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AGILE: GIScience Series Open-access proceedings of the Association of Geographic Information Laboratories in Europe
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Articles | Volume 3
AGILE GIScience Ser., 3, 18, 2022
AGILE GIScience Ser., 3, 18, 2022
10 Jun 2022
10 Jun 2022

Showcase of Active Learning and Teaching Practices in Spatial Data Infrastructure (SDI) Education

Frederika Welle Donker1, Bastiaan van Loenen1, Carsten Keßler2, Nathalie Küppers2, Mark Panek2, Ali Mansourian3, Pengxiang Zhao3, Glenn Vancauwenberghe4, Hrvoje Tomić5, and Karlo Kević5 Frederika Welle Donker et al.
  • 1Faculty of Architecture and the Built Environment, Delft University of Technology, Delft, The Netherlands
  • 2Department of Geodesy, Bochum University of Applied Sciences, Bochum, Germany
  • 3Department of Physical Geography and Ecosystem Science, Lund University, Lund, Sweden
  • 4Spatial Applications Division Leuven, KU Leuven, Leuven, Belgium
  • 5Faculty of Geodesy, University of Zagreb, Zagreb, Croatia

Keywords: Spatial data infrastructures, Open SDI, education, active learning and teaching methodologies, ALT practices

Abstract. The new concept of Open Spatial Data Infrastructures (Open SDIs) has emerged from an increased interest in open data initiatives together with national and international directives, such as the EU Open Data Directive (Directive (EU) 2019/1024), and the large investment of European public authorities in developing SDIs for sharing spatial data within public authorities. Open SDIs have the potential to boost reaching SDIs’ general aims and goals of facilitating the exchange and sharing of spatial data to support planning and decision-making by including public participation and increased openness in all aspects of SDIs, including Open SDI Education. The open SPatial data Infrastructure eDucation nEtwoRk (SPIDER) project aims to address Open SDI Education by particular emphasis on studying Active Learning and Teaching (ALT) methods for SDI education. This article provides a theoretical basis of ALT for SDI methodologies. We show in which way ALT practices were already implemented in SDI education at the Partner universities before the COVID-19 pandemic. We also describe how the pandemic functioned as a catalyst for implementing ALT practices to an online environment, and how students evaluated these practices. The outcomes of our research can serve as an inspiration for SDI education in other countries.

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