1. Learning Unit Documents and Examples

2. Learning Units - basic building block of a course For iGETT a Learning Unit consists of –Three parts Instructor Guide Student Guide Curriculum Support –Cover a minimum of two weeks materials in a semester long course Can be thought of as a “Case Study or Project” A hands on example of integration of GIS, Remote Sensing and GPS May cover a semester course – capstone/internship –Learning Units All materials needed for an educator to use the Learning Unit

3. All Learning Units must Be based on a Focus Topic (see NSF grant for details) – related to workforce –Agriculture –Disaster Management –Environmental Management Problem based, creative solutions –Designed with Student Outcomes What do you want the student to be able to do and know after the Unit

4. All Units must also: Include use of Remote Sensing –Download and use RS data (not just image) –Focus on at least one data set from: Landsat, MODIS, or ASTER Integrate RS with GIS Have “Foundation Data” sets All data with metadata, attributions and permissions Be able to be included in digital format on iGETT web site without copyright restrictions

5. Why Templates? Provide consistent materials for other users (other college faculty) Guiding Principles: –Make it simple to determine what you need to do –Help iGETT staff know what needs to be done –Have Time Line and Due Dates Help support staff help participants –Know what the Focus Topic is and what mentors and resources may be needed Assure Learning Units can be combined into courses and model programs

6. Learning Unit Proposal – Draft to be completed by end of week 2 Title of Learning Unit including Focus Topic Problem statement for the Focus Topic Short description of learning unit objectives and student outcomes –Objectives should focus on how a problem related to the Focus Topic can be addressed by incorporating RS into GIS projects and –student outcomes should include what a student should be able to do after completing the Unit aligned with geospatial workforce needs. Scientific and/or geographic concepts for Focus Topic Preliminary list of software and data sets Preliminary list of skills and competencies for geospatial technology Brief description of the methods used to teach the Unit Brief description of possible student evaluation or assessment Timeline for completion of Learning Unit documents List of possible resources to be used to create the Learning Unit and Curriculum (web site, references, texts, mentors, etc.).

7. Student Guide Introduce Learning Unit and Focus Topic - science, technology and importance to geospatial workforce Step by step instructions for lab or field exercises –The detail, methods and content may vary with the Level of Learning, –Graphics or other visual aids All Data (foundational data) or other resources or materials needed to carry out the exercises References or bibliography for the Focus Topic or technology used in the exercise Where appropriate, additional reading or other resources including possible optional additions to a Learning Unit activity

8. Instructor Guide Description of the Learning Unit with background information (science and technology) for the Focus Topic Links or references to additional resources for Focus Topics (concepts, science or technology) PowerPoints or other lecture, lab or field materials List of needed resources (hardware, software, data, etc.) Time estimate for each part of the Learning Unit List of Objectives, Outcomes and Standards (see Curriculum document) Guidelines and Best Practices for carrying out the Learning Unit Pre- or co-requisites – Entrance skills Student handouts Student learning assessment documents and suggested evaluation methods – including, where appropriate, sample quizzes or tests with Answer Keys,

9. Curriculum Support Document Colleges need to justify new materials or courses. This document will help them incorporate the Learning Unit in their programs. Some of the information is duplicated in other documents (Proposal and Instructor Guide). –Title of Learning Unit –Focus Topic of the Learning Unit –Description – brief overview of the Learning Unit –Outline of Content of Learning Unit –Time required to carry out Learning Unit –List of possible disciplines or existing courses where Learning Unit may be included –Entrance Skills – list of suggested skills and prerequisite or co-requisites for Learning Unit –Course Materials and Resources – List of hardware, software, data, texts, etc. needed to complete the Learning Unit –Level of Learning Unit – Introductory, Intermediate, Advanced –List of Unit Objectives and Outcomes – See modified Blooms Taxonomy for terms and Body of Knowledge or other curriculum resources –List of Objectives and Outcomes for the Unit Learning (see modified Blooms Taxonomy for terms and Body of Knowledge or other curriculum resources). The Learning Outcome should be phased as to “what the student should be able to do” after completing the Learning Unit. –List of suggested science, technology, engineering, mathematics (STEM) or other national standards that may be met by the Unit –Brief description of method of instruction (required or suggested) – Lecture, Lab, Field, etc. –Method of evaluation of student mastery –Contact information for questions related to the Learning Unit.