Lázaro Torres, María Luisa deMiguel González, Rafael deMorales Yago, Francisco José2025-08-082025-08-082017-11-08Lázaro y Torres, M.L. de De Miguel González, R., & Morales Yago, F.J. (2017). WebGIS and Geospatial Technologies for Landscape Education on Personalized Learning Contexts. ISPRS International Journal of Geo-Information, 6(11), 350. http://dx.doi.org/10.3390/ijgi61103502220-9964https://doi.org/10.3390/ijgi6110350https://hdl.handle.net/20.500.14468/29871La versión registrada de este artículo, publicado por primera vez en ISPRS International Journal of Geo-Information, 6(11), 350, está disponible en línea en el sitio web del editor: http://dx.doi.org/10.3390/ijgi6110350. The registered version of this article, first published in ISPRS International Journal of Geo-Information, 6(11), 350, is available online from the publisher's website: http://dx.doi.org/10.3390/ijgi6110350.The 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.eninfo:eu-repo/semantics/openAccess54 Geografíajournal articleWebGISlandscapeheritagepersonalized learningthe clouddistance learning