Persona: Lázaro Torres, María Luisa de
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Lázaro Torres
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Publicación Story maps y trabajos de campo virtuales para la enseñanza del cambio global(Universidad de Castilla La Mancha, 2023) Gallardo Beltrán, Marta; Lázaro Torres, María Luisa de; García González, Juan AntonioEl cambio global es uno de los mayores retos a los que se enfrenta nuestra sociedad, entendido este como los cambios planetarios ocasionados por las relaciones de la sociedad con el medio físico, incluyendo, entre otros, el cambio climático y sus efectos derivados de las actividades humanas. Con el objeto de averiguar hasta qué punto el cambio global es objeto de estudio en las universidades se realizan 25 entrevistas a docentes de diferentes universidades europeas. Se defiende que es posible impulsar, como elemento transversal en la enseñanza, el trabajo de campo virtual para visibilizar los cambios globales. Con esta finalidad se han seleccionado distintos story maps que muestran trabajos de campo virtuales relacionados con el cambio global, ofreciéndolos como una de las posibilidades metodológicas que pueden ser utilizadas para introducir el concepto del cambio global y sus posibles consecuencias en el aula.Publicación Sources of mapping used in humanitarian emergencies: the case of Ebola(Bogucki Wydawnictwo Naukowe, Poznań, 2022-10-14) Barra Martínez, José Antonio; Morales-Yago, Franciso José; Lázaro Torres, María Luisa de; https://orcid.org/0000-0001-9466-3435; https://orcid.org/0000-0003-0089-6567The need to rapidly respond to health emergencies has generated various institutional initiatives to identify their location, through mapping. This study employs a qualitative-exploratory method, based on the daily monitoring of eight Ebola epidemics between 2013 and 2021, to make an assessment of the usefulness of maps created specificallyfor Ebola. The results show that at least 14 organisations produce maps in the face of emergencies and epidemics such as Ebola. Consequently, it has been possible to design a search plan to aid in the monitoring of emergencies and to design an Ebola map with data obtained from these organisations and the initiatives they promote, which confirms the usefulness of these data sources and maps.Publicación Outdoor Education, the Enhancement and Sustainability of Cultural Heritage: Medieval Madrid(MDPI, 2021) Gómez Ruiz, María Luisa; Morales Yago, Francisco José; Lázaro Torres, María Luisa defirst_pagesettingsOrder Article Reprints Open AccessArticle Outdoor Education, the Enhancement and Sustainability of Cultural Heritage: Medieval Madrid by María-Luisa Gómez-Ruiz 1,Francisco-José Morales-Yago 2 andMaría-Luisa de Lázaro-Torres 2,*ORCID 1 Department of Experimental, Social and Mathematical Didactics, Universidad Complutense de Madrid (UCM), 28040 Madrid, Spain 2 Department of Geography, Universidad Nacional de Educación a Distancia (UNED), 28040 Madrid, Spain * Author to whom correspondence should be addressed. Sustainability 2021, 13(3), 1106; https://doi.org/10.3390/su13031106 Submission received: 8 January 2021 / Revised: 15 January 2021 / Accepted: 18 January 2021 / Published: 21 January 2021 (This article belongs to the Special Issue Geographical Education for Sustainable Development) Downloadkeyboard_arrow_down Browse Figures Versions Notes Abstract Education has a crucial role to play in helping meet the Sustainable Development Goals, for which the initial training of university teachers, and its evaluation, are all essential. In this context, the authors developed an outdoor work task, consisting of an orientation game in ‘medieval Madrid’. The main objective was to show future teachers how they can enable their own students to value cultural heritage in order to acquire sustainability competencies. The task was evaluated by participants using a questionnaire, in order to make them aware of the acquired competencies. A gamification component was added to the outdoor task to create a healthy competitive environment. In this way, future teachers were able to observe how a teaching activity is evaluated; learn how to organize a didactic activity that can be extrapolated to other territorial and heritage realities; and employ their mobile devices to learn the foundations of sustainability in heritage management. Additionally, they acquired teaching competencies that promoted quality education and contributed towards two of the Sustainable Development Goals, specifically: 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and 11 “Make cities and human settlements inclusive, safe, resilient and sustainable”.Publicación Citizen and Educational Initiatives to Support Sustainable