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Designing GIS & Remote Sensing Courses, Modules, & Activities for Teaching Geoscience Students

Join our workshop to learn how to design effective GIS and Remote Sensing courses, modules, and activities for teaching geoscience students. Explore novel data sets and develop assignments to help students achieve their learning goals. Audio access: Call 1-800-766-1337, access code: 94465872. For technical problems, contact John at jmcdaris@carleton.edu. Program begins at 2 pm EDT on Sat, Apr 9.

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Designing GIS & Remote Sensing Courses, Modules, & Activities for Teaching Geoscience Students

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  1. Designing GIS & Remote Sensing Courses, Modules, & Activities for Teaching Geoscience Students Audio access: Call in 1-800-766-1337 Access code: 94465872 Please mute your phone by pressing *6 Alternate number: 1-404-920-6604 (not toll-free) Technical problems? Contact John at jmcdaris@carleton.edu Program begins at 2 pm EDT, Sat. Apr. 9 Please bookmark the workshop program at http://serc.carleton.edu/NAGTWorkshops/coursedesign2011/program.html

  2. Welcome to session 2! • Two intro sessions in March, one virtual and one face-to-face • 40 participants • Everyone now merged into three roughly equal groups • Group 1: GIS or RS course • Group 2: geo-themed activity(ies) for GIS or RS course • Group 3: GIS or RS module for a geo course

  3. Workshop leaders • Adf Barb Tewksbury David McConnell John McDaris Brian Hynek

  4. Elluminate nuts and bolts • Muting your phone – press *6 • Optimizing windows • Using the chat function • Raising your hand; other tips • Problems? Please do not use the chat function to report problems. Send email to • John at jmcdaris@carleton.edu or post a question on the tech thread of the discussion board. • All important links and instructions are on the workshop Program page!

  5. Plan for today • Focus on developing assignments and activities • Briefly revisit goals – activities and goals are interlinked • Presentation on extraterrestrial data sources • Characteristics of effective assignments/activities • Design task in small groups

  6. Achieving goals • If you want students to achieve the goals, need to design practice for them. • Assignments activities are the way that students acquire experience and practice • One-off practice is not enough!

  7. Examples of goals • Identify the analysis to be done (identify goals and analytical approach to be taken) to solve a problem with spatial data • Choose the appropriate imagery analysis technique(s) to solve a geospatial problem based on the inputs/outputs/pros/cons of the techniques

  8. Examples of goals • Locate appropriate datasets, assess data quality, ascertain information about the datasets through the metadata, and analyze spatial data for an assigned task or problem

  9. Examples of goals • Overcome obstacles in using the complex software by seeking solutions in the software help tools and Internet sources while applying appropriate applications of spatial concepts/skills such as projections and datums, resolution, and spatial queries.

  10. Examples of goals • Integrate, document, and evaluate field data into a GIS database

  11. Examples of goals • Create output that is appropriate for the target audience • Present advanced GIS techniques and their outcomes in laymen's terms

  12. Examples of goals • Extend skills and techniques learned in course exercises to plan analyses to solve new problems.

  13. Examples of goals • Articulate the unique contribution of GIS analysis to problem-solving • Reflect on how their understanding of spatial analysis and the use of GIS to solve spatial problems has changed over the semester

  14. Novel data sets • Planetary data offer unique opportunities to have students work with extraterrestrial data sets using techniques more commonly applied to Earth-based data • Brian’s presentation • How to find planetary data? • How to use it?

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