The Place of GIS in the Curriculum
Belvoir City Lounge, 2nd Floor Charles Wilson Building, Leicester University - 11 May 2005
Contents
About this event
A collaborative event organised by the Higher Education Academy Subject Centres for Geography, Earth and Environmental Sciences (GEES), for Engineering, and Education for the Built Environment, and the Spatial Literacy in Teaching CETL (University of Leicester, University College London and University of Nottingham)
Keynote speaker: Dr Sarah Witham Bednarz - Professor of Geography at Texas A&M University, Project Coordinator for the US Geography Education National Implementation Project (GENIP) and member of the steering committee for the Commission on Geographical Education for the International Geographical Union.
Geospatial technologies (Geographical Information Systems, Satellite Remote Sensing and Global Navigation Satellite Systems (GNSS)) have become increasingly important in society and education. They are important tools in supporting the search for solutions to complex and critical environmental and social problems. As a result, spatial literacy is increasingly demanded by employers in a wide range of occupations, from town planning to mineral extraction and waste disposal.
This event will explore the state of practice in teaching spatial literacy and geospatial technologies in different disciplines and fields of higher education in the UK. The purpose of this meeting is to identify areas of good practice and of need. It will be guided by the aim of enhancing approaches to the learning and teaching of spatial literacy, and developing innovative curricula.
The meeting will consist of plenary and workshop sessions on Wednesday 11 May (detailed programme to follow). For those interested in taking the themes further, there will be further discussion sessions on the next morning, Thursday 12 May. The aim of these groups will be to provide a forum in which to develop a collection of position statements for subsequent publication in the Journal of Geography in Higher Education during 2006 (tbc), and working groups to take forward the use of GIS in higher education in the UK. We welcome contributions of presentations and posters, and suggestions for themed discussions.
The conference will be of interest to everyone involved in teaching and supporting learning of spatial literacy in higher education, and is free to attend. Please indicate if overnight accommodation is required and we can send a list of nearby accommodation to suit a range of budgets.
Programme
Wednesday 11 May
10:00 Registration and coffee
10:30 Keynote: Spatial Literacy: nearly the final frontier - Dr Sarah Witham Bednarz
11:30 Presentations:
- The contribution of GIS to Geography Undergraduate Degrees - Krystyna Brown
- Web-based GIS for new students - Steve Carver
- Computer-aided field sketching - Bob Moore
- GIS, 3D modelling and visualisation in fieldwork - Gary Priestnall
12:30 Panel and Q&A
13:00 Lunch
14:15 Presentations:
- How readily does GIS transfer from GEES into business disciplines? - Ifan Shepherd
- Small is beautiful but large is necessary: internet GIS for the masses - Gemma Davies et al
- A data quality exercise with GIS to develop critical thinking skills in Environmental Management students - Sandy Winterbottom
- Point-pattern analysis and the need for modern and robust techniques - Roy Philip Bradshaw and Robert James Abrahart
- Pedagogic Aspects of Teaching Agent Based Modelling using StarLogo - Robert Abrahart
15:50 Tea
16:00 Plenary Panel and Ways Forward
16:30 Close
Thursday 12 May – Workshop Sessions
09:00 Session 1
10:30 Coffee
11:00 Session 2
12:30 Plenary and close
The aim of these groups will be to provide a forum in which to develop a collection of position statements for subsequent publication, and working groups to take forward the use of GIS in higher education in the UK.
Conference Abstracts
Keynote address:
Spatial Literacy: Nearly the Final Frontier
Sarah Witham Bednarz, Associate Professor of Geography, Texas A&M University
Spatial thinking and learning (conceptualised as spatial literacy in the UK) is an emerging, innovative area of interest in the United States. This interest, in part, can be attributed to the importance of spatial thinking for geography and other spatial sciences that use geographical information systems (GIS) and related geospatial technologies. It can also be attributed to a growing awareness of the significance of spatial thinking to everyday life. Spatial thinking, defined by US educators as the knowledge, skills, and habits of mind to use concepts of space, tools of representation, and processes of reasoning to structure problems, find answers, and express solutions to these problems, is coalescing across disciplines as a significant area of research, advocacy, and outreach.
This presentation will inventory current conceptualisations of spatial thinking and learning that have developed in the United States and speculate on the conceptualization’s prospects in US and UK contexts. The results of a soon-to-be-released study by the US National Research Council and a major educational research/teacher development project will form the basis of the discussion. Special attention will be paid to the relationship of GIScience to spatial literacy, contexts and functions for spatial thinking, and the role of spatial literacy across disciplines and in everyday contexts.
