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This article presents a study evaluating student perceptions of learning experiences creating ArcGIS StoryMaps. The Taxonomy of Educational Objectives (Bloom's Taxonomy) provides a framework for organising, analysing, and interpreting a survey completed by 154 students from high school to postgraduate. Using a mix of quantitative and qualitative methods we found student perceptions of the level of learning to be similar across education cohorts in the cognitive domain, exhibit some differences in psychomotor domain, and are markedly different in the affective domain. In terms of what they learned, postgraduates perceive the experience as being mostly about communicating ideas or storytelling more than undergraduates who, in addition, tend to see the experience as preparing maps and working with geographic information systems. Undergraduates tend to conflate gaining knowledge (cognitive) with learning skills (psychomotor), suggesting a greater focus on working with the technology. Most students across all education levels found the learning experience challenging and beneficial (affective) though some students did not. We conclude that while the creation of StoryMaps is good for student retention and offers an effective scaffolding framework for geography and GIS education, it is important for educators to design StoryMap learning activities using clearly defined learning outcomes and assessment rubrics. [ABSTRACT FROM AUTHOR]

Geospatial technology is still a growth area and knowledge of these technologies remains essential for a skilled workforce. In higher education, geospatial curriculum design is predominantly determined by educators and is influenced by what educators believe should be taught. Knowledge of national or regional provision can support a richer understanding of expected provision and areas of over or under-provision to better support the needs of varied geospatial roles and identify possible programme specialisations. In this paper, we describe an approach for evaluating Aotearoa New Zealand’s provision of geospatial education in the tertiary education sector. First, we examine and compare current course offerings in New Zealand’s tertiary sector against selected institutions in five countries using the GIS&T Body of Knowledge and Geospatial Technology Competency Model as a framework for comparison. Second, we evaluate the results of a focus-group workshop of geospatial education providers and geospatial industry stakeholders about perceived needs in geospatial education in New Zealand. We find this approach works well to support a better understanding of what is provided for both educators and industry. By including industry geospatial professionals in identifying perceived gaps, educators’ knowledge of industry needs will grow as well as industry’s understanding of current provision. [ABSTRACT FROM AUTHOR]