASICS AND SEMIOTIC COMPONENTS OF SOME SYNTHETICS ELEMENTS OF CONTENTS FOR INTERACTIVE ATLAS UNIVERSITY EDUCATIONAL-MANAGERIAL TYPE." Collection of scientific works of the Military Institute of Kyiv National Taras Shevchenko University, no. 65 (2019): 47–55. http://dx.doi.org/10.17721/2519-481x/2019/65-06.
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The issue of cartosemiotics, support for the development of Interactive Atlas of Higher Education Institution (HEI), its mathematical basis-to display the Semitic components of the table of contents: a syntactic (space-defined) and of the semantic (meaningful) sides and their other components: signaling, coloro-thematic, pragmatic and stylistic, and also construction of characterizing elements of synthesized figures, which are distinguished in comparison with reflection of analytical Indicators Cartographic modeling in satin work educational and managerial type. The issues discussed are based on tracking the development stages of the general theory of cartographic from the period of its post-war prosperity (1940-1990), the period of the establishment of the technical development trend (visualization in geoinformatics) (1990-2010), to the consideration of the conceptual environment of the modern (up to 2020) the trend of the formation of the general theory of cartography. It is due to the definition of six (required, minimum necessary and sufficient) components of the normalized structure of the semiotic sides of the map. Due to this, the language of the map began to function, revealing the semiotic aspects of the content of any objects of study, cartosemiotics sides through the completed form as a perfect theory of the object language of the map. Considered methodological approaches, regarding the development of the interactive atlas of the university, reveal the essence of the cartosemiotic positions of cartographic modeling in education at the local level.
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Haeberling, Christian, Katharina Henggeler, and Lorenz Hurni. "The Introduction Chapter of the Swiss World Atlas 2017 ‒ An Innovative Cartographic Education Tool in Switzerland." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-104-2019.
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<p><strong>Abstract.</strong> Many printed school atlases do not only comprise a collection of topographic and thematic maps or illustrations to convey geographic topics at different school levels, but also infographics and text introducing key concepts and methods of cartography and geo-information. However, this was not the case for previous editions of the printed Swiss World Atlas, the most commonly used student atlas for the secondary school level in Switzerland. This omission of a dedicated introductory part may be explained by the atlas’ long tradition of more than 100 years and the strong influence on the atlas design by former editors-in-chief. In this tradition, selected cartographic aspects were covered on different pages throughout the atlas. In contrast, other printed school atlases have included a general introductory part for many decades.</p><p>This contribution presents the concept and implementation of a new, coherent, and innovative introduction chapter for the 2017 edition of the printed Swiss World Atlas (Figure 1). A comparison to similar chapters of other widely used school atlas examples from Europe and North America serves to evaluate the didactical value of this introductory part of the Swiss World Atlas.</p><p>The first part of the presentation specifies the didactical and cartographic fundamentals, with a focus on developing the student’s map reading and interpretation competences. The new introduction chapter of the Swiss Wold Atlas 2017 is structured as follows: After four pages of the atlas table of contents and a two-page list of map topics, the different steps in geomatics are illustrated with infographics that explain the data capturing methods of geodesy and photogrammetry and the processing of geodata by GIS. The following double page presents the principles of map projection and reference systems, enriched by illustrative models and graphics. Another two pages provide an introduction to cartography with basic information on map models and cartographic principles. Then, the cartographic processes of map generalisation, map structuring, legend definition, or map symbolisation are explained. On the following four pages, the students should become familiar with the different map types contained within the atlas as well as the Swiss national map series at the various map scales (Figure 2). A double page about map reading, map use, and map evaluation completes the new introduction chapter. The chapter thus shows the complete process chain from geodata capturing and processing to applying cartographic principles for map representations, in a short but clearly illustrated format aimed at secondary school students. The wording of these technical facts is chosen so that students do not need any previous knowledge. Additional concise text information, written by external experts and the editorial team, helps atlas users to acquire knowledge about the general cartographic theory.