Presentation - Spatial Literacy - Nearly the Final Frontier - continuing the voyage of discovery (PowerPoint 8mb)
Presentation abstracts
Pedagogic Aspects of Teaching Agent Based Modelling using StarLogo
Robert James Abrahart, School of Geography, University of Nottingham
StarLogo1 is a modelling simulation toolbox that was developed at the Massachusetts Institute of Technology with support from the National Science Foundation and the LEGO group. StarLogo was designed to be used for educational purposes and with this package it is possible to model complex geographical processes and to develop spatial insights out of simulated behaviours. The software comes with working examples and can be downloaded from the web. StarLogo is intended to promote new ways of [i] thinking about and of [ii] understanding decentralized systems – in which ordered patterns can arise without centralized control. It does not require a sophisticated mathematical background or advanced computer programming skills. Experiential learning is achieved through the process of building a model – from which it is possible for students to develop a deeper understanding of the patterns and mechanisms involved. This paper will review the pedagogic aspects of this software product based on practical exercises related to a taught postgraduate unit on ‘agent-based applications’. This is a hot topic of scientific investigation but nevertheless a computational paradigm that is somewhat difficult to support in the classroom due to [i] limitations in the number and scope of relevant text books and [ii] the need for unpretentious and inexpensive educational software products. Some useful observations and insights into the nature of the experiential learning will be reported. This presentation will include a number of illustrative examples and it is recommended that a dedicated workbook of pedagogic resources should be developed for instructors and students of geographical information science.
1 http://education.mit.edu/starlogo/
Presentation - Pedagogic Aspects of Teaching Agent Based Modelling using StarLogo (PowerPoint 0.8mb)
Point-pattern analysis and the need for modern and robust techniques
Roy Philip Bradshaw and Robert James Abrahart, School of Geography, University of Nottingham
It is the sad case that much of our current teaching in spatial analysis and quantitative methods relies on dated techniques, does not incorporate recent advances in the field, and does not address those aspects of the subject thought to be of critical importance. A quick glance through current textbooks reveals descriptions of techniques which have changed little over the past twenty or thirty years and with little or no reference made to recent developments in the field. The situation with respect to software is, perhaps, even worse since no commercial software packages are dedicated to the quantitative analysis of spatial data. The analyst either has to make do with something tacked on to a package devoted to some other purpose or, worse still, has to write his or her own software.
To illustrate this problem the case of point-pattern analysis and the need to teach modern and robust techniques is examined. Traditionally most methods for establishing the central location of a set of data points are based on the arithmetic mean or variants thereof. However, the Princeton study of 1972 established that the median and other robust measures have many useful qualities superior to the mean. To illustrate this point our paper will consider an example in which undergraduate students are introduced to modern and robust methods that can be used to estimate the spatial median including convex hull-peeling techniques and the antipodal reduction method. Quite complex techniques can be understood, even by non-numerate students, by the use of bespoke demonstration software, clear and simple graphics, and the use of hand-worked examples.
The contribution of GIS to Geography Undergraduate Degrees
Krystyna Brown, School of Geography and Environmental Management - University of the West of England
The techniques of Geographic Information Systems (GIS) can be applied in many geographical situations. Hence GIS is seen as useful, indeed essential, for the analysis of spatial data across the whole spectrum of geographical fields of endeavour.
In the School of Geography and Environmental Management at UWE, the teaching of GIS and spatial analysis forms part of the skills spine of modules in the first two years of an undergraduate degree. In the third year students may choose to develop these skills in their dissertations and in more specialist modules. Teaching GIS requires resources, not only in hardware, software and computer laboratories, but also in the all-important human resources. It is a subject area that has to be taught in a practical situation whilst still emphasising the fundamentals. For example, second year students have a number of taught practicals with complementary lectures and then are asked to select a geographical scenario. They collect appropriate data, create the structure of the GIS and analyse the results, often in a decision-making framework. This may involve using several types of mapping together with other datasets such as census data. Teaching GIS in this way across human and physical geography, and joint honours courses offers the opportunity for the students to work in a problem-based environment. Students ‘construct knowledge for themselves’ – the cornerstone of constructivist learning theory.
Web-based GIS for new students
Steve Carver, School of Geography, University of Leeds
The development and testing of a web-based GIS e-learning resource is described. This focuses on the application of GIS for siting a nuclear waste disposal facility and the associated p-rinciples of spatial decision-making using Boolean and weighted overlay methods. This has been developed as part of a research project on teaching GIS concepts to large numbers of students with little or no prior GIS experience. Some general thoughts on the utility of web-based GIS for learning and teaching are presented. Observations gained from using this system with students who have no prior GIS experience indicate that students find it easy to use, a useful aid to learning about the issues involved, and a thought-provoking exercise.
Computer-aided field sketching
Bob Moore, Environment Department, University of Gloucestershire
It is now commonplace to superimpose aerial photographs or satellite images over high resolution digital elevation models to obtain effective and realistic three-dimensional views of the landscape. Such visualisations have many applications in the environmental professions, both for analysis and planning purposes as well as presenting schemes to clients through ‘virtual GIS’. There are, however, benefits in using more generalised landscape sketches to draw attention to salient features or key points in the topography. The computer generation of landform outlines and silhouettes to simplify the complex photo-realistic views are offered as a useful technique to encourage students to learn the advantages of field sketching in the analysis and understanding of landscapes.
Presentation - Computer-aided field sketching (Word 0.3mb)
GIS, 3D modelling and visualisation in fieldwork
Dr Gary Priestnall, School of Geography, The University of Nottingham
This abstract reflects on the experience of using GIS, 3D modelling and landscape visualisation in the context of physical geography fieldwork. It considers the way in which these techniques can be integrated to support physical geography projects and also to form an engaging introduction to the use of digital Geographic Information.
