Recursos educativos abiertos en cartografía: desarrollo y evaluación desde la perspectiva del estudiante, en el marco de la iniciativa GeoForAll de la organización OSGeo y el proyecto GeoLIBERO del programa CYTED.

Abstract

Open Educational Resources are digitized materials that are offered free of charge without restrictions to teachers, students and self-learners, in order to be used in teaching, learning and research processes, opening new possibilities for access to education, allowing the dissemination of content through web platforms and applications. For its part, since its origin, cartography has represented one of the most important tools for humanity because it makes it possible to know the location of all the elements necessary to optimize the growth of cities and represent all kinds of social, agrological, geographical, topographical phenomena, among others, leading to determine the need for students, teachers and anyone to have the basic cartographic fundamentals. Under the perspective of these two concepts, the development and evaluation of a set of open educational resources in the area of basic cartography was defined, based on the perspectives of students in the undergraduate course of Cadastral Engineering and Geodesy with the objective of knowing in the first instance the learning processes present in the traditional teaching method (master class). Likewise, a specific visualization of the created inputs is carried out, which are initially evaluated by means of a survey of students in order to understand their level of acceptance and opinion regarding the benefits and advantages of the OER developed in the learning process of cartographic concepts. In conjunction, all this is intended to be developed through the PADDIE methodology, which is divided into the components of planning (allows establishing clear goals, budgets, programs and objectives for the instructional design project), analysis (where information about the project is collected and analyzed, detecting the instructional needs of the resources), design (determines the learning objectives, strategies, structure and evaluation), development (phase where the materials and learning resources are created and tested), implementation (the teaching program is put into practice with the students), and evaluation (the teaching program is put into practice with the students), design (determines the learning objectives, strategies, structure and evaluation), development (phase where the learning materials and resources are created and tested), implementation (the teaching program is put into practice with the students) and evaluation (it is determined whether the learning objectives were achieved). With the support of this method in the process of development and implementation through a pilot test of this set of open educational resources in multiple formats such as web portals, audiovisual materials and playful games, which were duly consolidated in a virtual classroom that optimizes its visualization and access by anyone, a differentiated, autonomous and meaningful learning process is evidenced that collaborates with the contribution by teachers and students who are interested in learning and building resources for any type of 'area of study that is of interest to them.