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Diverse Learning with Cybercartography: Exploring Antarctica's Wonders

Learn about cybercartography, a multi-faceted approach to education, through the Cybercartographic Atlas of Antarctica. It encompasses diverse disciplines, engaging methodologies, and interactive technology for effective learning. The presentation delves into alternative ways of learning, including gamified experiences and live hypernarratives. Discover how this innovative approach enhances understanding and engagement with Antarctica's geography and scientific intricacies.

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Diverse Learning with Cybercartography: Exploring Antarctica's Wonders

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  1. Multiple ways of Learning about Antarctica with Cybercartography Sebastien Caquard, Peter Pulsifer and D.R. Fraser Taylor

  2. Overview of the presentation What is cybercartography? The cybercartographic atlas of Antarctica Alternative ways of learning with cybercartography

  3. What is cybercartography?

  4. What is cybercartography? • A large research project: “Cybercartography & the New Economy” • Directed by Prof. D.R.F. Taylor • 2.6 M$ funded by Social Sciences and Humanities Research Council of Canada (SSRHC) • 4 years (started 01/2003) • About 50 people from different disciplines

  5. What is cybercartography? • Cybercartography is multiple: • - Multidisciplinary (Geo / Psycho / Sciences cog / Literature) • - Multi partners (e.g. Atlas of Canada, Industry Canada, SCAR) • - Multimedia • Multisensory • Multi users (general public, policy makers, scientists) • - Multi topic (beyond geographical topics)

  6. What is cybercartography? • Outcomes expected • 2 Cybercartographic Atlases (Antarctica & Trade) • Research (proofs of concept) • (e.g. Internet Cartography / Open Standards Cartography / Interoperability / Formal Ontologies / Multimedia Cartography / Archiving digital data / Understanding the User (UNA) / Usability / Multisensory / Sound maps / Art and Cybermaps / Technologies for the Blind / Situational Awareness in Virtual Spaces / Navigation in Informational Spaces / Cognitive Theories / Learning Theories / Multidisciplinary / Gaming and engagement / Hypertext and live hypernarrative) => Combination production/research for education

  7. Multiple ways of learning The Cybercartographic Atlas of Antarctica

  8. The Cybercartographic Atlas of Antarctica • A comprehensive atlas of Antarctica • Designed for High school students • To communicate scientific information • In an engaging manner • Using elements of cybercartographic • As well as to develop critical perspectives

  9. The Cybercartographic Atlas of Antarctica • A multidisciplinary approach • Human factor psychology: User Interface design • Geography (+ sciences): Content development • Computer science: Computer model development • English literature / Art : Critical perspective • Cognitive sciences / Psychology: Evaluation

  10. Image by A. Parush - HOTLab - 2005 The Cybercartographic Atlas of Antarctica Analyze the needs (Education and Psychology) • Designed based on the UNA • The user/student is central • Iterative process: analysis, development, evaluation

  11. The Cybercartographic Atlas of Antarctica Develop the content (Geography / Scientists) • - Following UNA and curriculum • Compiling scientific information (modules: e.g. exploration) • Using some elements of cybercartography (e.g. multimedia) • Multi-authors

  12. The Cybercartographic Atlas of Antarctica Develop the technology (Computer sciences / Geomatics) • - Interoperability • Module interconnected • Open source technology • Follow the UNA - Highly interactive - Easily usable - Easy to update => Developing an atlas framework

  13. The Cybercartographic Atlas of Antarctica A first prototype:

  14. The Cybercartographic Atlas of Antarctica Evaluation: usability testing • Assess navigation, terminology, features and functionality • 7 undergraduate students • Rapid learning curve • Problem with Key UI (e.g. terminology, association map/text, web page model) • Not very engaging => Overall recommendations to improve the EFFECTIVENESS

  15. Alternative ways of learning with cybercartography

  16. Alternative ways of learning Improving the engagement: Developing a mod game • Modification and repurpose of an existing game • Teach about (1) Antarctica environment; (2) global warming ; (3) scientific process • Different perspectives • Engaging manner Game developed by J-P Fiset - GCRC - 2004

  17. Alternative ways of learning Live hypernarrative • Narrative + Hypertext + Live elements • Content and structure determined by live information • Standard Java Server Pages • Engaging story to learn about Antarctica

  18. Alternative ways of learning Prototype developed by R. Biddle - HOTlab - 2004

  19. Alternative ways of learning

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  27. Alternative ways of learning Mod game / Live hypernarrative: • - Engaging way to access information • High level of interaction • Providing changing/multiple perspectives • Different ways of learning (Affective/Incidental) => Complementary to the effectiveness of the atlas

  28. Conclusion

  29. Conclusion • Multiplicity of cybercartography: • Different ways to present info beyond traditional cartography • Different ways to access info (e.g. maps, game) • Different ways of learning (Effective / Affective / Incidental) • Better adapted to the diversity of the students (MI theory) • Better adapted to the Internet environment • Better adapted to develop critical thinking

  30. Conclusion • Remaining challenges • Integrate proofs of concept in the atlas design (e.g. live hypernarrative as the introduction of the atlas) • Evaluation: How do we evaluate affective learning? • Reconsider the way of teaching with cybermaps: how can we capture users attention in the Internet environment?

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