Persona: Lázaro Torres, María Luisa de
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Lázaro Torres
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María Luisa de
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Publicación WebGIS and geospatial technologies for landscape education on personalized learning contexts(MDPI, 2017) Miguel González, Rafael de; Lázaro Torres, María Luisa de; Morales Yago, Francisco JoséThe value of landscape, as part of collective heritage, can be acquired by geographic information systems (GIS) due to the multilayer approach of the spatial configuration. Proficiency in geospatial technologies to collect, process, analyze, interpret, visualize, and communicate geographic information is being increased by undergraduate and graduate students but, in particular, by those who are training to become geography teachers at the secondary education level. Some teaching experiences, using personalized learning, distance learning methodology, and GIS, focused on education aims to integrate students and enhance their understanding of the landscape are shown. Opportunities offered byWebGIS will be described, through quantitative tools and techniques that will allow this modality of learning and improve its effectiveness. Results of this research show that students, through geospatial technologies, learn the landscape as a diversity of elements, but also the complexity of physical and human factors involved. Several conclusions will be highlighted: (i) the contribution of geospatial training to education on the landscape and for sustainable development; (ii) spatial analysis as a means of skills acquisition regarding measures for landscape conservation; and (iii) expanding and applying acquired knowledge to other geographic spaces.Publicación Outdoor Learning and Geography on the Cloud : A Challenge for the European “School on the Cloud” Network(Common Ground Research Networks, 2016-07-09) Lázaro Torres, María Luisa de; Miguel González, Rafael de; Buzo Sánchez, IsaacAs technologies are improving so quickly, our students will have new jobs, some of which do not even exist as of yet or at least up to now they are not well known. Thus, emerging cloud computing possibilities for outdoor learning in geography would come in very handy for these students. The increase of geographical information or geoinformation on the cloud makes us aware of spatial thinking. Mobile devices, used frequently for leisure, offer new possibilities in order to collect data and learn. It is necessary to train teachers to use such devices as well as good practices. The objectives of this work are to show how we can learn geography outdoors with mobile devices and how our collected data can be uploaded on the cloud with other data in order to build new knowledge. This would means a new paradigm for teachers and students which would involve doing research on the project “School on the Cloud: connecting education to the cloud for digital citizenship” (SoC). The ESRI ArcGIS Online platform allows the creation of different types of web mapping on the cloud on different topics such as agrarian landscape, noise pollution and other landscapes creating geographical itineraries. Some reflections around good practices will close the presentation.Publicación GI Pedagogy: Bruikbare Pedagogie Voor Het Lesgeven Met GIS(VLA, de Vereniging Leraars Aardrijkskunde, 2022) Zwartjes, Luc; Puertas Aguilar, Miguel Ángel; Conway, Brendan; Lázaro Torres, María Luisa de; Miguel González, Rafael de; Donert, Karl; Lindner Fally, Michaela; Parkinson, Alan; Prodan, Diana; Wilson, SophiePublicación A teaching model to raise awareness of sustainability using geoinformation(UNED-Universidad Nacional de Educación a Distancia. Facultad de Geografía e Historia, 2022-07-22) Puertas Aguilar, Miguel Ángel; Conway, Brendan; Lázaro Torres, María Luisa de; Miguel González, Rafael de; Donert, Karl; Linder-Fally, Michaela; Parkinson, Alan; Prodan, Diana; Wilson, Sophie; Zwartjes, LucEl incremento de la geoinformación y su integración en los sistemas de información geográfica en la nube o SIG Web, facilitan la visualización de los datos y una mejora de la comprensión de la realidad socioeconómica y territorial del paisaje. La efectividad de estas herramientas en las aulas hace necesario un cambio en las pedagogías de los docentes. Así, se ha realizado un seguimiento de las pedagogías existentes y un pequeño cuestionario a profesores experimentados en el empleo de SIG Web con la finalidad de formular cómo integrar los mapas interactivos en línea en la docencia para un aprendizaje más eficiente y elaborar con estos resultados una serie de situaciones de aprendizaje o vignettes. En todas ellas se emplean mapas en línea cuya visualización fomenta el aprendizaje crítico y razonado. Con ellos también se colabora en educar para la sostenibilidad, ya que evidencian tendencias e interrelaciones que se pretende promuevan una acción transformadora, más allá del conocimiento y aplicación teórica de los Objetivos de Desarrollo Sostenible. La observación directa en las aulas de formación del profesorado y una detallada discusión sobre cada resultado que se va obteniendo han validado el modelo docente creado. Para apoyar el empleo de estos materiales y la aplicación del modelo se ha diseñado un curso de formación para el profesorado que se inicia en la profesión o aquél otro con interés en integrar estas herramientas en su docencia. Hasta el momento los profesores en formación que han conocido este modelo han mostrado su satisfacción, su satisfacción por esta nueva forma de trabajar en las aulas de secundaria.Publicación WebGIS and Geospatial Technologies for Landscape Education on Personalized Learning Contexts(MDPI, 2017-11-08) Lázaro Torres, María Luisa de; Miguel González, Rafael de; Morales Yago, Francisco JoséThe value of landscape, as part of collective heritage, can be acquired by geographic information systems (GIS) due to the multilayer approach of the spatial configuration. Proficiency in geospatial technologies to collect, process, analyze, interpret, visualize, and communicate geographic information is being increased by undergraduate and graduate students but, in particular, by those who are training to become geography teachers at the secondary education level. Some teaching experiences, using personalized learning, distance learning methodology, and GIS, focused on education aims to integrate students and enhance their understanding of the landscape are shown. Opportunities offered by WebGIS will be described, through quantitative tools and techniques that will allow this modality of learning and improve its effectiveness. Results of this research show that students, through geospatial technologies, learn the landscape as a diversity of elements, but also the complexity of physical and human factors involved. Several conclusions will be highlighted: (i) the contribution of geospatial training to education on the landscape and for sustainable development; (ii) spatial analysis as a means of skills acquisition regarding measures for landscape conservation; and (iii) expanding and applying acquired knowledge to other geographic spaces.