Future-Proofing Geography Teaching and Learning Using Remote Learningand Co-Creation Approaches
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Theresa G. Mercer [1] ; Andrew P. Kythreotis [1] ; Hannah Kelly [1] ; Zoe P. Robinson [2] ; Sharon M. George [2] ; David Sand [3]
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[1] University of Lincoln
University of Lincoln
Lincoln District, Reino Unido
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[2] Keele University
Keele University
Newcastle-under-Lyme District, Reino Unido
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[3] Independent Researcher, UK
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- Localización: Didactic Strategies and Resources for Innovative Geography Teaching / coord. por Alfonso García de la Vega, 2022, ISBN 9781799896005, págs. 102-116
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This chapter examines the application of new geography pedagogic practices inrelation to remote teaching and learning. The authors report how the co-creation ofknowledge between students and lecturers through existing research projects (with aparticular focus on disciplinary-based educational research) can still occur throughremote learning. Through a case study example of geography teaching practice,they contribute to the pedagogic literature on digital online learning as a form ofco-creation between lecturer and students, showing how students were still able todemonstrate their geographical knowledge in a very applied and real-world contextdespite the move to remote learning. The application of co-creation in these appliedcontexts demonstrates that the applied perspectives of geographical knowledgecan still be delivered through remote learning. They conclude by discussing howapplied and critical geography teaching can be delivered and future-proofed in highereducation settings, regardless of unforeseen circumstances.
