Geographical Python Teaching Resources: geopyter
Geographical Python Teaching Resources: geopyter
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DOI：
10.1007/s10109-021-00346-6
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发表时间：
2021-04-23
影响因子：
2.9
通讯作者：
Rey, Sergio J.
中科院分区：
文献类型：
--
作者：
Reades, Jonathan;Rey, Sergio J.
geopyter是Geographical Python Teaching Resources的首字母缩写，为计算和空间分析教学中的“最佳实践”提供了一个中心，使教师能够快速灵活地重新混合贡献的内容，以满足他们的需求和交付框架，并鼓励来自世界各地的贡献者“回馈”，无论是在如何教授个人概念还是提供整个课程方面。因此，geopyter处于软件和教育两股强大思潮的交汇点：自由和开放源码软件运动，其中贡献者帮助构建更好的软件，通常是无偿的，以换取获得更好的工具和同行的认可）;以及大规模开放式在线课程的兴起，这些课程试图通过将课程内容在线化，以很少的成本或免费向世界任何地方的学生提供教育机会，从而从根本上扩大受教育的机会。本文更详细地阐述了geopyter的起源和灵感，系统的设计，并通过实例，它使教师的创新工作流程的类型。我们认为，像geopyter这样的工具，建立在开放式教学实践的基础上，促进了对计算地理学家的共同理解的发展，这是一个扩大第二波教学创新影响的机会，同时减少了对这一领域积极教学的要求。
geopyter, an acronym of Geographical Python Teaching Resources, provides a hub for the distribution of 'best practice' in computational and spatial analytic instruction, enabling instructors to quickly and flexibly remix contributed content to suit their needs and delivery framework and encouraging contributors from around the world to 'give back' whether in terms of how to teach individual concepts or deliver whole courses. As such, geopyter is positioned at the confluence of two powerful streams of thought in software and education: the free and open-source software movement in which contributors help to build better software, usually on an unpaid basis, in return for having access to better tools and the recognition of their peers); and the rise of Massive Open Online Courses, which seek to radically expand access to education by moving course content online and providing access to students anywhere in the world at little or no cost. This paper sets out in greater detail the origins and inspiration for geopyter, the design of the system and, through examples, the types of innovative workflows that it enables for teachers. We believe that tools like geopyter, which build on open teaching practices and promote the development of a shared understanding of what it is to be a computational geographer represent an opportunity to expand the impact of this second wave of innovation in instruction while reducing the demands placed on those actively teaching in this area.