While techniques relying on Geographic Information Science (GIScience) have been applied to a number of fields over recent decades, there are still many fields wherein experimental work on applied spatial modeling is just now opening up opportunities for advancing scientific knowledge. For the last six years, I have had the honor of working with some ground-breaking, forensic anthropologists to advance scientific knowledge surrounding humanitarian aid issues. Specifically, we examine how to use GIScience and spatial statistics to model wartime killer behaviors. Accurate, precise models of these behaviors may help identify lost burial sites and eventually allow families to recover the remains of loved ones – the missing civilians and soldiers. This work has involved research on acts of violence committed in political emergencies in many complex scenarios such as the former Yugoslavia and in enduring conflicts like Nagorno-Karabakh. I have had the chance to personally work with some amazing collaborators in this field, including Dr. Derek Congram, Hugh Tuller, Matt Vennemeyer, Michael Kenyhercz, and several current and former staff at the ICRC (financially supported this work). In fact, many of authors in this edited collection have inspired and informed our research.
The below article represents a small sample of lessons learned from these collaborations and our experimental work. This article is an accepted manuscript for the Forensic Science International special issue on “Humanitarian Forensic Action”. Accepted manuscripts are under a 12-month embargo for many academic sharing sites, but can be immediately shared on author’s personal website. Links will be updated (DOI, journal publication link, etc.) as available. Additional licensing details for accepted manuscripts to FSI can be found here. © 2017, this manuscript version is made available under the CC-BY-NC-ND 4.0 license.
I was invited to contribute to the Year of Open’s April Open Perspective: What is Open Pedagogy? published by the Open Education Consortium under a CC-BY license (10 April 2017). Below, you can read my contribution and you can also find it in context with the other diverse, fantastic pieces from David Wiley, Mali Baha, and Robert Schuwer on the Year of Open website.
For the mind does not require filling like a bottle, but rather, like wood, it only requires kindling to create in it an impulse to think independently and an ardent desire for the truth. ~Plutarch?
One of the most exciting evolution in pedagogy over the last few years is the integration of open education resources (OERs) and open practices into teaching and learning. During Open Access Week 2016, I had the pleasure and opportunity to lead a workshop on open pedagogy with my BCcampus Faculty Fellow colleagues at Kwantlen Polytechnic University (KPU). I think I can speak for all of us when I say it was truly inspiring to see the administrative support of, faculty enthusiasm for, and student participation in the open education movement at KPU. We planned the workshop as a hands-on create your own open pedagogy project using the liberating structures activity Troika consulting. That rapidly turned into an illuminating group discussion about experiences integrating and developing OER.
Before we started the hands-on workshop, we presented an overview of open education, open science, and several lessons learned from our work integrating OER into new pedagogical approaches. Many of the examples came from work with my colleagues on Open Geography at UBC and on the authentic learning projects presented by our students’ open scholarship website.
These workshop slides on open pedagogy and open science are openly-licensed as CC BY 4.0. Download the slides here. We share these slides above in the hopes that they can be a resource for those of you interested in taking next steps in open pedagogy and stimulating discussion on open education. Many thanks to KPU Open Education for the invitation and special thanks to Caroline Daniels (KPU Library) and Rajiv Jhangiani for being such gracious hosts.