Evaluating a multi-media based tool for self-learning geographical information

Evaluating a multi-media based tool for self-learning geographical information Dr Francisco Escobar RMIT University Isaac Francés University of Alcalá , Spain Assoc Professor Ian Bishop Dr Andre Zerger The University of Melbourne

Overview • Background • What’s GIS? • Multimedia and GIS learning • GISWEB implementation process • Evaluation • Conclusion

Background • 1999 Priming grant, $6,000 – University of Melbourne • 2000 T&L(M&ET) project grant - University of Melbourne • Evaluation project – University of Alcala de Henares, Spain. 2001-2002

What’s GIS? A computerised system to capture, store, update, manipulate, analyse and display geographically referenced information (ESRI)

Multimedia and GIS learning • Suitability for multimedia: • New discipline • Spatially dynamic concepts • Algorithms shielded by GIS software • Multiple disciplines / backgrounds

Multimedia and GIS learning • Pioneers: • GISTutor: Birbeck College London • ESRI Virtual Campus • Our approach: • Latest technology and WWW • Full interactivity • Free access • Generic approach (not software based)

Multimedia and GIS learning • Our expectations: • In-lecture tool • Improved: • Access to learning • Productivity • Quality of student learning • Student attitudes to learning

GISWEB: implementation process • Involvement of all GIS lecturers in Geomatics, The University of Melbourne • Students’ contribution • Web designer • Software development: • Macromedia director, Dreamweaver, Flash • Shockwave animations • HTML and Java Scripts • An Internet browser is the interface

www.geom.unimelb.edu.au/giswebContent • Background on MM-University of Melbourne • Modules • Glossary • References • Feedback form • Site map • Contact details • People

Content: modules

Modules structure

Interactivity • Animations • Self assessment

Current use • The University of Melbourne • RMIT • University of Alcalá de Henares, Spain • University of Auckland, New Zealand • University of Birmingham, UK • A self-paced learning tool • Tightly integrated into existing learning • Lectures • Practical

Evaluation • Students feedback • Ease of navigation • Look and feel • Information and illustrations • Technical difficulties • Written comments • Usage statistics • Developers perception • Formal examination

Students feedbackUniversity of Alcaláde Henares • 55.88% consider that contact hours could be reduced, BUT • the majority also prefer the lecturer’s presence when learning GIS concepts

Usage statistics www.sli.unimelb.edu.au./weblog/gisweb/log.html

Developers perception Initial costs In lecture tool After lecture reference tool Assignments and lecture notes usage

Formal examination • University of Alcaláde Henares: • MM functionality, animations and interactive tools in particular, helped students to learn dynamic GIS concepts, • The adoption of tools like GISWEB appeared to be more advantageous in students with none or little background in GIS, • Individualised teaching and learning can be assisted by tools like GISWEB where students learn at their own pace; and • Users of GISWEB learnt better and faster.

Issues • Cost: time and money • Difficulties to find skilled programmers • Obsolescence

Conclusions • Positive feedback • Relevance to learning has been determined • Further evidence required • Further developments: • Problem based modules

Acknowledgments The team: Fiona, Gary, Joianna, Jessica, and Karen

Evaluating a multi-media based tool for self-learning geographical information