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Multiple ways of Learning about Antarctica with Cybercartography Sebastien Caquard, Peter Pulsifer and D.R. Fraser Taylor.

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Presentation on theme: "Multiple ways of Learning about Antarctica with Cybercartography Sebastien Caquard, Peter Pulsifer and D.R. Fraser Taylor."— Presentation transcript:

1 Multiple ways of Learning about Antarctica with Cybercartography Sebastien Caquard, Peter Pulsifer and D.R. Fraser Taylor

2 Overview of the presentation What is cybercartography? Alternative ways of learning with cybercartography The cybercartographic atlas of Antarctica

3 What is cybercartography?

4 A large research project: “Cybercartography & the New Economy” - Directed by Prof. D.R.F. Taylor M$ funded by Social Sciences and Humanities Research Council of Canada (SSRHC) - 4 years (started 01/2003) - About 50 people from different disciplines

5 What is cybercartography? Cybercartography is multiple: - Multidisciplinary (Geo / Psycho / Sciences cog / Literature) - Multi partners (e.g. Atlas of Canada, Industry Canada, SCAR) - Multimedia - Multisensory - Multi users (general public, policy makers, scientists) - Multi topic (beyond geographical topics)

6 What is cybercartography? => Combination production/research for education Outcomes expected - 2 Cybercartographic Atlases (Antarctica & Trade) - Research (proofs of concept) (e.g. Internet Cartography / Open Standards Cartography / Interoperability / Formal Ontologies / Multimedia Cartography / Archiving digital data / Understanding the User (UNA) / Usability / Multisensory / Sound maps / Art and Cybermaps / Technologies for the Blind / Situational Awareness in Virtual Spaces / Navigation in Informational Spaces / Cognitive Theories / Learning Theories / Multidisciplinary / Gaming and engagement / Hypertext and live hypernarrative)

7 Multiple ways of learning The Cybercartographic Atlas of Antarctica

8 A comprehensive atlas of Antarctica - Designed for High school students - To communicate scientific information - In an engaging manner - Using elements of cybercartographic - As well as to develop critical perspectives

9 The Cybercartographic Atlas of Antarctica A multidisciplinary approach - Human factor psychology: User Interface design - Geography (+ sciences): Content development - Computer science: Computer model development - English literature / Art : Critical perspective - Cognitive sciences / Psychology: Evaluation

10 The Cybercartographic Atlas of Antarctica Analyze the needs (Education and Psychology) Image by A. Parush - HOTLab Designed based on the UNA - The user/student is central - Iterative process: analysis, development, evaluation

11 The Cybercartographic Atlas of Antarctica Develop the content (Geography / Scientists) - Following UNA and curriculum - Compiling scientific information (modules: e.g. exploration) - Using some elements of cybercartography (e.g. multimedia) - Multi-authors

12 The Cybercartographic Atlas of Antarctica Develop the technology (Computer sciences / Geomatics) - Interoperability - Module interconnected - Open source technology - Follow the UNA - Highly interactive - Easily usable - Easy to update => Developing an atlas framework

13 The Cybercartographic Atlas of Antarctica A first prototype:

14 The Cybercartographic Atlas of Antarctica Evaluation: usability testing - Assess navigation, terminology, features and functionality - 7 undergraduate students - Rapid learning curve - Problem with Key UI (e.g. terminology, association map/text, web page model) - Not very engaging => Overall recommendations to improve the EFFECTIVENESS

15 Alternative ways of learning with cybercartography

16 - Modification and repurpose of an existing game - Teach about (1) Antarctica environment; (2) global warming ; (3) scientific process - Different perspectives - Engaging manner Improving the engagement: Developing a mod game Game developed by J-P Fiset - GCRC Alternative ways of learning

17 - Narrative + Hypertext + Live elements - Content and structure determined by live information - Standard Java Server Pages - Engaging story to learn about Antarctica Live hypernarrative Alternative ways of learning

18 Prototype developed by R. Biddle - HOTlab Alternative ways of learning

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27 - Engaging way to access information - High level of interaction - Providing changing/multiple perspectives - Different ways of learning (Affective/Incidental) Mod game / Live hypernarrative: => Complementary to the effectiveness of the atlas Alternative ways of learning

28 Conclusion

29 Multiplicity of cybercartography: - Different ways to present info beyond traditional cartography - Different ways to access info (e.g. maps, game) - Different ways of learning (Effective / Affective / Incidental) - Better adapted to the diversity of the students (MI theory) - Better adapted to the Internet environment - Better adapted to develop critical thinking

30 Conclusion Remaining challenges - Integrate proofs of concept in the atlas design (e.g. live hypernarrative as the introduction of the atlas) - Evaluation: How do we evaluate affective learning? - Reconsider the way of teaching with cybermaps: how can we capture users attention in the Internet environment?


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