7. Building Dynamic, Ontology-Based Alternative Paths for GIS&T Curricula

  1. David J. Unwin2,
  2. Kenneth E. Foote3,
  3. Nicholas J. Tate4 and
  4. David DiBiase5
  1. Marco Painho and
  2. Paula Curvelo

Published Online: 10 FEB 2012

DOI: 10.1002/9781119950592.ch7

Teaching Geographic Information Science and Technology in Higher Education

Teaching Geographic Information Science and Technology in Higher Education

How to Cite

Painho, M. and Curvelo, P. (2011) Building Dynamic, Ontology-Based Alternative Paths for GIS&T Curricula, in Teaching Geographic Information Science and Technology in Higher Education (eds D. J. Unwin, K. E. Foote, N. J. Tate and D. DiBiase), John Wiley & Sons, Ltd, Chichester, UK. doi: 10.1002/9781119950592.ch7

Editor Information

  1. 2

    School of Geography, Birkbeck College, University of London, Malet Street, London WC1E 7HX UK

  2. 3

    Department of Geography, Campus Box 260, University of Colorado at Boulder, Boulder CO 80309 USA

  3. 4

    Department of Geography, University of Leicester, Leicester LE1 7RH UK

  4. 5

    John A. Dutton e-Education Institute, 418 Earth-Engineering Sciences Building, Penn State University, University Park PA 16802 USA

Author Information

  1. Institute for Statistics and Information Management, New University of Lisbon, Campus de Campolide, 1070-312 Lisbon, Portugal

Publication History

  1. Published Online: 10 FEB 2012
  2. Published Print: 16 DEC 2011

ISBN Information

Print ISBN: 9780470748565

Online ISBN: 9781119950592

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Keywords:

  • ontology-based paths, GIS&T;
  • innovation, in higher education;
  • GIS&T tool users;
  • ISEGIUNL curricular revision;
  • ISEGIUNL's GIScience curricula;
  • curriculum models;
  • spiral curriculum;
  • new GIScience;
  • GISc-CDM database;
  • GISc-CDM prototype

Summary

This chapter contains sections titled:

  • Knowledge production and the demand for new curricula

  • Challenges to GIS&T curriculum development

  • The GIScience curricula development model - GISc-CDM

  • Conclusions

  • Acknowledgment

  • References