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How can we use geospatial technologies to make a difference in our communities?
This Google Site was inspired by the work of the UC Davis Global Affairs: GIS and GNH Story Map series.
As stated by His Majesty the King in the recently decreed Royal Kasho on Educational Reform, "we find ourselves on the cusp of a new century again and in need of a new vision to prepare for what lies ahead." (Kuensel, 2020). This Royal Kasho is now viewed as guiding document for Bhutanese educators, a new call to action. Within the Kasho, His Majesty continues by sharing that in order to meet the challenges and opportunities of the twenty first century, the nation must "radically rethink its education system." One concept to radically change Bhutan's educational trajectory, now recognized as necessary across all disciplines, is the need to intentionally embed technology within all facets of educational practice.
By developing their abilities for critical thinking, creative thinking, and learning to be life-long learners, we have to prepare [our students] to be inquisitive, to be problem-solvers, to be interactive and collaborative, using information and media literacy as well as technological skills....In preparing our youth for the future, we must take advantage of available technologies, adapt global best practices, and engineer a teaching-learning environment suited to our needs.
Technology is the argument of our time and a major indicator of social progress.
(His Majesty the 5th King, bolded for emphasis, Royal Kasho on Educational Reform)
Geography Educators, as practitioners of a unique and integrative discipline, are now faced with these challenges of educational reform. Yet in the context of these new challenges lie compelling opportunities. Seeking to fulfill its vision as a center of excellence comitted to research and innovation in education, the Geography Programme at Samtse College of Education is now embracing new approaches for geography teaching and learning. Two impactful tools to achieve this vision are the incorporation of geospatial technologies and the adoption of a place-based Geo-Inquiry approach. This website is an effort to share our steps towards putting these tools into action.
During the spring semester of 2021 at Samtse College of Education, 20 Master's in Geography Education (M.Ed.) students worked collaboratively to complete this series of Geo-Inquiry projects as a final product from their GST501: Introduction to GIS and Remote Sensing module. Students worked in teams of two to three to address a Geo-Inquiry project of interest. Projects ranged from investigating decadal changes in the agricultural landscapes of Tsirang, monitoring trends in vegetation disturbance in Samtse, mapping areas of burn severity across forest fire events in Paro, and identifying areas at risk of flooding in Bumthang, to name a few. To complete each project, students used authentic geospatial technologies to gather information, analyze data, and ultimately share their results. In order frame these investigations, our course adopted a place-based Geo-Inquiry approach.
The Geo-Inquiry Process, developed by National Geographic, relies on using a geographic perspective, offering a unique lens to analyze space, place, and the interconnections between both the human and natural world. Following a 5-step process of ASK-COLLECT-VISUALIZE-CREATE-ACT, this framework can provides a comprehensive structure for completing impactful place-based projects.
As the geography education community strives to embrace remote sensing and GIS, we hope these projects can serve as case studies and teaching aids for classrooms across the country. We invite you to explore how geospatial technologies can be used to investigate questions and solve problems within Bhutanese communities.
The Class
The Class
The M.Ed. Geography cohort for the GST501 Spring 2021 module self divided into the following Geo-Inquiry Teams. Click on the titles on top of this webpage to learn more about the methods and findings of these innovative projects.
Bumthang Flood Hazard Mapping: Tashi Dendup, Leki Dorji, Norbu Gyeltshen
Tsendona Forest Fire Burn Severity Analysis; Tashi Dema
Khothagpa Mining Review: Ugyen Seldon, Durga Maya
Reshore Coal Mining Change Detection: Kezang Dorji, Chimi Dorji, Gayleg
Dhamdum Vegetation Analysis: Deki, Choezom
Samtse State-Owned Land Suitability Investigation: Sonam Zangmo, Dema, Singye Wangchuk
Gidakhom Mining Impacts: Karma Sonam Rigdel, Nima Tshering, Tenzin Chogay
Tsriang Agricultural Land Use Changes: ChunduZangmo Tamang, Kelzang Yangchen, Sonam Wangmo
Module Tutor: Alexander Sivitskis
This Google Site was inspired by the work of the UC Davis Global Affairs: GIS and GNH Story Map series.
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