Geomatics is a domain that has gained relevance and importance within the field of Architecture and the Built Environment. Typically, Geomatics education in Delft, Lund, Bochum, Leuven, and Zagreb was best characterised as lecture-based: traditional and relatively passive. This has changed fundamentally after March 2020. In this article, we analyse the development towards more active learning and teaching in five university degree programmes regarding geomatics. This study found two types of active online education: digitisation of on-campus education and implementation of new online active learning and teaching methods, including clips, quizzes, forums, in-depth Q&A, and debates. Despite the use of active learning methods, universities are struggling to maintain the attention of students during lectures and with the design of online assessments.

The new concept of Open Spatial Data Infrastructures (Open SDIs) has emerged from an increased interest in open data initiatives together with national and international directives, such as the EU Open Data Directive (Directive (EU) 2019/1024), and the large investment of European public authorities in developing SDIs for sharing spatial data within public authorities. Open SDIs have the potential to boost reaching SDIs’ general aims and goals of facilitating the exchange and sharing of spatial data to support planning and decision-making by including public participation and increased openness in all aspects of SDIs, including Open SDI Education. The open SPatial data Infrastructure eDucation nEtwoRk (SPIDER) project aims to address Open SDI Education by particular emphasis on studying Active Learning and Teaching (ALT) methods for SDI education. This article provides a theoretical basis of ALT for SDI methodologies. We show in which way ALT practices were already implemented in SDI education at the Partner universities before the COVID-19 pandemic. We also describe how the pandemic functioned as a catalyst for implementing ALT practices to an online environment, and how students evaluated these practices. The outcomes of our research can serve as an inspiration for SDI education in other countries.

This report presents showcases of active teaching and learning in spatial data infrastructure education in the SPIDER partner universities. It includes detailed descriptions of the practices that have been implemented, as well as the results of the evaluation of the practices from an active teaching learning perspective.