Cybercartography for education: The application of cybercartography to teaching and learning in nunavut, canada
As outlined in Chapter 1, many of the characteristics of cybercartography lend themselves to improving teaching and learning in a variety of different settings. This chapter will examine the potential in both community college and high school settings in Nunavut, Canada. Education in Nunavut poses a...
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ftcarletonunivir:oai:carleton.ca:7342 2023-05-15T14:29:27+02:00 Cybercartography for education: The application of cybercartography to teaching and learning in nunavut, canada Taylor, D.R. (Fraser) Cowan, C. (Cindy) Ljubicic, G. (Gita) Sullivan, C. (Carmelle) 2014-01-13 https://ir.library.carleton.ca/pub/7342 https://doi.org/10.1016/B978-0-444-62713-1.00020-9 en eng https://ir.library.carleton.ca/pub/7342 doi:10.1016/B978-0-444-62713-1.00020-9 Arctic Bay Community education Inuit education Local and traditional knowledge Multiple intelligences Nunavut info:eu-repo/semantics/article 2014 ftcarletonunivir https://doi.org/10.1016/B978-0-444-62713-1.00020-9 2022-02-06T21:51:30Z As outlined in Chapter 1, many of the characteristics of cybercartography lend themselves to improving teaching and learning in a variety of different settings. This chapter will examine the potential in both community college and high school settings in Nunavut, Canada. Education in Nunavut poses a number of challenges, especially the need to include traditional knowledge to increase the cultural relevance of the curriculum. The cybercartographic atlases being produced in cooperation with northern communities, such as the Inuit siku (sea ice) Atlas described in Chapter 14 and the earlier Arctic Bay Atlas (described in this Chapter), are making a valuable contribution to the educational challenges in both a formal and informal sense. This chapter begins by looking at the theoretical relevance of cybercartography to education using Howard Gardner's theories. This is followed by a consideration of the educational context in Nunavut, and the application of cybercartography in both Nunavut high schools (the Inuit siku (sea ice) Atlas) and Nunavut Arctic College (the Arctic Bay Atlas) contexts. In educational terms, the processes by which these atlases were created and the active involvement of Inuit communities are of equal, if not, greater, importance than the artefacts themselves. Article in Journal/Newspaper Arctic bay Arctic inuit Nunavut Sea ice Carleton University's Institutional Repository Arctic Arctic Bay ENVELOPE(-85.116,-85.116,73.018,73.018) Canada Nunavut 297 324 |
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collection |
Carleton University's Institutional Repository |
op_collection_id |
ftcarletonunivir |
language |
English |
topic |
Arctic Bay Community education Inuit education Local and traditional knowledge Multiple intelligences Nunavut |
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Arctic Bay Community education Inuit education Local and traditional knowledge Multiple intelligences Nunavut Taylor, D.R. (Fraser) Cowan, C. (Cindy) Ljubicic, G. (Gita) Sullivan, C. (Carmelle) Cybercartography for education: The application of cybercartography to teaching and learning in nunavut, canada |
topic_facet |
Arctic Bay Community education Inuit education Local and traditional knowledge Multiple intelligences Nunavut |
description |
As outlined in Chapter 1, many of the characteristics of cybercartography lend themselves to improving teaching and learning in a variety of different settings. This chapter will examine the potential in both community college and high school settings in Nunavut, Canada. Education in Nunavut poses a number of challenges, especially the need to include traditional knowledge to increase the cultural relevance of the curriculum. The cybercartographic atlases being produced in cooperation with northern communities, such as the Inuit siku (sea ice) Atlas described in Chapter 14 and the earlier Arctic Bay Atlas (described in this Chapter), are making a valuable contribution to the educational challenges in both a formal and informal sense. This chapter begins by looking at the theoretical relevance of cybercartography to education using Howard Gardner's theories. This is followed by a consideration of the educational context in Nunavut, and the application of cybercartography in both Nunavut high schools (the Inuit siku (sea ice) Atlas) and Nunavut Arctic College (the Arctic Bay Atlas) contexts. In educational terms, the processes by which these atlases were created and the active involvement of Inuit communities are of equal, if not, greater, importance than the artefacts themselves. |
format |
Article in Journal/Newspaper |
author |
Taylor, D.R. (Fraser) Cowan, C. (Cindy) Ljubicic, G. (Gita) Sullivan, C. (Carmelle) |
author_facet |
Taylor, D.R. (Fraser) Cowan, C. (Cindy) Ljubicic, G. (Gita) Sullivan, C. (Carmelle) |
author_sort |
Taylor, D.R. (Fraser) |
title |
Cybercartography for education: The application of cybercartography to teaching and learning in nunavut, canada |
title_short |
Cybercartography for education: The application of cybercartography to teaching and learning in nunavut, canada |
title_full |
Cybercartography for education: The application of cybercartography to teaching and learning in nunavut, canada |
title_fullStr |
Cybercartography for education: The application of cybercartography to teaching and learning in nunavut, canada |
title_full_unstemmed |
Cybercartography for education: The application of cybercartography to teaching and learning in nunavut, canada |
title_sort |
cybercartography for education: the application of cybercartography to teaching and learning in nunavut, canada |
publishDate |
2014 |
url |
https://ir.library.carleton.ca/pub/7342 https://doi.org/10.1016/B978-0-444-62713-1.00020-9 |
long_lat |
ENVELOPE(-85.116,-85.116,73.018,73.018) |
geographic |
Arctic Arctic Bay Canada Nunavut |
geographic_facet |
Arctic Arctic Bay Canada Nunavut |
genre |
Arctic bay Arctic inuit Nunavut Sea ice |
genre_facet |
Arctic bay Arctic inuit Nunavut Sea ice |
op_relation |
https://ir.library.carleton.ca/pub/7342 doi:10.1016/B978-0-444-62713-1.00020-9 |
op_doi |
https://doi.org/10.1016/B978-0-444-62713-1.00020-9 |
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297 |
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324 |
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