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GITTA: Geographic Information Technology Training Alliance

GITTA: Geographic Information Technology Training Alliance. Robert Weibel and Eric Lorup University of Zurich Department of Geography GIS Division. Content. Motivation, Objectives, and Characteristics (Weibel) Didactical and Technical Design (Lorup) Conclusions and Outlook (Lorup).

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GITTA: Geographic Information Technology Training Alliance

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  1. GITTA:Geographic Information Technology Training Alliance Robert Weibel and Eric Lorup University of Zurich Department of Geography GIS Division

  2. Content • Motivation, Objectives, and Characteristics (Weibel) • Didactical and Technical Design (Lorup) • Conclusions and Outlook (Lorup) Robert Weibel & Eric J. Lorup

  3. Motivation • Geographic Information Systems (GIS) are a core technology for the spatial sciences today. • Interdisciplinary field where education could obviously benefit from a collaboration between educational institutions. • GIS education mainly takes place in core disciplines (geography, geomatics/surveying, computer science). • Increasing interest by students from other spatial sciences (biology, env. sc., earth sc.)  capacity problems • As an IT field, GIS technology naturally lends itself to e-learning. Robert Weibel & Eric J. Lorup

  4. 7 schools, 11 departments: State universities: Zurich (Lead), Fribourg Federal schools: ETHZ, EPFL UAS: FHBB, HSR, SUPSI KOGIS (federal admin) Duration: 1.7.2001 – 31.12.2003 GITTA Partners Robert Weibel & Eric J. Lorup

  5. Key Characteristics • Large consortium • State universities, ETHZ/EPFL, UAS • Consortium partners offer > 85% of capacity in GIS higher education in Switzerland • Interdisciplinary: natural sciences, engineering, partially social sciences • Multilingual Robert Weibel & Eric J. Lorup

  6. Objectives • Gather diverse and geographically scattered knowledge in a coordinated virtual campus for GIS teaching, nationwide • Exploit synergies, eliminate redundancies between partners • Integrate GITTA modules in regular curricula to complement traditional teaching • Replace ex-cathedra teaching by e-learning, where possible • Use teachers‘ capacity primarily for coaching (face-to-face) • Extend seat capacity, primarily in practicals • Promote case-based teaching • Stimulate and foster students‘ independence in the learning process Robert Weibel & Eric J. Lorup

  7. Course Structure • Covers multiple courses (3 semesters) • Response to different needs • universities/ETH vs. UAS • theory vs. practically oriented teaching • Modular design of course structure • Basic level: 4 credits, same for all participating institutions • Intermediate level: 4 out of 6 credits • Advanced level: specialized modules • Case studies: practically oriented, case-based teaching; various modules that can be used as practicals or stand-alone Robert Weibel & Eric J. Lorup

  8. GITTA Course Structure Methods and Techniques Levels and Modules Robert Weibel & Eric J. Lorup

  9. What helped and what didn’t • What helped: • project started in Phase II of SVC !!! • IT-related subject, graphics-oriented (maps!) • personnel is • used to interdisciplinary work • well versed in web technologies (!) • used to software development • is highly motivated • What didn’t help: • recruiting problems  initial delay of 3 months Robert Weibel & Eric J. Lorup

  10. Red Team Review Red Team Review Wall Review Galley Review Strategic Scoping Conceptual Design Detailed Design Implemen-tation Verification Validation Module # Module # Lesson # Lesson # DefineLearning Outcomes FrameLessonStructure Unit design Prototyping Design Robert Weibel & Eric J. Lorup

  11. Didactical Design • Design Structure: Levels (e.g. Basic Level) Modules (e.g. Basic Spatial Analysis) Lessions (e.g. Distance metrics) Units (e.g. Euclidean distance) - Entry- Clarify- Look- Act- Share- Self-assess UNIT = smallest learning object Robert Weibel & Eric J. Lorup

  12. From Didactical to Technical Design • XML • Clear separation of content and form • DTDs represent didactical structure (ECLASS) • XSL/XSLT (stylesheets) allow flexible formatting of output (HTML, PDF, RTF, WAP, ...) • Technical infrastructure for authors • User friendly templates for content development • XMetaL, XMLSpy, Word, ... Robert Weibel & Eric J. Lorup

  13. Module: DTD Structure Robert Weibel & Eric J. Lorup

  14. Lesson: DTD Structure Robert Weibel & Eric J. Lorup

  15. Unit: DTD Structure Robert Weibel & Eric J. Lorup

  16. XML – how the author sees it

  17. Examples of different styles Design

  18. Conclusions • Concurrent development of didactical and technical structures proved fruitful • Authors appreciate the development tools provided and the clear cut rules for the creation of content Robert Weibel & Eric J. Lorup

  19. Red Team Review Red Team Review Wall Review Galley Review Strategic Scoping Conceptual Design Detailed Design Implemen-tation Verification Validation Module # Module # Lesson # Lesson # DefineLearning Outcomes FrameLessonStructure Unit design Prototyping Outlook Robert Weibel & Eric J. Lorup

  20. Outlook • Decision about E-Learning platform • Postponed due to advantage of flexible handling of XML-based content • Expected summer 2002 • Quizzing raises need for administrative platform • CMS • OpenUSS, OLAT, ... Robert Weibel & Eric J. Lorup

  21. Questions ? www.gitta.info Robert Weibel & Eric J. Lorup

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