Introducing GIS across levels: designing for diversity

Abstract

The paper proposes a strategy for designing introductory GIS modules at Birkbeck, University of London. Seven design aspects or elements (content, practical exercises, assessment, pace, mode, level of support, and level of difficulty) for tailoring modules at appropriate levels and for diversity are introduced and their application in Birkbeck’s context discussed. Student’s perceptions on those elements, obtained from surveying a subset of students who had taken multiple introductory GIS modules, is then presented. The paper concludes with a discussion on the relevance of the proposed design elements, reflecting on the differences between tutor’s design intentions and students’ perceptions.

Keywords:

• Diversity
• credit levels
• teaching design
• introduction
• GIS

Acknowledgements

The author would like to thank all Birkbeck colleagues who have participated of the GIS introductory modules design throughout the years, namely Jill Eldridge, Paul Elsner, Martin Frost, Maurizio Gibin, Shino Shiode, and Sam Waples. The author would also like to thank Leo Havemann for his invaluable contribution to this research.