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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Geographic Information Technology Training Alliance GITTA: Building a Virtual Campus for Higher Education in Geographic Information Technology Robert Weibel.
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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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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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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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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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