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THE TEACHING OF GEOMATICS DISCIPLINES IN ITALIAN UNIVERSITIES. Prospects and conclusions Anna Spalla

AUTeC - A ssociazione U niversitari di T opografia e C artografia. THE TEACHING OF GEOMATICS DISCIPLINES IN ITALIAN UNIVERSITIES. Prospects and conclusions Anna Spalla. DIET Dipartimento di Ingegneria Edile e del Territorio Università degli Studi di Pavia.

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THE TEACHING OF GEOMATICS DISCIPLINES IN ITALIAN UNIVERSITIES. Prospects and conclusions Anna Spalla

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  1. AUTeC -AssociazioneUniversitari di TopografiaeCartografia THE TEACHING OF GEOMATICS DISCIPLINES IN ITALIAN UNIVERSITIES. Prospects and conclusions Anna Spalla DIET Dipartimento di Ingegneria Edile e del TerritorioUniversità degli Studi di Pavia

  2. Technological evolution has produced great changes in the field of activities that regard topographical relief, cartographical relief and everything that is connected to the activities that are performed by a topographer, that can range from classical relief, to specialised relief, to cartographic representation

  3. Technological innovation has brought about important changes in the phases of realization of furnished products. But the deepest change has concerned the attitude with which the activity of the topographer is looked at today and to the way G.I. data are being used.

  4. The need to strengthen and increase the formation of those involved in production The need to increase the knowledge of the territorial information data users regarding data acquisition technologies

  5. The university’s task is double to create a new figure: the professional topographer able to acquire and manage G.I. data

  6. The university’s task is double To furnish a consolidated professional figure, (the territorial planner, the infrastructural designer) the instruments of knowledge and ability to ask for optimum cartographic products for our own needs and know how to manage and use them in all their potentiality

  7. But, today, what weight do our disciplines have in the degree courses?

  8. Census AUTeC A.A. 2004-2005 On the didactics of ICAR06 -Topography e Cartography

  9. What is ICAR06 ?

  10. What is AUTeC?

  11. Realization of the Access archive interface on the AUTeC Website http://geomatica.unipv.it/autec/

  12. SEDE (seat) ATENEO (university) FACOLTA (faculty) CORSO DI STUDI (studycourse) CLASSE DI LAUREA (degree year) INSEGNAMENTO(teaching) SOTTOGRUPPI(subgroups) CF SSD ANNO DI CORSO (course year) AGGIORNAMENTI (update) DATA AGG (date of update) NOTE TITOLARE (titular)

  13. The working database • The ICAR 06 disciplines • are taught in • 212 teachings • 31 universities • 16 degree classes • 40 different types of degree courses

  14. Nord 60% zones of origin Centro 18% Sud 22% The working database 212 teachings

  15. 10 in 3-year degrees • 6 in specialistic degrees The working database • ICAR 06 in 16 degree classes

  16. 1% 2% 1% 1% 5% 26% 2% 8% 52% ICAR 06 3-year degrees

  17. ICAR 06 specialistic degrees 8% 3% 35% 19% 15% 20%

  18. The working database Data furnished by the associates via Web 212 teachings 195 in the 3-year degrees 17 in the specialistic degrees More than 1000 CFU

  19. Thematic subgroups(of the total database: 3-year + specialistic) REMOTE SENSING / PHOTOGRAMETRY GEODESIA 1% LAND REGISTER PHOTOGRAMMETRY 1% DIGITAL CARTOGRAPHY E GIS DATA PROCESSING 2% SURVEY / PHOTOGRAMMETRY 8% 8% 8% 6% CARTOGRAPHY 7% SURVEY 18% 45% SURVEY/ CARTOGRAPHY

  20. REMOTE SENSING / PHOTOGRAMMETRY SURVEY/ PHOTOGRAMMETRY CARTOGRAPHY PHOTOGRAMMETRY 5% CADASTRE 6% SURVEY/ CARTOGRAPHY 6% 3% 2% 1% GEODESIA 13% DIGITAL CARTOGRAPHY GIS 10% 3% 51% DATA PROCESSING SURVEY Thematic subgroupsArea of ENGINEERING (only 3-year)

  21. REMOTE SENSING / PHOTOGRAMMETRY SURVEY/ PHOTOGRAMMETRY CARTOGRAPHY PHOTOGRAMMETRY 5% CADASTRE 6% SURVEY/ CARTOGRAPHY 6% 3% 2% 1% GEODESIA 13% DIGITAL CARTOGRAPHY GIS 10% 3% 51% DATA PROCESSING SURVEY Observing the distribution of the teachings in the various degree courses we can note that SURVEY is still a subject that holds an important space in the degree courses and that it is still a reference point in the new degree figures

