Home > GIS@development Middle East > 2006 > March - April

E-Learning for GIS, Cartography and Geodata Acquisition

Realization example of module “Animated Maps”
For better understanding the module “Animated Maps” is explained, which is used within the exercise “Thematic Cartography”. Working with this module the user should get the theoretical basics about dynamic visualization. Based on this knowledge the user should learn to create independently a cartographic animation by using the software Flash. As a result of these objectives the structure of the module is given in three chapters:

1. Theory (e.g. workflow of an animation process, visualization rules).
2. Software training (incl. screen videos)
3. Application (incl. best-practise-examples)

Exemplarily an animation about urban growth for parts of the region of Stuttgart has to be created. This kind of animation is based on a so-called “Alphablending” procedure, by which colour values are slowly faded in. Best-of-examples, screen videos of the working steps, FAQ`s as well as tutorial help are means to support the users during their project work within the modules.

It is to annotate that it makes sense to create a module on animated maps as the topic itself is multimedia-based and interactive. Because of this background and as a result of consequent integration into curricula this module won in 2005 the 2nd price of the e-learning contest “self-study online” at the University of Stuttgart, whereby within the program “self-study online” more than 100 projects compete for the prize.

Evaluation of target groups, modules, and system platform
Within the exercises on “Thematic Cartography” in 2005 an evaluation was carried through for students of geography, as well as geodesy and geoinformatics. For this purpose a special questionnaire was used, which was adapted to a prototype evaluation in 2002/2003 as well as experiences during the last term. The questionnaire was filled-in by the students while using the modules. The results of the questionnaires are illustrated in table 3, which shows values from one to seven for each question. One stands for “I completely disagree” and seven for “I completely agree”. The values between indicates steps between the extreme values, thereby four indicates the medium value.

Table 3: Results of evaluation


At the beginning of the exercises on “Thematic Cartography” the target group was evaluated regarding their experiences and expectances. As main results it can be summarised that daily usage of computer and internet is self-evident, but experiences with e-learning is low. The requisites for a successful implementation of e-learning is good, because expectance regarding this e-learning offer is very high. Furthermore each module (in this case “Animated Maps”) were evaluated. The average values are fairly good (around 5). Based on additional comments from students the current module version were upgraded to improve learning success of students. By the end of term the whole e-learning-platform were evaluated, whereby the test group have a positive judgement of the system as well as they gave helpful feedback. Furthermore it is annotated that the evaluation will be carried through for a longer time and the feedbacks of the users as well as the evaluation results will be used to upgrade the e-learning-offers sustainably.

Conclusion
The development of e-learning modules is an ongoing task at IAGB. As presented in table 2 diploma thesis are dealing with the realization of modules for the time-being. The further development is a result of the positive evaluation of the existing modules as well as of the gimolus platform. The combination of physical teaching and e-learning seems to be very successful and may be one academic teaching-model for the future. The additional idea is the creation of an universal e-learning system that may be used for life-long learning and vocational training too. Within a current diploma thesis modules for different target groups like students, pupils and geoinformation related companies are developed. The authors expect a first step in the direction of the system implementation.

References

• Bleisch, S.; Nebiker, S. (2004): The Swiss Virtual Campus Project GITTA - A multi-disciplinary, multi-lingual learning platform for Geographic Information Technology. In: XXth ISPRS Congress, July 12th-23rd 2004, Istanbul, Turkey. Istanbul, Turkey.
• EEGECS WG3 - European Education in Geodetic Engineering, Cartography, Surveying (2004): Continuous Education, E-Learning and the European dimension of studies.
• Kaufmann, T.; Weippert, H. (2002): Entwicklung von GIS-gestützten interaktiven und multimedialen Lernmodulen zu "Remote Sensing" und "Mapping" - In: Strobl, J. (Hrsg.): AGIT-Symposium Salzburg 2002. Wichmann-Verlag. Heidelberg.
• Müller, M., Kaule, G. (Ed., 2004): E-Learning mit GIS- und Modellanwendungen. Wichmann Verlag, Heidelberg.
• Petschenka, A.; Kerres, M. (2004): Mediendidaktische Konzeption und Implementierung von Lernmodulen in die Hochschullehre. In: Müller, M., Kaule, G. (Ed., 2004): E-Learning mit GIS- und Modellanwendungen. Wichmann Verlag, Heidelberg.
• Plümer, L; Asche, H. (Ed., 2004): Geoinformation – Neue Medien für eine neue Disziplin. Wichmann Verlag, Heidelberg.
• Rhind, D. (2005): GIS education for a changed world. GIS@development, Jan-Febr. 2005
• Schwieger, V.; Kaufmann, T. (2005): Teaching Geodata Acquisition - E-Learning Experiences and Visions. Proceedings on FIG Working Week 2005, Kairo, Ägypten, 16.-21.04. 2005