Mairéad de Róiste
Biographic Data
| ID | 6467569 |
|---|---|
| NAME | Mairéad de Róiste |
| GIVEN NAMES | Mairéad |
| FAMILY NAME | de Róiste |
| SIGNATURE | DE RÓISTE M |
| AFFILIATIONS | Victoria University of Wellington |
| ORCID | 0000-0002-7418-1428 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Evaluating geospatial education provision
Each discipline is different
Disciplines in Higher Education have their own interpretations of what is essential knowledge that influences what is taught, how teaching occurs, and the role of digital tools. Disciplinary culture is dynamic and evolving, informed by disciplinary research and technology improvement. During the COVID-19 pandemic, digital solutions enabled ongoing teaching when undergraduate courses could not be taught on campus, in lecture theatres, seminar room…
Multiple methods confirm wetland restoration improves ecosystem services
Global wetland loss has reduced biodiversity and ecosystem services. These declines have inspired many landholders to restore wetlands, but the success of these efforts remains unclear, in part, because quantifying ecosystem services requires diverse methods. Here, we blend participatory mapping and surveys, field measurements and high-resolution models to track ecosystem services from restored wetlands on private land. We ask: 1) What ecosystem …
Lockdown lessons
We report the findings from two global panel “conversations” that, stimulated by the exceptional coronavirus pandemic of 2020/21, explored the concept of resilience in geographic science teaching and learning. Characteristics of resilient teaching, both in general and with reference to GISc, are listed and shown to be essentially what might in the past have been called good teaching. Similarly, barriers to resilient teaching are explored and stra…
Benefits, barriers, and incentives for improved resilience to disruption in university teaching
Pandemics, earthquakes, fire, war, and other disasters place universities at risk. Disasters can disrupt learning and teaching (L&T) for weeks to months or longer. Some institutions have developed business continuity plans to protect key organisational services and structures, allowing L&T to continue. However, little research touches on how academics, learners, and communities of practice might respond before, during, and after disasters and how…
Time series assessment on landslide occurrences in an area undergoing development
This study assesses the influence of development on landslide occurrences in a rapidly developing area, K ota K inabalu in S abah M alaysia, across three assessment years (1978, 1994 and 2010). Two development indicators, land use and road density, were used to measure the influence of development on landslide occurrence. Land use was classified into four categories ( barren , forest , developed and other ), and road density was classified into l…
Opportunities across boundaries
Advances in technology have created opportunities for collaborative multi-institution programme delivery which are increasingly attractive within a constrained financial environment. This paper details the development of a cross-institution collaboratively delivered masters and postgraduate diploma programme in Geographical Information Science in New Zealand. We explore the benefits of such an approach as well as the lessons learnt from its imple…
Bringing in the users
Bringing in the users
Lockdown lessons
We report the findings from two global panel “conversations” that, stimulated by the exceptional coronavirus pandemic of 2020/21, explored the concept of resilience in geographic science teaching and learning. Characteristics of resilient teaching, both in general and with reference to GISc, are listed and shown to be essentially what might in the past have been called good teaching. Similarly, barriers to resilient teaching are explored and stra…
Bringing in the users
Time series assessment on landslide occurrences in an area undergoing development
This study assesses the influence of development on landslide occurrences in a rapidly developing area, K ota K inabalu in S abah M alaysia, across three assessment years (1978, 1994 and 2010). Two development indicators, land use and road density, were used to measure the influence of development on landslide occurrence. Land use was classified into four categories ( barren , forest , developed and other ), and road density was classified into l…
Opportunities across boundaries
Advances in technology have created opportunities for collaborative multi-institution programme delivery which are increasingly attractive within a constrained financial environment. This paper details the development of a cross-institution collaboratively delivered masters and postgraduate diploma programme in Geographical Information Science in New Zealand. We explore the benefits of such an approach as well as the lessons learnt from its imple…
Benefits, barriers, and incentives for improved resilience to disruption in university teaching
Pandemics, earthquakes, fire, war, and other disasters place universities at risk. Disasters can disrupt learning and teaching (L&T) for weeks to months or longer. Some institutions have developed business continuity plans to protect key organisational services and structures, allowing L&T to continue. However, little research touches on how academics, learners, and communities of practice might respond before, during, and after disasters and how…
Multiple methods confirm wetland restoration improves ecosystem services
Global wetland loss has reduced biodiversity and ecosystem services. These declines have inspired many landholders to restore wetlands, but the success of these efforts remains unclear, in part, because quantifying ecosystem services requires diverse methods. Here, we blend participatory mapping and surveys, field measurements and high-resolution models to track ecosystem services from restored wetlands on private land. We ask: 1) What ecosystem …
Lockdown lessons
We report the findings from two global panel “conversations” that, stimulated by the exceptional coronavirus pandemic of 2020/21, explored the concept of resilience in geographic science teaching and learning. Characteristics of resilient teaching, both in general and with reference to GISc, are listed and shown to be essentially what might in the past have been called good teaching. Similarly, barriers to resilient teaching are explored and stra…
Each discipline is different
Disciplines in Higher Education have their own interpretations of what is essential knowledge that influences what is taught, how teaching occurs, and the role of digital tools. Disciplinary culture is dynamic and evolving, informed by disciplinary research and technology improvement. During the COVID-19 pandemic, digital solutions enabled ongoing teaching when undergraduate courses could not be taught on campus, in lecture theatres, seminar room…
Evaluating geospatial education provision
Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Computer Science (3 works) · Geography Education and Pedagogy (3 works) · Mathematics education (3 works) · Business (2 works) · Engineering (2 works) · Geography (2 works) · Geology (2 works)