Duration
12h Th
Number of credits
Lecturer
Coordinator
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
This course approaches geospatial technologies as tools for learning geography, suitable for use with pupils at S3 level (Year 5 of primary school to Year 3 of secondary school). It combines theoretical input with hands-on practice, so that students discover both their concrete uses and the issues they raise. Particular attention is paid to what these technologies do to geography itself, to the way we think about space, location and the spatiality of phenomena, and to the critical perspective required both in drawing on them, in using them in the classroom, and in considering their possible impact on teaching.
- Historical and epistemological background on geospatial technologies
- What these technologies offer compared with other media (the example of cartography).
- A critical perspective on the relevance, added value and limits of their use in a school context.
- What these technologies do to geography and to its teaching: contributions, shifts, limits.
- The growing place of automation and artificial intelligence in geospatial tools: opportunities and points requiring caution.
- Discovering and getting to grips with simple, accessible tools (given as examples, with no claim to be exhaustive).
- Reflection on potential learning activities for using these tools at S3 level, with and without a computer.
Learning outcomes of the learning unit
By the end of this course, students should be able to:
- use procedures involving geospatial technologies to set up geography learning activities at S3 level;
- take a critical view of the relevance of the geospatial technologies chosen for geography learning activities at S3 level.
This learning outcome contributes in particular to developing the following competences set out in the reference framework:
- Mastering disciplinary content, its epistemological foundations, its scientific and technological development, its didactics and the methodology for teaching it (3a);
- Mastering the integration of digital technologies into one's teaching practice (3f).
Prerequisite knowledge and skills
Planned learning activities and teaching methods
This course favours active learning: lecture segments alternate with moments of student engagement (hands-on work, discussion, reflection), and understanding is checked regularly. Attention is paid to accessibility and to the diversity of ways of learning. Short lectures (setting the historical, epistemological and didactic context).
The specific arrangements for each session may be adjusted to suit the group and will be communicated as the course progresses on eCampus.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
he very format of the course - group work, hands-on use of tools on computer and getting to grips with tools in class - does not lend itself well to distance learning. Presentation materials will nonetheless be posted on eCampus.
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
- MyULiège
Further information:
Platform used: eCampus or MyUliège.
The presentations will be posted on eCampus. Any readings, distinguished according to whether they are recommended or required, will be specified during the course.
Work placement(s)
Organisational remarks and main changes to the course
The course amounts to 12 hours, split into three four-hour sessions. Students must have basic computer equipment; the use of free software and resources is recommended. These elements are subject to adjustment during the year; any change will be communicated on eCampus or MyULiège.
Any use of generative artificial intelligence tools must remain in line with ULiège's charter on artificial intelligence. The expected arrangements will be specified. The emphasis is on the process, critical thinking and personal appropriation rather than on the final output alone.
Contacts
Fabrice Argounès : fabriceargounes@uliege.be