</p><p>In a second part of the presentation, the introduction chapter of the Swiss World Atlas 2017 is compared to four similar introductory parts of other printed school atlases. Concerning the content, this part of the Swiss school atlas seems more advanced, covers a broader range of topics, and goes more into details. From a graphics and layout point of view, the introduction chapter of the Swiss World Atlas 2017 combines a clear look-and-feel with a column-based structure, which contrasts with the "frame-and-box" arrangement in other atlases. It offers also a consequent and distinguished colour scheme (rather gentle colour contrasts for area objects), layout and design style (more white space for a clear page structure), and lettering concept (using a space-saving Univers font for the entire atlas). Despite of the comprehensive concept, the introduction chapter of the Swiss World Atlas 2017 is more suitable for higher school levels (10th grade or higher), due to the correctly and professionally formulated theoretical facts as well as the complex infographics. Younger students certainly like shorter and easier-to-read texts with more playful images. Thus, teachers of classes up to the 9th grade may face more challenges to explain the content in a more elementary fashion with the Swiss World Atlas than with other school atlases.</p><p> Since the publication of the atlas in summer 2017, very little feedback from the different target groups has been received to the introduction chapter. Thus, an in-depth analysis is planned this year to assess if the expectations of teachers and students are met. The editorial board will then be able to critically evaluate the representation of the specific cartographic topics with the goal of improving the introduction chapter for the next atlas revision.</p>
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Jerez Carañana, María, and Antonio José Morales Hernández. "Mapas personales y cartografía escolar: capacidades del alumnado de primer ciclo de educación primaria." Educatio Siglo XXI 39, no. 2 (June 24, 2021): 371–94. http://dx.doi.org/10.6018/educatio.410771.
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¿Qué capacidades cartográficas posee el alumnado de primer ciclo de Educación Primaria si se tienen en cuenta sus experiencias personales? Para responder a esta cuestión se ha realizado un estudio de casos en 2º curso de Educación Primaria, donde se comparan las habilidades cartográficas de un grupo experimental en el que se ha intervenido con otro de control sin intervención. A la muestra se le aplica un pretest y un postest para que realice una representación pictórica de un itinerario y responda a cuatro cuestiones. Los resultados obtenidos se han categorizado según las clasificaciones propuestas por Lynch (1960), Boardman (1986) y Bale (1989) para el análisis del espacio geográfico. Las conclusiones de este estudio de casos muestran indicios que permiten impugnar las capacidades cartográficas que la psicología evolutiva atribuye a los niños/as de 7 y 8 años, y revelan la importancia de tener en cuenta el espacio vivido para el aprendizaje de la cartografía escolar. What cartographic skills do students in the first stage of primary education have taking into account their personal experiences? This question was explored through a case study conducted with Primary Education students in Year 2 in which the cartographic skills of an experimental group were compared with those of a controlled group. The sample was analyzed by means of a pretest and a post-test in which students had to complete a pictorial representation of an itinerary and respond to four questions. The results obtained were categorized according to the classifications for geographical space analysis suggested by Lynch (1960), Boardman (1986) and Bale (1989). The findings of this case study provide indications that challenge the cartographic abilities that evolutionary psychology attributes to the 7-to-8-year-old age range and reveal the importance of taking into account lived space when it comes to learning school mapping.
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do Canto, Tânia Seneme. "Cartography, new technologies and geographic education: theoretical approaches to research the field." Proceedings of the ICA 1 (May 16, 2018): 1–6. http://dx.doi.org/10.5194/ica-proc-1-31-2018.
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In order to understand the roles that digital mapping can play in cartographic and geographic education, this paper discusses the theoretical and methodological approach used in a research that is undertaking in the education of geography teachers. To develop the study, we found in the works of Lankshear and Knobel (2013) a notion of new literacies that allows us looking at the practices within digital mapping in a sociocultural perspective. From them, we conclude that in order to understand the changes that digital cartography is able to foment in geography teaching, it is necessary to go beyond the substitution of means in the classroom and being able to explore what makes the new mapping practices different from others already consolidated in geography teaching. Therefore, we comment on some features of new forms of cartographic literacy that are in full development with digital technologies, but which are not determined solely by their use. The ideas of Kitchin and Dodge (2007) and Del Casino Junior and Hanna (2006) are also an important reference for the research. Methodologically, this approach helps us to understand that in the seek to comprehend maps and their meanings, irrespective of the medium used, we are dealing with a process of literacy that is very particular and emergent because it involves not only the characteristics of the map artifact and of the individual that produces or consumes it, but depends mainly on a diversity of interconnections that are being built between them (map and individual) and the world.
