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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.

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Presentation on theme: "Which place for Spatial Modelling in GIS education? The example of the GITTA project LASIG laboratory Corinne Plazanet & Regis Caloz Geographic Information."— Presentation transcript:

1 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

2 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

3 85% of the capacity of GIS academic courses in Switzerland Swiss Virtual Campus project 07/ /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

4 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

5 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 centerProvide a virtual learning center that allows students to complete standardized ECTS units Integrate GITTAcourse unitsIntegrate GITTA course units in existing curriculum in order to replace or enhance traditional courses (pedagogical renewal) Declared objective: Presence in classroom reduced to 50% (tutoring sessions, project reviews, working groups, student presentations, etc.) Main 1rst interest: provide a GI curriculum up to date and well structured Declared objective: Presence in classroom reduced to 50% (tutoring sessions, project reviews, working groups, student presentations, etc.) Main 1rst interest: provide a GI curriculum up to date and well structured

6 Develop student independenceDevelop student independence in his learning process Develop his capabilities in GIS managementDevelop his capabilities in GIS management for the analysis of simple spatial issues within an individual learning environment based on information technologies Integrate transdisciplinaryaspectsIntegrate transdisciplinary 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 on coaching and tutoring ! Pedagogical and didactical objectives EPFL – LaSIG lab. C. Plazanet & R. Caloz

7 ECTS = 30 hours Geomarketing Implementation of a business GIS ECTS / curriculum 1 ECTS = 2 days Cachment and hydrology modeling Terrain elevation of yarding Gaz pipeline: pattern optimization Optimal route in urban road netwk Decision making EPFL – LaSIG lab. C. Plazanet & R. Caloz Modular pedagogical approach Large place for theoritical aspects

8 L1: Spatial perception and modeling U1: Terms and definitions U2: From reality to representations U3: Conventional spatial modeling: maps U4: Models of apprehension of geographical space L2: Fundamental concepts U5: Scale U6: Georeference: Location, projections U7: Spatial relations: Distance U7: Spatial relations: Topology L3: Notions of information modelling U8: Units of observation of reality U9: spatial information L4: Numerical modeling of reality U10: Introduction to numerical modeling U11: Concepts of vector model U12: Topology U13: Concepts of raster or image model U14: Comparison of vector / raster U15: Relief modeling (DTM) U16: Network modeling L5: Conceptual data modeling U17: Concepts of conceptual modeling U18: The Entity-Relationship model U19: Spatial conceptual data models EPFL – LaSIG lab. C. Plazanet & R. Caloz Spatial modeling basic module Module -> lessons -> units

9 EPFL – LaSIG lab. C. Plazanet & R. Caloz Spatial modeling intermediate module L1: Advanced relief modeling U: MODELS U: RELIEF PROPRIETES L2: 2.5D, 3D Modeling L3: Advanced network modeling L4: Specific models U: MODELS FOR SPATIAL ANALYSIS U: STRUCTURES FOR DB INDEXING U: STRUCTURES FOR DATA COMPRESSION L5: Multi source GIS - Interoperability U: MULTIREPRESENTATION MODELING CONCEPTS U: DB INTEGRATION (INTER SCHEMAS CORRESPONDANCE ASSERTIONS) U: ABSTRACTION MECANISMS - GENERALIZATION L6: Information System Engineering U: DESIGN METHODOLOGIES U: PROCESS MODELING (DATA FLOW) U: CONCEPTUAL DATA MODELS U: CASE TOOLS U: SPATIAL DATA INFRASTRUCTURES U: META DATA U: EXCHANGE FORMATS: INTERLIS Module -> lessons -> units

10 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 EPFL – LaSIG lab. C. Plazanet & R. Caloz How to validate contents ?

11 EPFL – LaSIG lab. C. Plazanet & R. Caloz Which notion in which module? DCSMAN Network modeling PR Relief modeling DTM, TIN Georeference DMSY Conceptual modeling Metadata

12 EPFL – LaSIG lab. C. Plazanet & R. Caloz 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

13 EPFL – LaSIG lab. C. Plazanet & R. Caloz Spatial modeling modules outflow

14 BASIC INTERMEDIATEe.g. Route maps e.g Selection of roads longer than 1000 m - + Level of abstractionLevel of abstraction SPATIAL ANALYSIS e.g. Road polylines e.g. Road network SPATIAL MODELING Visual apprehension of reality Internal structuring properties. Model properties EPFL – LaSIG lab. C. Plazanet & R. Caloz Links between SM and AN modules NETWORK MODELING Abstraction level

15 BASIC INTERMEDIATE Advanced geomorphometry e.g topo. objects extraction on TIN… Terrain analysis on DTM - + Level of abstractionLevel of abstraction SPATIAL ANALYSIS Introduction to DTM TIN, Morphological properties… SPATIAL MODELING Visual apprehension of reality Internal structuring properties. Model properties Abstraction level EPFL – LaSIG lab. C. Plazanet & R. Caloz Links between SM and AN modules RELIEF MODELING

16 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 authors 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 ? EPFL – LaSIG lab. C. Plazanet & R. Caloz Conclusions and open questions for the schools

17 Extra slides in case of tech. Questions…

18 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 EPFL – LaSIG lab. C. Plazanet & R. Caloz Content of a unit

19 FormulaireE-C.L.A.S.S. Sources: Docs Word, images, animations … Unit1.xml Unit1meta.xml XML Redaction of content Structuration XML: content and metadatas XSL Publication HTML, PDF, WAP… DTD based on L.M.M.L. (Learning Material Markup Language) and E-C.L.A.S.S. => Content and presentation separated ! EPFL – LaSIG lab. C. Plazanet & R. Caloz XML structuration of contents

20 Susanne Bleisch, FHBB EPFL – LaSIG lab. C. Plazanet & R. Caloz Module DTD

21 Susanne Bleisch, FHBB EPFL – LaSIG lab. C. Plazanet & R. Caloz Lesson DTD

22 E A L C S S Susanne Bleisch, FHBB EPFL – LaSIG lab. C. Plazanet & R. Caloz Unit DTD

23 EPFL – LaSIG lab. C. Plazanet & R. Caloz


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