which place for spatial modelling in gis education? the example of the gitta project lasig...
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Which place for Spatial Modelling
in GIS education?
The example of the GITTA project
LASIG laboratory Corinne Plazanet & Regis Caloz
Geographic Information Technology Training Aliance
Sept. the 13th 2002
EPFL – LaSIG lab. C. Plazanet & R. Caloz
Outline
The GITTA project
Pedagogical objectives and content
Spatial Modeling modules
Integration within the GITTA curriculum
Conclusion and open questions
Geographic Information Technology Training Aliance
85% of the capacity of GIS academic courses
in Switzerland
Swiss Virtual Campus
project
07/2001 - 01/2004 Covers 1 discipline: GIS
4 languages
10 academic partners: Universities, high schools,
Federal Institutes of Technology
+ 1 administrative partner + 1 pedagogue
The GITTA project
EPFL – LaSIG lab. C. Plazanet & R. Caloz
Universities, high schools, Federal Institutes of Technology
• Students in geography, geomatics (geodetics, topographic
works), forestry sciences, computer science, land use planning
• Applied sciences (biology, earth sciences, biology, land
architecture… )
• Postgraduate diploma
• Formation continue
Target public
EPFL – LaSIG lab. C. Plazanet & R. Caloz
Objectives
EPFL – LaSIG lab. C. Plazanet & R. Caloz
• Federate knowledgeFederate knowledge in GIS in a virtual campus with coordinated curriculum
• Standardize course structure and contentsStandardize course structure and contents by exploiting synergies and eliminating redundancies
• Provide a virtual learning center Provide a virtual learning center that allows students to complete standardized ECTS units
• Integrate GITTAIntegrate GITTA course units course units in existing curriculum in order to replace or enhance traditional courses (pedagogical renewal)
Declared objective:Declared objective: Presence in classroom reduced to 50% (tutoring Presence in classroom reduced to 50% (tutoring sessions, project reviews, working groups, student presentations, etc.)sessions, project reviews, working groups, student presentations, etc.)
Main 1rst interest:Main 1rst interest: provide a GI curriculum up to date and well structured provide a GI curriculum up to date and well structured
Declared objective:Declared objective: Presence in classroom reduced to 50% (tutoring Presence in classroom reduced to 50% (tutoring sessions, project reviews, working groups, student presentations, etc.)sessions, project reviews, working groups, student presentations, etc.)
Main 1rst interest:Main 1rst interest: provide a GI curriculum up to date and well structured provide a GI curriculum up to date and well structured
• Develop student independence Develop student independence in his learning process• Develop his capabilities in GIS management Develop his capabilities in GIS management for the analysis
of simple spatial issues within an individual learning environment based on information technologies
• Integrate transdisciplinaryIntegrate transdisciplinary aspects aspects of GIS knowledge and emphasize consciences on practical issues by working on real world case studies
• Deepen specific topicsDeepen specific topics through projects
The success of the approach lies not only on didactical tools but also onThe success of the approach lies not only on didactical tools but also on coaching and tutoring !coaching and tutoring !
The success of the approach lies not only on didactical tools but also onThe success of the approach lies not only on didactical tools but also on coaching and tutoring !coaching and tutoring !
Pedagogical and didactical objectives
EPFL – LaSIG lab. C. Plazanet & R. Caloz
1 10.5 0.5 0.50.5
1 ECTS = 30 hours
2 1 1 1 1
Geomarketing
Implementation of a business GIS
11
2 ECTS / curriculum1 ECTS = 2 days
Cachment and hydrology modelingTerrain elevation of yarding
Gaz pipeline: pattern optimization
Optimal route in urban road netwk
2222
Decision making
3
2
3
3
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R. C
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Modular pedagogical approach
Large place for theoritical aspects
L1: Spatial perception and modeling
U1: Terms and definitions
U2: From reality to representations U3: Conventional spatial modeling: mapsU4: Models of apprehension of geographical space
L2: Fundamental conceptsU5: ScaleU6: Georeference: Location, projectionsU7: Spatial relations: DistanceU7: Spatial relations: Topology
L3: Notions of information modelling
U8: Units of observation of reality
U9: spatial information
L4: Numerical modeling of realityU10: Introduction to numerical modeling U11: Concepts of vector model
U12: Topology
U13: Concepts of raster or image modelU14: Comparison of vector / rasterU15: Relief modeling (DTM)U16: Network modeling
L5: Conceptual data modelingU17: Concepts of conceptual modelingU18: The Entity-Relationship modelU19: Spatial conceptual data models
EP
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R. C
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Spatial modeling basic moduleModule -> lessons -> units
EP
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Spatial modeling intermediate module
L1: Advanced relief modelingU: MODELSU: RELIEF PROPRIETES
L2: 2.5D, 3D Modeling
L3: Advanced network modeling
L4: Specific modelsU: MODELS FOR SPATIAL ANALYSIS U: STRUCTURES FOR DB INDEXINGU: STRUCTURES FOR DATA COMPRESSION
L5: Multi source GIS - InteroperabilityU: MULTIREPRESENTATION MODELING CONCEPTSU: DB INTEGRATION (INTER SCHEMAS CORRESPONDANCE ASSERTIONS)U: ABSTRACTION MECANISMS - GENERALIZATION
L6: Information System EngineeringU: DESIGN METHODOLOGIESU: PROCESS MODELING (DATA FLOW)U: CONCEPTUAL DATA MODELSU: CASE TOOLSU: SPATIAL DATA INFRASTRUCTURESU: META DATAU: EXCHANGE FORMATS: INTERLIS
Module -> lessons -> units
• MAIN ISSUE:
Provide an exhaustive content avoiding redundancies
=> integration of modules’ content !