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Otto, O. V., and A. G. Red’kin. "ОN CARTOGRAPHIC LITERACY OF STUDENTS AND GEOGRAPHICAL EDUCATION PARADOXES." Proceedings of the International conference “InterCarto/InterGIS” 3, no. 23 (January 1, 2017): 258–64. http://dx.doi.org/10.24057/2414-9179-2017-3-23-258-264.
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Mihalache, Delia Doina, and Marius Iulian Mihăilescu. "The Cartographic Method – a Possible Perspective in Adult Education." Procedia - Social and Behavioral Sciences 180 (May 2015): 1170–77. http://dx.doi.org/10.1016/j.sbspro.2015.02.236.
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Green, David R., and Lars Calvert. "The Cartographic Potential of Graphics Design Software for Education." Cartographic Journal 35, no. 1 (June 1998): 61–70. http://dx.doi.org/10.1179/caj.1998.35.1.61.
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Visvalingam, Mahes. "Deconstruction of Fractals and its Implications for Cartographic Education." Cartographic Journal 36, no. 1 (June 1999): 15–29. http://dx.doi.org/10.1179/caj.1999.36.1.15.
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Walsh, Brian. "Recent developments in cartographic education in Papua New Guinea." Cartography 16, no. 2 (September 1987): 118–25. http://dx.doi.org/10.1080/00690805.1987.10438360.
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Spallek, Waldemar. "Evolution of longitude description system. Example of Polish school geographical atlases (1771–2012)." Polish Cartographical Review 49, no. 4 (December 1, 2017): 177–86. http://dx.doi.org/10.1515/pcr-2017-0013.
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Abstract The evolution of the mathematical foundations of maps in school geographical atlases, especially in 19th and 20th century, was one of the elements of the perception of progress in cartography by the didactics of geography. The biggest changes, ongoing also today, concerned cartographic projections used to maps design. The evolution of the geographical coordinate system is a part of this process and the basis of the theory of cartographic projections. In the paper there are described changes concerning the location of the Prime Meridian and the method of the description of longitude – elements necessary for the construction of the grid of meridians and parallels. These changes are presented on the basis of analysis of 665 atlases, what means all editions of Polish school geographical atlases between 1771 and 2012 identified by the author. The evolution of the mathematical foundations of maps in Polish school atlases over more than two centuries is an example of assimilation of the newest trends and scientific researches that takes place between science and education.
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Lemenkova, Polina. "Scripting languages for geomorphological modelling and topographic visualization of Serbia." Zbornik Matice srpske za prirodne nauke, no. 140 (2021): 113–25. http://dx.doi.org/10.2298/zmspn2140113l.
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Scripting cartographic technique is a new method of geospatial data visualization - especially with thematic mapping such as geomorphological models. The purpose of this study was to explore the use of Generic Mapping Tools (GMT) and R for geomorphological and topographic mapping of Serbia using free open datasets (DEM, SRTM/ GEBCO, OpenStreetMap). Current trend in education and research of distance-based and online-based education suggests that application of free high-resolution data for modelling and mapping by open source cartographic toolsets are more likely to result in deep geospatial analysis of the geomorphology of Balkans with associated geographic phenomena: hydrology, soils, vegetation, geology. Presented fragments of scripts aim to demonstrate the technical usage of R and GMT coding in cartographic workflow with a case study on Serbia. Using qualitative descriptive cartographic approach to visualize the slope, aspect and terrain elevations over the country and the ?raster? package provided by R, it was found that the geomorphology of Serbia spatially differs in southern and northern parts of the country resulting in regional geologic evolution and tectonic dynamics of the Balkan formation. The presented maps portrayed general distribution of the landforms in Serbian region of Balkans. The research contributes to the methodological development and testing of the cartographic techniques as well as geomorphological and environmental studies of Serbia.
