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UID:pretalx-qgis-uc2026-TFEVGM@talks.osgeo.org
DTSTART;TZID=CET:20261006T100000
DTEND;TZID=CET:20261006T103000
DESCRIPTION:Teaching QGIS effectively requires more than good materials: it
  requires matching learning modalities to the motivations\, constraints\, 
 and expectations of different learner groups. In this talk\, I reflect on 
 two decades of teaching QGIS to university students\, professionals\, and 
 self‑motivated learners\, and I argue that how we teach matters as much 
 as what we teach.\n\nFor highly motivated individuals\, those who actively
  seek out GIS skills for their own projects\, self‑paced online learning
  remains the most efficient and impactful modality. These learners benefit
  from autonomy\, the ability to revisit complex topics\, and the flexibili
 ty to progress at their own rhythm. Structured online courses\, supported 
 by LMS platforms such as [Moodle](https://moodle.org/) with [H5P](https://
 h5p.org/) interactivity\, allow them to build strong technical foundations
  with minimal friction.\n\nIn university settings\, blended learning consi
 stently outperforms traditional lectures. Students watch theory videos at 
 home\, then use classroom time for quizzes\, discussions\, troubleshooting
 \, and guided exercises that they can complete independently afterward. Th
 is model increases engagement\, reduces cognitive overload\, and frees in
 ‑person time for higher‑order learning (analysis\, application\, and p
 roblem‑solving).\n\nFor professionals\, however\, the picture is differe
 nt. When courses are paid by employers and squeezed between demanding jobs
 \, full in‑person or live‑online formats remain the default. While the
 se modalities often produce lower learning performance compared to self‑
 paced or blended approaches\, they align with expectations of learners\, d
 onors\, and colleagues. Insights from my work on capacity development show
  that synchronous formats are frequently preferred not for pedagogical rea
 sons but because they fit existing incentive structures: they are visible\
 , certificate‑friendly\, and compatible with organisational habits. Yet 
 these formats are fragile\, especially in low‑resource settings\, and of
 ten lead to low retention\, passive participation\, and limited long‑ter
 m application.\n\nRecognising this gap between performative and sustainabl
 e learning helps QGIS trainers design interventions that genuinely strengt
 hen geospatial capacity. Effective training requires autonomy\, continuity
 \, and relevance. These conditions are difficult to achieve in long Zoom m
 arathons but flourish in well‑designed self‑paced or blended environme
 nts.\n\nThe talk includes practical tips for becoming a strong QGIS traine
 r: designing modular materials\, encourage the development of real‑world
  skills\, scaffolding exercises to build confidence\, integrating open‑s
 ource values into teaching\, and cultivating a classroom culture where exp
 erimentation and failure are part of the learning journey.\n\nUltimately\,
  effective QGIS teaching is not one-size-fits-all. It is a craft that adap
 ts to context\, respects learner diversity\, and embraces the strengths of
  open-source communities.
DTSTAMP:20260724T214406Z
LOCATION:Bridge Cinema
SUMMARY:Why Your QGIS Training Works (or Doesn’t): A Practical Guide for 
 Trainers - Hans van der Kwast
URL:https://talks.osgeo.org/qgis-uc2026/talk/TFEVGM/
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