DOI
10.1080/03098265.2010.490909

Summary
This paper is concerned with the teaching of Geographic Information Systems (GIS) and the use of a community-driver problem-based learning exercise (PBL). The study is related to an introductory undergraduate GIS course. Read begins by introducing the topic of PBL and its gaining popularity and success. Learning benefits of PBL are stated here as “students taking responsibility for their own learning, increased student motivation and interest, increased learning and ability of students to learn and encouraging students to think about complex real-world problems and issues that are more likely to e typical of situations that they will encounter in the workplace. Common GIS teaching is a culmination of lecture based and computer lab delivery of the learning experience. It is found that students can often experience a disconnection between content of lectures and experience in computer labs. One strategy to counteract this is the design of individual or group projects to expose students to research work in the form of PBL.

Read describes the specific process and structure of the GIS PBL. The PBL for this course was a community-driven mapping and analysis project examining food security issues in the city of Syracuse, NY. This idea was derived from the local Syracuse Hunger Project (SHP) which was instrumental in providing a platform for the learning exercise. Student learning and reflection journaling was required by students for later analysis. The list of learning outcomes is delivered in table 7. Student feedback is quoted and discussed thereafter.

 

Relevance for Complex Systems Knowledge
This study is relevant to the community development topic.

The community driven GIS mapping and analysis PBL was found to benefit both student and leaning and the community in question. It also enhanced student awareness of community issues, and improved university-community relations. The relevance to complex systems knowledge and community development here is the embedded mature of the experiential learning project in the wider community that the university is situated. The existence of SHP was an instrumental factor in the success of this project. This could be easily transferable to other HEI to reimagine the PBL teaching methods – apply the PBL to a real world situation – source locally – utilise the resource of an established organisation.

 

Point of Strength
The specific description of the GIS PBL may be useful for replication. The process of creating a real world experience that is directly applicable and beneficial to the community in which students study is a strong point here. Student awareness of community issues, improved university/community relations and made students aware of volunteering opportunities. This all feeds back into the development of the community.