improving student performance within the geospatial technology competency model

IMPROVING STUDENT PERFORMANCE WITHIN THE GEOSPATIAL TECHNOLOGY

COMPETENCY MODEL

THROUGH YEAR LONG SERVICE-LEARNING PROJECTS

JOHN G. VAN HOESEN GREEN MOUNTAIN COLLEGE - POULTNEY, VT

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“There is no such thing as educational value in the abstract. The notion that some subjects and methods and that acquaintance with certain facts and truths possess educational value in and of themselves is the reason why traditional education reduced the material of education so largely to a diet of predigested materials.”

- John Dewey

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1. Provide authentic contexts that reflect the way the knowledge will be used in real life

2. Provide authentic activities

3. Provide access to expert performances and the modeling of processes

4. Provide multiple roles and perspectives

5. Support collaborative construction of knowledge

6. Promote reflection to enable abstractions to be former

7. Promote articulation to enable tacit knowledge to be made explicit

8. Provide coaching and scaffolding by the teacher at critical times

9. Provide for authentic assessment of learning within the tasks.

Herrington, J. and Oliver, R., (2000), An instructional design framework for authentic learning environments.Educational Technology Research and Development, 48(3): 23-48. http://j-vh.me/1khoF1N

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