Understanding City Dynamics: Using Geolocated Social Media in a Problem-Based Activity as an Investigative Tool to Enhance Student Learning

Autor/inn/en	Serrano-Estrada, Leticia; Martin, Tania Josephine; Marti, Pablo
Titel	Understanding City Dynamics: Using Geolocated Social Media in a Problem-Based Activity as an Investigative Tool to Enhance Student Learning
Quelle	In: Journal of Geography in Higher Education, 47 (2023) 1, S.106-127 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Serrano-Estrada, Leticia) ORCID (Martin, Tania Josephine) ORCID (Marti, Pablo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2021.2004390
Schlagwörter	Foreign Countries; Geographic Regions; Social Media; Urban Areas; Urban Studies; Geography; Problem Based Learning; College Students; Spanish; English; Computer Uses in Education; Computer Software; Data Analysis; Visual Aids; Information Literacy; Instructional Effectiveness; Human Geography; Sociocultural Patterns; Cooperative Learning; Spain + Suchen Sie Ihr Suchwort? Ausland; Soziale Medien; Urban area; Stadtregion; Stadterkundung; Geografie; Problem-based learning; Problemorientiertes Lernen; Collegestudent; Spanisch; English language; Englisch; Computernutzung; Auswertung; Anschauungsmaterial; Informationskompetenz; Unterrichtserfolg; Humangeografie; Soziokulturelle Theorie; Kooperatives Lernen; Spanien
Abstract	Research that tackles the pedagogical use of geolocated social media as an investigative tool for understanding cities in Geography and Urban Studies higher education programs has not been fully exploited. This study contributes by addressing the transferability of these sources as a research medium for enhancing student knowledge of urban phenomena. A collaborative problem-based learning activity was conducted in a third-year compulsory Urban Studies module of the Fundamentals in Architecture Degree at the University of Alicante. Two groups -- Spanish (25 students) and English (34 students) language, participated in the activity. Foursquare and Twitter datasets were used as sources of information, and scaffolding in QGIS software, data analysis, and visualization tools were provided. Pre- and post- activity questionnaires as well as the work submitted by students gave an indication of the extent to which the activity was useful for achieving the set objective. Recurring approaches adopted by students and their "how-to" make sense of social media information enabled them to align spatiotemporal and social phenomena to the use and perception of city spaces. Students developed critical thinking and interpretative skills that are key transversal competencies for understanding the huge volume of data available in today's digitalized world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01