Workshop on Teaching Spatial Thinking using Online and Blended Learning
collocated with Spatial Cognition 2018
Call for Short Papers
Spatial thinking spans numerous disciplines and perspectives, so there is a need for courses to address spatial thinking from multiple perspectives. However, developing online and/or blended courses that effectively teach spatial thinking topics can be particularly challenging.
This workshop aims to assist educators with developing interdisciplinary courses on spatial thinking in the following ways:
- Lightning Talks: Workshop participants will provide their perspectives on teaching spatial thinking from their discipline’s perspective in 5-minute lightning talks. See call details below.
- Group Discussions: Workshop participants will be broken into smaller groups for break-out group discussions, following the lightning talks. These break-out group discussions will be designed to foster discussions between individuals with differing perspectives. These discussions, along with a final large group discussion at the end of the workshop, will allow workshop attendees to learn more about discipline(s) that they are unfamiliar with, and to share educational resources from their own discipline(s).
- Online Learning Platform: After the workshop, the online learning platform will continue to be made available to workshop participants. This will allow for participants-and the whole spatial cognition community and beyond-to make use of the learning materials in their own blended learning courses.
Call for Lightning Talk Presenters: If you want to share your perspective on teaching spatial thinking using online and/or blended methods, by giving a lightning talk, please submit a short paper (link to EasyChair submissions TBA). Short papers should be a maximum of 6-pages (including references and figures) and follow the Springer LNCS formatting style (http://www.springer.com/computer/lncs?SGWID=0-164-7-72376-0). Note that papers not adhering to the style guidelines or the page limits will be rejected without review. Manuscripts will be reviewed by at least two members of the program committee and/or expert panel. At least one author of each accepted paper must be present at the workshop to give the lightning talk. We plan to make the workshop proceedings available on our online learning platform, and publish the workshop proceedings with CEUR-WS.
Topics of Interest: Short papers, and their accompanying lightning talks, must focus on some aspect of teaching spatial thinking and provide resources for teaching an interdisciplinary spatial thinking course. Examples of topics include: educational resources/tools/recommendations, major spatial thinking topics, major spatial thinking findings, recommended readings, and/or future directions. The author(s) field(s) may include any discipline that deals with spatial thinking. Disciplines include, but are not limited to: Psychology, Geography, GIScience, Geoscience, Education, Informatics, Linguistics, Neuroscience, Architecture, and Art.
- Short paper submissions: May 1st, 2018
- Notification of acceptance: June 1st, 2018
- Camera-ready versions: July 1st, 2015
- Date of workshop: September 5th, 2015
- Tomi Kauppinen – Aalto University
- Heather Burte – Tufts University
Information about workshop organisers:
○ Bio: Tomi Kauppinen is a project leader and docent at the Aalto University School of Science in Finland. He holds a habilitation (2014) in geoinformatics from the University of Muenster (WWU) in Germany, and a title of docent (2014) and a Ph.D. (2010) in media technology from the Aalto University. From April 2014 to September 2014 he was appointed as the Cognitive Systems Substitute Professor at the University of Bremen in Germany, and since 2015 he is a Privatdozent at WWU. His transdisciplinary research investigates the roles of information networks, information visualisation, spatial information and online learning.
● Heather Burte (firstname.lastname@example.org), Department of Psychology, Tufts University
○ Bio: Heather Burte is a post-doctoral scholar at Tufts University, and received her PhD from the University of California, Santa Barbara. Her work connects cognitive and educational psychology to investigate individual differences in spatial thinking, specifically in navigation and STEM learning.