geographic information technology training alliance gitta: building a virtual campus for higher...

Geographic Information Technology Training Alliance

GITTA: Building a Virtual Campus for Higher Education in Geographic Information Technology

Robert Weibel and Eric Lorup

Department of Geography

University of Zurich

Optical 3-D Measurement, 22 September 2003

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Optical 3-D Measurement, 22.09. 2003


Contents

1. Project Objectives and Characteristics

2. Design: Pedagogical and Technical

3. Demo

4. Conclusions and Outlook

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Project Objectives and CharacteristicsProject Objectives and Characteristics

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Some Facts

One of 50 projects of the programme “Swiss Virtual Campus”, supported by Swiss federal funding agencies

Duration: 07/2001 - 06/2004 7 universities, 11 departments throughout Switzerland approx. 8-10 persons employed > 1 Mio CHF grant money, 1.8 Mio CHF matching funds by

universities

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The Consortium and the Project

© Atlas of Switzerland

large consortium

all 3 HE school types

85% of HE slots in CH

interdisciplinary

trilingual

several courses (12 ECTS)

7 Universities, 11 Departments: Unis: Zurich (Lead), Fribourg ETH: Zurich, Lausanne UAS: FHBB, HSR, SUPSI

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Recap of Pedagogical Objectives

Truly nationwide Virtual Campus for HE in GIScience Cover a full program in GIScience (not just a single course) Integration into core curriculum Blended teaching: Complement traditional teaching Replace ex-cathedra teaching where possible Use capacity of teachers for coaching rather than ex-cathedra

teaching Foster independent learning among students

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Design:Pedagogical and TechnicalDesign:Pedagogical and Technical

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Design Elements

Full-fledged program in GIScience, covering several traditional courses

Modular structure, re-combination of units possible Two types of ICT-based resources:

‚lectures‘ (Modules): web-based, complemented with face-to-face tutorials (blended teaching)

‚practicals‘ (Case Studies): practical work with GIS software (not necessarily web-based)

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BASIC

SpatialAnalysis

SpatialModeling

DataMgt.Systems

DataCapture

Presentation

INTERMEDIATE

Case Study

Case Study

Overall Structure

Modular structure Levels (Basic, Intermediate) 6 Modules per Level:

Data Capture Spatial Modeling Spatial Analysis Data Management Systems Presentation

Case Studies: Focus on problem solving skills

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Pedagogical Design

Level (e.g. Basic Level)

Module (e.g. Basic Spatial Analysis)

Lesson (e.g. Terrain Analysis)

Unit (e.g. Slope & Aspect)

- Entry- Clarify- Look- Act- Share- Self-assess

Unit = smallest self-contained

object

All partners use same structure

for units

Hierarchical, modularstructure

1x per Unit

Learning Object:1..n, mandatory

Exercise and selftest, optional

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Level (Basic Level)> Module (Basic Spatial Analysis)

> Lessons (7)> Units (22)

Content of Module “Basic Spatial Analysis”

L1 Spatial analysis concepts:U1 Introduction

L2 Discrete spatial variablesU1 Nature of spatial variables and

underlying modelsU2 RegionalizationU3 ShapeU4 Point

L3 Continuous spatial variablesU1 Sampling distributionsU2 Spatial dependecy analysisU3 Basics of spatial interpolation

L4 Terrain AnalysisU1 Extraction of topographic infoU2 GeomorphometryU3 Viewshed analysis

L5 Spatial queriesU1 Introduction to spatial queriesU2 Attribute queriesU3 Geometrical queriesU4 Topological queries

L6 Accessibility analysisU1 Distances and metricsU2 Unconstrained proximity analysisU3 Network characterization

L7 Suitabillity analysisU1 Multi-criteria vs. multi-objectiveU2 Boolean overlayU3 Weighted overlayU4 Assigment of weights

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Contents and languages

Basic Level: 6 modules / 29 lessons / 95 units 6 case studies d/f/i and e

production in native language of responsible partner translation ‘on demand’

Intermediate Level: 4 modules / 22 lessons / 69 units 3 case studies English only

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Technical Design

Implements pedagogical design 1:1 (ECLASS at Unit scale) based on XML DTDs for all objects Separates content

and form (XSLT) Metadata for all units

Learning Objectives and Story Boards

Technical View of Authors (XMetaL)

What the Student Sees navigationaides

texts

glossary, refsand pdf

interactiveFlash animation

hierarchies

icons forECLASS items

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DemoDemo3

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Conclusions and OutlookConclusions and Outlook4

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Results of Field Tests

Field test with students conducted in ‘real’ courses 3 modules at 3 partner sites 2 case studies at 2 partner sites

Results positive to very positive Acceptance of e-learning is high (incl. statements “better than

traditional lectures”) blended teaching appears to be the way to go --> independent

e-learning complemented by face-to-face tutorials in small groups

“PDF button syndrom” (e-learning is a different form of learning)

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Status

Basic Level: 26 of 29 lessons completed 5 of 5 Case Studies completed

Intermediate Level: Lesson design completed 2 lessons completed, 20 more to go (until March 2004) 3 additional Case Studies to be developed

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Open Problems and Outlook

translation of Basic Level to d/f/I/ and e (before 06/2004?) maintenance and updating beyond funded period ? use in continuing education offerings ? use by others ?

Outlook: Will put in proposal for follow-on project to SVC (starting

fall 2004). Possible options for collaboration with others and/or

extensions will have to be resolved before 06/2004.

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Contact

http://www.gitta.info [email protected] / [email protected]

geographic information technology training alliance gitta: building a virtual campus for higher...

Documents

d measurement

supsi slide

outlook slide

webbased slide

basic spatial analysis

cathedra teaching

traditional teaching

basic level module