GIS-based data layers including geology and a Digital Surface Model (DSM), are used to support the reconstruction of corrie ice glaciers and to compare field-surveyed data with the existing DSM. Support materials include the use of interactive maps to give spatial context to the study area through a Virtual Learning Environment (VLE). 3D Visualisations were used within field-based talks and also formed the basis of a day project critically evaluating photo-realistic renderings with their equivalent in the field. Views were also augmented with a 3D reconstruction of possible valley glaciation scenarios.
The techniques appear to support fieldwork without distracting and the GIS-based work allowed quick visual feedback on data captured in the field and the reconstruction of possible ice coverage. The visualisation project raised awareness of the nature and limitations of digital data by relating the DSM and aerial photography to familiar objects observed in the field. It also helped to engage students with the physical landscape in a similar way as field sketching encourages careful study. There is some evidence to suggest that the integration of GIS and visualisation within fieldwork encourages students to opt for GIS modules in subsequent years when otherwise the strong association with statistics may have discouraged them.
The intention is to explore the development of more support tools for teaching physical geography in the field and the role of VLE in delivering pre or post fieldtrip support materials. Other exercises are planned utilising spatially aware mobile devices to integrate maps and geographic multi-media specific to the users location. The evaluation of the design of such tools and their pedagogic benefits will be the focus of attention.
How readily does GIS transfer from GEES into business disciplines?
Ifan D H Shepherd, Business School, Middlesex University
This paper reflects on five years experience of designing and delivering two GIS-related modules to undergraduate students in a large business school, after having taught a variety of GIS-related modules for over 10 years in a geography department. The current modules (‘Geodemographics’ in semester 1, and ‘GIS for Business’ in semester 2) are both delivered largely by independent study, using Web-based study materials and practical exercises involving commercial GIS software and real datasets. Both modules are optional, and are taken by an average of 40 or so students each semester.
The focus of this paper concerns the distinctiveness, or otherwise, of a Business School environment for teaching and learning GIS. The key questions addressed by the paper are:
- How readily does GIS transfer from GEES into business disciplines? (Corollary: Could business be the natural home for GIS education?).
- Is GIS more challenging for business students than for GEES students? If so, in what ways, and why?
- How easy/difficult is it to acquire real business data to support GIS study?
- Are business students any different in their attitudes and learning behaviour to GEES students?
The paper will attempt to determine whether the challenges faced by teachers and students of GIS are generic, and largely independent of the disciplinary context in which GIS is taught, or whether they differ significantly across disciplinary boundaries. In conclusion, the author will consider what changes (if any) he would make if he were to return to a geography department to teach GIS.
Small is beautiful but large is necessary: internet GIS for the masses
Duncan Whyatt; Gemma Davies; Alan Blackburn, Geography, Lancaster University
This presentation describes some of the positive and negative experiences of teaching the principles of Cartography, GIS and Remote Sensing to a first year class of approximately 200 students.
The course combines a series of formal lectures with a series of themed practical exercises that students are required to complete in their own time. Lectures and practical sessions draw on a common data resource – the SPEGIS database, developed to draw together as wide a range of geographical data as possible, for a small rural area north of Lancaster.
The lecturers on this course draw examples from this database to support lectures on scale, data quality and metadata. Students are encouraged to explore selected elements of the database for themselves using ArcIMS, a web-based map-delivery service that may be used to display and query geographic data.
Our experiences with ArcIMS to date have been varied. The students have found the software relatively easy to use, but have been hindered by intermittent breaks in the service. From an academic point of view our feelings towards ArcIMS are mixed. It has the potential to provide hands-on experience to large numbers of students, but was not designed for the purpose for which it is being used. It has limited functionality with respect to spatial and attribute query and with respect to cartographic design, meaning that aspects of GIS and cartography covered in the lectures cannot be fully reinforced through practical engagement.
In the short term we are committed to using both the SPEGIS database and ArcIMS to support our first year teaching. In the longer term we are looking for alternatives to ArcIMS that better enable us to support our learning objectives and unlock the wealth of information that currently resides within the SPEGIS database.
Presentation - Small is beautiful but large is necessary: internet GIS for the masses (PowerPoint 0.7mb)
A data quality exercise with GIS to develop critical thinking skills in Environmental Management students
Sandy Winterbottom - School of Biological and Environmental Sciences, University of Stirling
Data quality is a critical issue in GIS but it is not a subject that is particularly engaging when taught in a standard lecture format. This presentation outlines an exercise in data quality that was conducted with a group of Environmental Management students. Students were provided with a fictional report which used GIS to determine the best site for disposal of low level radioactive waste. Students were allowed to ask a limited number of questions about the report and then had to make a decision on the best site. The GIS study and the report is flawed on many levels and in actual fact, none of the sites are suitable but unless the students ask the right questions regarding data quality, they will make a poor decision. This exercise is excellent for teaching critical thinking skills for environmental management students who are more likely to be making decisions from GIS output than be employed as GIS operators.