Small EL: Collaborative Mapping and Spatial Reasoning

Students use geospatial technologies to practice mapping and spatial analysis

Faculty

Faculty of Arts

Course title

GEOG 280: Geospatial Project Management

Class size

Large (75+)

Year of program

1st year course

Students work in groups during class to discuss geospatial concepts and apply them to mapping tasks. The instructor sets up round‑table seating, introduces the prompt, and guides discussion as students connect lecture content to real‑world mapping practices. The activity strengthens collaboration, spatial reasoning, and applied problem‑solving, helping students understand how geospatial technologies shape places and support analytical decision‑making.

Activity Setting: Classroom
Time for activity: 1-2 hours in class
Assessment Approach: Graded
Assessment Type: In-class discussion
Weight in Final Grade: 5% per ICE assignment

Outcome 1

Students describe geospatial technologies and practices.

Outcome 2

Students consider how maps represent, create and recreate places and spaces.

Outcome 3

Students create an applied mapping project to explore a real‑world problem.

Outcome 4

Students apply industry‑standard software to perform basic mapping and analytical tasks.

What worked well?

The group discussion worked well and encouraged active participation.

What challenges did you encounter?

The instructor needed to create an alternative assignment for students who could not attend.

Format for reflection: Written reflection
Graded: Yes

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