• Which notion in which module?
• Choice of the module
• Choice of the level: Basic / intermediate / advanced
EP
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How to validate contents ?
EP
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Which notion in which module?
DCDC SMSM ANAN
Network modelingNetwork modeling
PRPR
Relief modeling DTM, TINRelief modeling DTM, TIN
GeoreferenceGeoreference
DMDM SYSY
Conceptual modeling
Conceptual modeling
MetadataMetadata
EP
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Which notion in which module?
The choice depends on :The logic of the modules (structural line)
B-SM follows the process of GIS modeling from perception and abstraction to DB modeling, through fundamental models: vector/raster (without considering a particular application)
I-SM considers modeling according to proprieties and objectives: analysis, generalization, cartographic presentation …
The duration of the modules (number of credits)
The complexity of notions
The importance of the notion in the curriculum
EP
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Spatial modeling modules outflow
BASICBASIC
INTERMEDIATEINTERMEDIATE e.g. Route maps
e.g Selection of roads longer than
1000 m
-
+
L e v e l o f a b s t r a c t i o n
SPATIAL ANALYSIS
e.g. Road polylines
e.g. Road
network
SPATIAL MODELING
Visual apprehension of reality
Internal structuring properties.
Model properties
EP
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Links between SM and AN modules NETWORK MODELING
Ab
str
acti
on
level
BASICBASIC
INTERMEDIATEINTERMEDIATE Advanced geomorphometry
e.g topo. objects extraction on TIN…
Terrain analysis on DTM
-
+
L e v e l o f a b s t r a c t i o n
SPATIAL ANALYSIS
Introduction to DTM
TIN, Morphological properties…
SPATIAL MODELING
Visual apprehension of reality
Internal structuring properties.
Model properties
Ab
str
acti
on
level
EP
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R. C
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Links between SM and AN modules RELIEF MODELING
• First testings in Spring 2003
• Where we are:
– Variable units duration according to learning objects
– Fix strcuture and order of modules
– Fix order of units for each module
– In each author’s natural langage
• We have to go on developping content while there are still
open questions…
• … on integration issues in schools !!!– Complete adoption OR Keep existing GI curriculum by re-organizing
GITTA units ?
– Complete e-learning OR Mix traditional & e-learn ?
EP
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Conclusions and open questions for the schools
Extra slides in case of
tech. Questions…
E-C.L.A.S.S. : Guide to On-Line
course development
Dr Gerson Johnson County Community
College
• E = Explain• C = Clarify• L = Look• A = Act• S = Share• S = Self Evaluation
EP
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Content of a unit
FormulaireFormulaireE-C.L.A.S.S.E-C.L.A.S.S.
Sources: Docs Word, images, animations…
Unit1.xml
Unit1meta.xml
XMLXML
Redaction of contentRedaction of contentStructuration XML: Structuration XML: content and metadatascontent and metadatas
XSLXSL
Publication Publication HTML, HTML, PDF, WAP…PDF, WAP…
DTDDTD based on L.M.M.L. (Learning Material Markup Language)
and E-C.L.A.S.S.
=> Content and presentation separated !=> Content and presentation separated !
EP
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XML structuration of contents
Susanne Bleisch, FHBB
EP
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Module DTD
Susanne Bleisch, FHBB
EP
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Lesson DTD
E
A
LC
S
SSusanne Bleisch, FHBB
EP
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Unit DTD
EP
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