Development Goal 6: Clean Water and Sanitation for All(MDPI, 2020) Borderías Uribeondo, María Pilar; Lázaro Torres, María Luisa de; Morales Yago, Francisco JoséSustainable Development Goal 6 affirms the need to “ensure water availability, sustainable water management and sanitation for all” and thereby highlights a current problem in Spain caused by climate dynamics in the south and southeast of the peninsula and the islands. This study is based on a non-probabilistic online survey with 455 participants (n = 455) carried out to identify citizens’ views across the Autonomous Communities and detect good and bad practices, including efficiency gains and specific problems, derived from water management. Differences in perceptions were found regarding place of residence, gender, and education level, which were all especially significant in relation to territory. Generally, people who live in areas with greater water abundance are less aware of the need to make good use of it. There are no major differences in terms of gender, although there is a greater awareness among women about the effects of climate change and the need for good water management. It is argued that education should employ innovative materials and pedagogically motivating resources from school to university levels.Publicación The Potential of the SMART Learning Framework to Design and Implement Geospatial Curricula in the Secondary Classroom(Taylor & Francis, 2023-12-14) Buzo Sánchez, Isaac; Mínguez, Carmen; Lázaro Torres, María Luisa deThis study investigates the didactic educational use of Web GIS in the framework of SMART learning and its potential to help students’ practice geospatial thinking. Using qualitative, exploratory action research methods, four classroom experiences were designed, developed, implemented, and analyzed. The findings support the claims that the use of Web GIS facilitates geographic knowledge and enhances spatial and digital competencies and skills. Additionally, in line with the SMART framework and perspective on learning, these findings indicate that such classroom approaches promote autonomous learning, is adaptable in diverse settings, and is motivating for students.Publicación Global Change Challenge in the Higher Education Curriculum on the approach of Blended Learning(European Association of Geographers (EUROGEO), 2023-05-15) Leininger Frézal, Caroline; Sprenger, Sandra; Lázaro Torres, María Luisa de; Rodríguez Domenech, María Ángeles; Heidari, Neli; Pigaki, Maria; Naudet, Cédric; Lecomte, Aurore; Gallardo Beltrán, Marta; https://orcid.org/0000-0003-0890-6408; https://orcid.org/0000-0002-9599-8103; https://orcid.org/0000-0002-6000-4279; https://orcid.org/0000-0002-6694-9492Global change is one of the greatest challenges facing societies today. Higher education plays a crucial role in providing knowledge on global change, contributing to the achievement of the Sustain-able Development Goals (SDGs) and the 2030 Agenda for Sustainable Development. How is global change integrated into the planned, delivered and achieved curriculum? Has the pandemic promoted the development of blended learning courses on global change? To answer these two research ques-tions, we conducted 25 interviews with academics about the prominence of global change in their courses and curriculum. We also analysed several geography curricula. It emerged that universities play a central role in mainstreaming global change into curricula in the context of education for sustainable development (ESD) and climate change. There were two main findings: (i) ESD has been implemented selectively in higher geography education, with a focus on environmental issues and different ap-proaches and (ii) blended learning is a useful approach to develop new curriculum structures and con-tent to educate students about global change.Publicación Sustainable Development Goals in Europe(Springer Link, 2023-02-23) Lázaro Torres, María Luisa de; De Miguel González, RafaelThe aim of this book is to provide a synthesis of the newest research in Geography concerning the Sustainable Development Goals (SDG’s). Although the world is strongly interconnected, the majority of the chapters in this volume focus on Europe or the work of European researchers. Each chapter of this book focusses on one of the 17 SDG’s providing in-depth knowledge from a geographical perspective, fostering comprehensive research on these global targets to end poverty, fight inequality and injustice, and tackle climate change. The Sustainable Development Goals are part of the 2030 Agenda for Sustainable Development. To achieve them, it will be necessary for all stakeholders, including citizens (civil society, doctors, teachers), governments, private sector to