Vocabulary

Solution – рішення

Focus – зосереджуватися

Online environment – режим реального часу

Digital – цифровий

Hybrid – комбінований

Professional development – підвищення кваліфікації

Option – вибір, (можливий) варіант

Supplement – доповнювати

Workshop – семінар

Vendor – вендор, розробник

Exercises

1. Match the words, translate the collocations into Ukrainian and use them in your own sentences.

1. convey a) environment

2. meet b) programs

3. online c) software

4. offer d) information

5. apply e) demands

2. Fill in the gaps using the words from the text.

1. GIS teaches ………… that must be understood by anyone creating a map.

2. Working with faculty researchers, students ………… aspects of GIS.

3. In technical M.Sc. programs students study ………… the software.

4. The ………… is offered for working professionals.

5. The method of ………… is effective for future GIS experts.

3. Translate the sentences into English.

1. Фахівці в області ГІС повинні знати основні принципи картографії.

2. У деяких вузах студентам пропонують вивчення більш практичних аспектів ГІС, в інших – їх зосереджують на теоретичних.

3. Онлайн курсам необхідно задовольняюти потреби навчання ГІС для працюючих фахівців.

4. Студентів навчають, як треба використовувати і застосовувати програмне забезпечення.

5. Люди, які хочуть стати фахівцями з ГІС, можуть пройти курси підвищення кваліфікації.

4. Make the following sentences Active.

1. Technical M.Sc. programs are offered by the University of Edinburgh.

2. GIS is taught as a skills course in some universities.

3. Most online GIS courses are fallen into three categories.

4. Online courses can be used to work at their own pace.

5. Professional development courses are used as an effect method of education.

5. Answer the following questions.

1. How is GIS taught in most universities?

2. What does the online environment offer for working professionals­?

3. Is GIS Professional Development an effect method of GIS Education?

4. What type of GIS Education do you find more effective?

5. Can you use and apply the software?

6. Dwell on the topic “gis Education in my University”.

Самостійна робота №6

Щоби виконати самостійну роботу №6, необхідно перекласти запропонований текст, звертаючи особливу увагу на функціонування пасивних форм після модальних дієслів. Користуючись рекомендованою літературою (див. с. 37), слід повторити граматичний матеріал з наступних тем:

1) Теперішній тривалий час дієслова в активному стані (Present Continuous Active);

2) Теперішній тривалий час дієслова в пасивному стані (Present Continuous Passive).

Щоби виконати завдання №6, використовуйте наступні слова та вирази для вираження власних думок: I think (that)…; In my view/opinion…; To my mind…; As far as I’m concerned…; I don’t really know… .

Trends in GIS Education

More and more, classrooms are comprised of students with a variety of intellectual and preferred learning styles. Employing GIS in various courses provides students with the opportunity to interact with data in ways that facilitate engagement with the material, as well as overall learning. At more advanced levels, GIS is a tool for display, inquiry, and analysis widely used in undergraduate research projects.

The combinations of skills and knowledge can be understood by identifying some pedagogic dimensions that should be considered while planning and implementing a GIS curriculum. One dimension contrasts the approach of focus on teaching technical skills in a system operation with the approach that emphasizes teaching basic concepts. A second dimension contrasts the difference between concentrating on GIS theory and one which considers the applications of GIS. A third dimension emphasizes education about the management of GIS as opposed to providing education about the use of GIS. Clearly these dimensions overlap, but recognizing the fundamental pedagogic differences between each is useful during the course planning process.

While we generally think of GIS education as being concentrated largely in universities, it is now extending beyond that confine. In the primary or high schools GIS is being used as an enabling technology, as a means for teaching students about their environment and how to solve problems.

The growth of GIS centers at many universities brings a rise in the number of GIS courses being taught by both geographers and non-geographers. Infusing GIS into other curricula such as biology, business, computer science, environmental science, geography, history, and other disciplines serves to enhance the spatial perspective of a wide range of students.

In spite of its global similarities, there are many regional and disciplinary differences in the ways that GIS are used and implemented. These differences effect how GIS can be taught in relative locations. Disciplinary differences are often reflected in the choice of data model, for example, GIS specialists working with transportation systems require topologically structured data models while ground water specialists depend more upon raster based systems. Other disciplinary differences are more subtle. For example, while cadastral GIS specialists are concerned with the precision of stored data and the efficiency of data structures, GIS specialists working in resource management areas tend to focus more on issues related to the application of GIS rather than on the data itself.