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de Gonzalez, Monica Rodriguez. "Geographical Education and the Environment: Assessment Situations from Cartographic Expression." International Research in Geographical and Environmental Education 16, no. 2 (May 15, 2007): 147–56. http://dx.doi.org/10.2167/irgee215.0.
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Sena, Carla Cristina Reinaldo Gimenes de, and Barbara Gomes Flaire Jordão. "The Possibility of Developing Geographic and Cartographic Education using Minecraft." Abstracts of the ICA 2 (October 9, 2020): 1. http://dx.doi.org/10.5194/ica-abs-2-31-2020.
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Abstract. The use of technology is closer and closer to the school, providing new perspectives to the geographic education, which includes the learning of cartography and learning through cartography as being important resources for the geographic space’ analysis. As an example of digital technologies application, this work presents a reflection on the use of virtual environments for the learning diagnosis of geographic and cartographic concepts. Digital games based on construction draw children’s and young people’s attention, and among them, Minecraft is one of the most popular. This is a game that allows its user to explore a virtual world made of cubic blocks, which imitate vegetation, rock formations, water, among other elements, in different game modes. In creative mode, it is possible to create a personal world without barriers or challenges. On its turn, in survival mode, the player is inserted in a pre-created world, and to advance and create new environments it is necessary to overcome challenges. In the years of 2017, 2018 and 2019, about 500 students between 10 and 13 years old were invited to build, in creative mode, watersheds presented with different characteristics, in order to figure out their main elements and their relation to human development. During the sequence of activities, students were divided into groups up to five and they had to build the watershed randomly designated to them by lot, including the specific characteristics requested by the teacher. After the construction, elements such as point of view, proportion, and coordinates were used to present the final projects. In addition to the great participation in the activity, the work inside the game provided the application of fundamental concepts for the reading and interpretation of maps, besides those related to water resources.From that experience, the research unfolded in proposing the same activity to a group of senior high school students. Four students between 16 and 18 years old were challenged to build, also in creative mode, an environment that reproduced a watershed. This experience used the Minecraft Windows 10 (Beta – 1.16.0.57) version, and in about four hours the environment with a watershed was developed. Due to the age range and game experience, it was remarkable the students’ concern with the project’s details, especially with the relation of proportion and seeking solutions for the stages of construction. In this way, it was possible to assess that the participants used their knowledge of scale, orientation, and geographic coordinates to create the environment, demonstrating the game’s capacity not only to provide the development of abilities, as registered in the experience with the younger students, but also to diagnose the abilities developed along the school years, in the older students’ case.It is important to highlight that to use and seize this teaching methodology it is necessary planning and knowledge of its uses’ possibilities, hence the importance of disseminating the results of the research. Among them, the interactivity and immersion features of the projects presented by the students motivate and help them to acquire knowledge, and also stimulate reading and analysis skills and peer interaction, developing the interest in themes that can, apparently, be little attractive in other types of media.
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JENKS, GEORGE F. "Cartographic Education In Today's Geography Departments / Thoughts After Forty Years." Cartographica: The International Journal for Geographic Information and Geovisualization 24, no. 2 (June 1987): 112–27. http://dx.doi.org/10.3138/b371-u184-3106-8111.
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Theunissen, Yolanda, and Matthew Edney. "The Osher Map Library and Smith Center for Cartographic Education." Cartographic Perspectives, no. 36 (June 1, 2000): 92–93. http://dx.doi.org/10.14714/cp36.826.
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Fairbairn, D. "The Role of Education in the International Map Year 2015/16." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XL-6 (April 23, 2014): 19–23. http://dx.doi.org/10.5194/isprsarchives-xl-6-19-2014.
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This paper considers the nature of the ICA-organised International Map Year (IMY), an initiative supported through United Nations structures, including the United Nations initiative on Global Geographic Information Management (UN-GGIM). Preparatory work for this project has been undertaken by a Working Group of the International Cartographic Association, and details are presented of the way in which IMY will be organised and promoted. Particular activities mentioned in depth include "national map days", children’s activities, and a new book. The educational aspects of IMY are addressed, and the roles of the events and resources Are considered. It is concluded that IMY gives a significant opportunity to the world-wide cartographic community to promote its discipline through the medium of a series of activities which can be co-ordinated by ICA, but delivered at a national level.