collaborate.Publicación Education for Sustainability Using Cloud-based Geographic Information Systems at University(Springer Nature, 2023-09-30) Lázaro Torres, María Luisa de; Puertas-Aguilar, Miguel Ángel; Álvarez-Otero, JavierThe eco-social crisis has led to changes in education to address sustainability. Specifically, learning scenarios or case studies have been created using Digital Story Maps and Geographic Information Systems in the cloud. These tools allow sustainability issues to be visualized, which enables students to go beyond the theoretical knowledge of the Sustainable Development Goals’ indicators, to transformative action based on critical thinking. This approach was used to create and apply innovative learning processes in teacher training, as part of a geography master’s degree for secondary school teachers, as a compulsory topic for the first semester in the academic years 2020/21 and 2021/22. Student evaluations were carried out using blind peer review with the University of Glasgow’s tool, Aropä, and a satisfaction questionnaire, which produced a mean of 4.6 over 5. It has also been possible to compare outcomes from the traditional way of preparing a lesson and the use of Web GIS by using an adapted version of Rosenshine’s Principles. Thus, Web GIS and Digital Story Maps have been found to be particularly useful tools as they can help in the teaching process, assess learning, and enable participants to share concerns about sustainability issues.Publicación EUROGEO: An International Leader in Geographical Education(Springer LInk, 2024-11-23) De Miguel González, Rafael; Donert, Karl; Lázaro Torres, María Luisa de; Zwartjes, LucEUROGEO was first established as a non-profit organization in 1979. At the beginning, the principal aims were to advise and to promote the European dimension in geographical education and teaching about the countries of Europe as a contribution towards the development of a European citizenship. Forty-five years later, EUROGEO has evolved into a significant global organization, providing advanced insights, innovations, theories, methodologies, and educational resources in the field of geography, particularly those based on geospatial information, thus promoting geographical competencies for lifelong learning to address the future of geographical education in Europe and beyond.Publicación SDG 7. Improving eco-social literacy using Spanish media coverage of the EU's clean energy strategy(Springer Nature, 2023-02-24) Lázaro Torres, María Luisa de; Puertas-Aguilar, Miguel Ángel; Álvarez-Otero, Javier; Agencia Estatal de Investigación (España)Sustainable Development Goals represent a collective effort to achieve a better future for the world. Specifically, a clean energy transition requires eco-social literacy to improve in relation to Sustainable Development Goal 7: to ensure access to affordable, reliable, sustainable and modern energy for all. Thus, it seems appropriate to clearly identify the key con-cepts that everyone should know in order to efficiently make the clean energy transition. The method employed in this study to introduce citizens to the topic has drawn on Spanish press coverage on clean energy over the last two years. MyNews data base, a digital archive of modern printed press in Spain, has provided us with access to 66 different jour-nals to identify ‘clean energy key words’, and the information obtained has been cross-referenced with BBC web page information, the New York Post, Washington Post and various European Union and International Energy Agency reports, among others. Thus, it has been possible to observe how the European Union’s (EU) is leader on environmental, techno-logical, investment and employment actions on clean energy transition. The two key questions to collect main concepts from the press have been: has the socio-economic effort been sufficient? And: what are the main challenges for a clean energy transition? The response has included reference to the latest EU regulations and the relevant emerging debates and controversies. The main themes that the press have addressed have included the problem of renewable energy stor-age, how to obtain energy from what used to be waste (such as poultry manure or brine from the desalination of sea-water), how to favor the circular economy, and other experimental initiatives, such as biopropane production and decar-bonization in the tertiary sector (tourism and transport). This paper also asks whether clean energy can be a good option for decarbonization in the context of growing energy poverty. Taken together, this information made it possible to pin down the main concepts required to train citizens in eco-social literacy and to weigh up its pros and cons in an informed way.