  22. REMOTE SENSING / PHOTOGRAMMETRY SURVEY/ PHOTOGRAMMETRY CARTOGRAPHY PHOTOGRAMMETRY 5% CADASTRE 6% SURVEY/ CARTOGRAPHY 6% 3% 2% 1% GEODESIA 13% DIGITAL CARTOGRAPHY GIS 10% 3% 51% DATA PROCESSING SURVEY Taking shape next to it, in a more or less decisive form, are other aspects that concern, aboveall, geomatics in the area of civil and environmental engineering, remote sensing, and photogrammetry

  23. REMOTE SENSING / PHOTOGRAMMETRY SURVEY/ PHOTOGRAMMETRY CARTOGRAPHY PHOTOGRAMMETRY 5% CADASTRE 6% SURVEY/ CARTOGRAPHY 6% 3% 2% 1% GEODESIA 13% DIGITAL CARTOGRAPHY GIS 10% 3% 51% DATA PROCESSING SURVEY Finally there is starting to be a diversification of arguments that have their own dignity and even though they are detached from the initial matrix of survey they retain the same characterization

  24. But what weight does our discipline have in these degree courses? How many formation credits are reserved to our discipline for each degree course?

  25. What is CFU? It has been calculated that a student, every year,can dedicate 1500 hours of his time to study (individual study, lessons, labs, training periods)

  26. What is CFU? 1500 hours correspond to 60 CFU (University Formation Credits ). Thus one credit corresponds to 25 hours of working.

  27. 39% < 5 credits 54% 5 o 6 credits ≤ 3 >8 7 ≤ 8 5% 2% 9% 3 ≤ 4 7% > 6 credits 13% 6 ≤ 7 30% 17% 4 ≤ 5 24% 5 ≤ 6 How many formation credits are reserved to our disciplines per degree course?

  28. ICAR 06 other How many formation credits are reserved to our disciplines per degree course? In the 3-year degrees

  29. ICAR 06 other How many formation credits are reserved to our disciplines per degree course? In the specialistic degrees?

  30. ICAR 06 other These diagrams depict a situation which is not optimal, either for the producers or for the users

  31. ICAR 06 other The need to differentiate by forming Ist level The figure of a professional graduate in the production of territorial information

  32. ICAR 06 other The need to differentiate by forming 2nd level Specialisticgraduates in the different courses with competent knowledge of territorial information management and maintenance

  33. ICAR 06 altro This is, in my opinion, the objective that the ICAR06 professors must put forward to and achieve.

  34. 1st level– 3-year degrees The formation of professionals in the production of territorial information The reform of the study courses in the secondary schools, with the introduction of technological high schools instead of technical professional schools will, in fact leave the universities with this task

  35. 1st level – 3-year degrees Within ten years,professionals in the production of territorial information can be formed only at the university level The ICAR 06 professors must begin, in the different class areas to plan the formation of these first level technical graduates

  36. 1st level – 3-year degrees Some of us are already on this track % ICAR 06 professionalizing curriculum “Buildings and Survey” University of Pavia

  37. 1st level – 3-year degrees There are objective difficulties The difficult economical reality makes for a central authority that greatly penalises those universities that activate new intiatives which do not attract large numbers of students The large numbers are not yet present, but they will be, when the secondary school reform will be at regime.

  38. 1st level – 3-year degrees Then the university will finally be able To create a first level professional topographical technical graduate For the acquisition and management of survey data

  39. 2nd level – specialistic degrees But the university must furnish, to the specialists that operate on the territory in different areas, The instruments to be professionals of territorial information management

  40. 2nd level – specialistic degrees Increase the GEOMATICS formation in the curriculum of the specialistic courses, in the areas on the different degrees (civil and environmental engineering, architecture, agriculture, etc.)

  41. 2nd level – specialistic degrees Universities must realize the need for the specialist to be able to use territorial information data together with instruments made possible by electronics and computer science in order to add value to and fully use the possibilities offered by today’s new technologies.

  42. 2nd level – specialistic degrees A specialistic graduate with these qualifications could give a significant contribution to the realization of a product

  43. 2nd level – specialistic degrees The mental disposition will be placed, not towards receiving a product onto which speculative and intellectual activities could be grafted, but towards the capacity to increase and better the product thanks to a university formation and towards bringing, in this phase of realization, new ideas and capabilities for its implementation.

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