Lockdown lessons
An international conversation on resilient GI science teaching
Bibliographic Data
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 strategies for overcoming them listed. Perhaps the most important conclusion is a widespread desire not to “bounce back” to pre-COVID ways, but to use the opportunity to “bounce forward” towards better teaching and learning practices
2019-20 coronavirus outbreak · Conversation · Coronavirus disease 2019 (COVID-19 · Mathematics education · Pandemic · Pedagogy · Psychological resilience · Resilience (materials science · Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2 · Sociology · Teaching method · Educational Tools and Methods · Geography Education and Pedagogy · Medicine · Psychology · Social Psychology · Virology
Benefits, barriers, and incentives for improved resilience to disruption in university teaching
The Immediate Impact of Covid-19 on Postsecondary Teaching and Learning
Covid-19 and rapid adoption and improvisation of online teaching
Opportunities across boundaries
Changing the face of GIS education with communities of practice
On Two Metaphors for Learning and the Dangers of Choosing Just One
Significant conversations and significant networks - exploring the backstage of the teaching arena
Crisis - What Crisis
The role of informal conversations in developing university teaching
| Unique citing works | 5 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |