Lockdown lessons: an international conversation on resilient GI science teaching

J.I. Blanford; Forrest J. Bowlick; A. Gidudu; M. Gould; Amy Griffin; B. Kar; K. Kemp; M. de Róiste; S. deSabatta; D. Sinton; J. Strobl; F. Toppen; D. Unwin

doi:10.1080/03098265.2021.1986687

Lockdown lessons: an international conversation on resilient GI science teaching

J.I. Blanford, Forrest J. Bowlick, A. Gidudu, M. Gould, Amy Griffin, B. Kar, K. Kemp, M. de Róiste, S. deSabatta, D. Sinton, J. Strobl, F. Toppen, D. Unwin^*

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

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Abstract

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.

Original language	English
Pages (from-to)	7-19
Number of pages	13
Journal	Journal of Geography in Higher Education
Volume	46
Issue number	1
Early online date	8 Oct 2021
DOIs	https://doi.org/10.1080/03098265.2021.1986687
Publication status	Published - 2 Jan 2022

Keywords

2022 OA procedure
education
crisis education
covid19

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1080/03098265.2021.1986687

03098265.2021.1986687Final published version, 719 KBLicence: Taverne

Cite this

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Lockdown lessons: an international conversation on resilient GI science teaching

Abstract

Keywords

UN SDGs

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