Integrating Free and Open Source Solutions into Geospatial Science Education
AbstractWhile free and open source software becomes increasingly important in geospatial research and industry, open science perspectives are generally less reflected in universities’ educational programs. We present an example of how free and open source software can be incorporated into geospatial education to promote open and reproducible science. Since 2008 graduate students at North Carolina State University have the opportunity to take a course on geospatial modeling and analysis that is taught with both proprietary and free and open source software. In this course, students perform geospatial tasks simultaneously in the proprietary package ArcGIS and the free and open source package GRASS GIS. By ensuring that students learn to distinguish between geospatial concepts and software specifics, students become more flexible and stronger spatial thinkers when choosing solutions for their independent work in the future. We also discuss ways to continually update and improve our publicly available teaching materials for reuse by teachers, self-learners and other members of the GIS community. Only when free and open source software is fully integrated into geospatial education, we will be able to encourage a culture of openness and, thus, enable greater reproducibility in research and development applications. View Full-Text
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Petras, V.; Petrasova, A.; Harmon, B.; Meentemeyer, R.K.; Mitasova, H. Integrating Free and Open Source Solutions into Geospatial Science Education. ISPRS Int. J. Geo-Inf. 2015, 4, 942-956.
Petras V, Petrasova A, Harmon B, Meentemeyer RK, Mitasova H. Integrating Free and Open Source Solutions into Geospatial Science Education. ISPRS International Journal of Geo-Information. 2015; 4(2):942-956.Chicago/Turabian Style
Petras, Vaclav; Petrasova, Anna; Harmon, Brendan; Meentemeyer, Ross K.; Mitasova, Helena. 2015. "Integrating Free and Open Source Solutions into Geospatial Science Education." ISPRS Int. J. Geo-Inf. 4, no. 2: 942-956.